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Sample records for academic discourse socialization

  1. Academic Discourse Socialization through Small-Group Discussions

    ERIC Educational Resources Information Center

    Ho, Mei-ching

    2011-01-01

    This study examines the nature of small-group discussion and explores how it fosters oral academic discourse socialization in a TESOL postgraduate course. The participants included four native-English speaking and six non-native English Speaking postgraduate students at a state university in the U.S. The findings revealed that small-group…

  2. Oral Academic Discourse Socialization of In-Service Teachers in a TEFL Program

    ERIC Educational Resources Information Center

    Ahmadi, Parviz; Samad, Arshad Abd.

    2015-01-01

    Oral academic discourse socialization refers to a process through which students learn about the conventions and practices of their disciplinary fields while doing academic spoken practices. In this study, it refers to the interactions of the participant teachers with their peers and instructors as well as their engagement with academic texts.…

  3. Understanding Resistance: An Analysis of Discourses in Academic Staff Development

    ERIC Educational Resources Information Center

    Quinn, Lynn

    2012-01-01

    Using social realist theory and critical discourse analysis, this article examines a number of discourses which construct academic staff attitudes to teaching and learning in their disciplines. It seeks to explain academics' resistance to engaging in activities aimed at professionalising academic practice. The research described in the article…

  4. Teaching the Conventions of Academic Discourse

    ERIC Educational Resources Information Center

    Thonney, Teresa

    2011-01-01

    Given the current emphasis on disciplinary discourses, it's not surprising that so little recent attention has been devoted to identifying conventions that are universal in academic discourse. In this essay, the author argues that there are shared features that unite academic writing, and that by introducing these features to first-year students…

  5. Ambivalences: Voices of Indonesian Academic Discourse Gatekeepers

    ERIC Educational Resources Information Center

    Basthomi, Yazid

    2012-01-01

    This article presents voices of academic discourse gatekeepers in the Indonesian context. It reports on results of an attempt to re-read (re-analyze and re-interpret) the transcripts of interviews with Indonesian journal editors/reviewers in the area of English Language Teaching (ELT). The interviews were made with five editors/reviewers of two…

  6. The Performance of Academic Identity as Pedagogical Model and Guide in/through Lecture Discourse

    ERIC Educational Resources Information Center

    McInnes, David

    2013-01-01

    This article argues that lecture discourse has the capacity to support students in their transition into modes of social critique and that the lecturer, through an enactment of an academic identity in lecture discourse, plays a crucial role as both model and guide. Certain crucial phases and sub-phases of lectures are used to model an engagement…

  7. EFL Writers' Social Networks: Impact on Advanced Academic Literacy Development

    ERIC Educational Resources Information Center

    Ferenz, Orna

    2005-01-01

    For non-native English writers, second language (L2) advanced academic literacy encompasses knowledge of the rhetorical, linguistic, social and cultural features of academic discourse as well as knowledge of English as used by their academic disciplines. Literacy is acquired through a socialization process embedded in social practice, patterned by…

  8. Academic Discourse in Portugal: A Whole Different Ballgame?

    ERIC Educational Resources Information Center

    Bennett, Karen

    2010-01-01

    Despite the existence of many contrastive studies that have drawn attention to academic discourse practices in other cultures, the formal constitution of the discipline known as Contrastive Rhetoric may ultimately have served to reinforce the hegemony of English Academic Discourse (EAD). That is to say, by focusing upon the technical question of…

  9. Discourse analysis and social constructionism.

    PubMed

    White, Robert

    2004-01-01

    Discourse analysis (DA) is underpinned by a social constructionist orientation to knowledge. Social constructionism rests on the philosophical assumptions that multiple versions of the world are legitimate; that texts are open to multiple readings; and that language is non-representational. As social constructionism is relativistic, the status of 'evidence' generated by DA is questionable from more traditional research perspectives. On a common-sense level, people obviously construct meaning in relation to their lives. Thus, DA can help us to examine constructions of meaning in relation to nursing care. Equally the discourse analyst constructs one possible meaning in relation to a phenomenon that may compete with other versions. Multiplicity does not necessarily entail anarchy and competing versions prevent authoritarianism and loss of freedom. However, judgements have to be made about competing versions, for example, by assessing the level of 'facticity', or referring to the ethics embedded in the cultural context. In this paper, Bob White discusses DA as a form of qualitative research that offers promise for nursing research. Subsequent papers will examine the methodology and methods of DA and its application to nursing research. PMID:15636002

  10. Intersecting Discourses of Militarism: Military and Academic Gendered Organizations

    ERIC Educational Resources Information Center

    Taber, Nancy

    2015-01-01

    This article explores the ways in which military constructions of gender intersect with academic ones. Its focus is to connect military discourses of duty, honour and service before self with academic ones of commitment and productivity. As such, it engages in an institutional analysis of the gendered organizations of the military and academia and…

  11. Getting Personal in Academic Discourse: Why It Works.

    ERIC Educational Resources Information Center

    Peterson, Linda H.

    There is virtue in the movement recently begun within academic discourse that moves personal expression into professional writing. But before academics can understand why it works, they must first acknowledge that at times it does not work. A case in point would be Jane Tompkins' essay, "Me and My Shadow," which is predicated on a metaphoric split…

  12. Chatting in Paragraphs: Towards Academic Discourse in Foreign Language Chat

    ERIC Educational Resources Information Center

    Mendelson, Adam

    2012-01-01

    This paper presents a case study of an individual student's increasing approximation of academic discourse during a third-semester Spanish class that included chat-based instruction. During both chat-based activities and oral discussions in class, the student's language use became increasingly characterized by longer turns and the use of…

  13. Stance Taking and Passive Voice in Turkish Academic Discourse

    ERIC Educational Resources Information Center

    Emeksiz, Zeynep Erk

    2015-01-01

    This study aims at describing the functions of passive voice and how authors reflect their stance through those functions in Turkish academic discourse. Depending on the findings of a corpus based research, this study makes a counterpoint to functionalist views on the ground that passivization does not necessarily result in promoting agents in…

  14. Causal Discourse Analyzer: Improving Automated Feedback on Academic ESL Writing

    ERIC Educational Resources Information Center

    Chukharev-Hudilainen, Evgeny; Saricaoglu, Aysel

    2016-01-01

    Expressing causal relations plays a central role in academic writing. While it is important that writing instructors assess and provide feedback on learners' causal discourse, it could be a very time-consuming task. In this respect, automated writing evaluation (AWE) tools may be helpful. However, to date, there have been no AWE tools capable of…

  15. Discourse as Social Interaction. Discourse Studies: A Multidisciplinary Introduction. Volume 2.

    ERIC Educational Resources Information Center

    van Dijk, Teun A., Ed.

    The collection of essays on discourse as a form of social interaction includes: "Discourse as Interaction in Society" (Teun A. van Dijk); "Discourse Pragmatics" (Shoshana Blum-Kulka); "Conversation Analysis: An Approach to the Study of Social Action as Sense Making Practices" (Anita Pomerantz, B. J. Fehr); "Institutional Dialogue" (Paul Drew,…

  16. Academic English Socialization through Individual Networks of Practice

    ERIC Educational Resources Information Center

    Zappa-Hollman, Sandra; Duff, Patricia A.

    2015-01-01

    This article introduces the notion of individual network of practice (INoP) as a viable construct for analyzing academic (discourse) socialization in second language (L2) contexts. The authors provide an overview of social practice theories that have informed the development of INoP--community of practice (CoP; Lave & Wenger, 1991; Wenger,…

  17. The Impact of Canadian Social Discourses on L2 Writing Pedagogy in Ontario

    ERIC Educational Resources Information Center

    Kalan, Amir

    2013-01-01

    This paper attempts to illustrate the impact of Canadian social, political, and academic discourses on second language writing pedagogy in Ontario schools. Building upon the views that regard teacher knowledge as teachers' sociocultural interactions and lived experiences, and not merely intellectual capabilities gained within teacher preparation,…

  18. Investigating Connections between Text and Discourse Communities: A Cross-Disciplinary Study of Evaluative Discourse Practices in Academic Book Reviews.

    ERIC Educational Resources Information Center

    Motta-Roth, Desiree

    A study of the discourse of book reviews in several academic disciplines examines how interaction of text and context varies across disciplines. Sixty academic book reviews in linguistics, chemistry, and economics were analyzed for rhetorical structure and for the communicative goal of the genre, that of evaluating knowledge production. The book…

  19. Interpersonal Engagement in Academic Spoken Discourse: A Functional Account of Dissertation Defenses

    ERIC Educational Resources Information Center

    Recski, Leonardo

    2005-01-01

    Whereas former research on academic discourse has paid a great deal of attention to writing and its hedging strategies, this paper aims to show that a complementary and equally important feature of academic spoken discourse is the use of modal certainty. An examination of modal selections in two American Dissertation Defenses additionally reveals…

  20. Academic Discussions: An Analysis of Instructional Discourse and an Argument for an Integrative Assessment Framework

    ERIC Educational Resources Information Center

    Elizabeth, Tracy; Ross Anderson, Trisha L.; Snow, Elana H.; Selman, Robert L.

    2012-01-01

    This article describes the structure of academic discussions during the implementation of a literacy curriculum in the upper elementary grades. The authors examine the quality of academic discussion, using existing discourse analysis frameworks designed to evaluate varying attributes of classroom discourse. To integrate the overlapping qualities…

  1. German Influences on the Spanish Academic Discourse in Educational Sciences between 1945 and 1990

    ERIC Educational Resources Information Center

    Roith, Christian

    2008-01-01

    The idiosyncrasy of national academic discourses in educational sciences and the flow of ideas between them is a topic that has inspired recent research, even though it has not been treated very exhaustively. This study presents some results of an investigation into German influences on the Spanish academic discourse in educational sciences…

  2. Re-reading Discourse and Social Psychology: transforming social psychology.

    PubMed

    Potter, Jonathan

    2012-09-01

    This paper considers one theme in the contemporary legacy of Potter and Wetherell's (1987) Discourse and Social Psychology. It overviews the context that led to that book and considers a series of critical responses from both experimental and critical/qualitative social psychologists. It refutes criticisms and corrects confusions. Focusing on contemporary discursive psychology, it highlights (a) its rigorous use of records of actual behaviour; (b) its systematic focus on normative practices. In methodological terms, it (a) highlights limitations in the use of open-ended interviews; (b) considers the way naturalistic materials provide access to participants' own orientations and displays; (c) builds a distinctive logic of sampling and generalization. In theoretical terms, it (a) highlights the way discourse work can identify foundational psychological matters; (b) offers a novel approach to emotion and embodiment; (c) starts to build a matrix of dimensions which are central to the constructing and recognizing of different kinds of social actions. It now offers a fully formed alternative social psychology which coordinates theory and method and a growing body of empirical work. PMID:22168901

  3. Food security and food insecurity in Europe: An analysis of the academic discourse (1975-2013).

    PubMed

    Borch, Anita; Kjærnes, Unni

    2016-08-01

    In this paper we address the academic discourse on food insecurity and food security in Europe as expressed in articles published in scientific journals in the period 1975 to 2013. The analysis indicates that little knowledge has been produced on this subject, and that the limited research that has been produced tends to focus on the production of food rather than on people's access to food. The lack of knowledge about European food insecurity is particularly alarming in these times, which are characterised by increasing social inequalities and poverty, as well as shifting policy regimes. More empirical, comparative and longitudinal research is needed to survey the extent of food security problems across European countries over time. There is also a need to identify groups at risk of food insecurity as well as legal, economic, practical, social, and psychological constraints hindering access to appropriate and sufficient food. PMID:27067740

  4. Traitement discursif et conversationnel des representations sociales (Discourse and Conversational Analysis of Social Representations).

    ERIC Educational Resources Information Center

    Serra, Cecilia

    2000-01-01

    This article examines the interpretive process of social representations of bilingualism by means of discourse and conversational analysis. Representations are to be understood as an interpretive set of assumptions conveyed by discourse, creating recurrent and habitual systems of dispositions and expectations. The article shows how discourse is…

  5. The Place of Social Justice in Higher Education and Social Change Discourses

    ERIC Educational Resources Information Center

    Singh, Mala

    2011-01-01

    A familiar discourse about higher education and social change today relates to higher education's socio-economic role within knowledge societies in a globalizing world. This paper addresses how issues of social justice feature in such discourses; whether social justice in higher education has been appropriated into a neo-liberal strategy for…

  6. A Discourse Analysis of Collaboration between Academic and Student Affairs in Community Colleges

    ERIC Educational Resources Information Center

    Gulley, Needham Yancey

    2016-01-01

    The purpose of this study was to understand the nature of collaboration between academic affairs and student affairs units in the community college context from a qualitative perspective. A discourse analysis study was conducted to explore the ways in which collaborative practice was discussed and understood by chief and midlevel academic and…

  7. Civil Discourse in the Age of Social Media

    ERIC Educational Resources Information Center

    Junco, Reynol; Chickering, Arthur W.

    2010-01-01

    For centuries, issues of civil discourse only arose concerning written and oral communication. But now, new technologies for communication and social interaction, particularly social media, have dramatically expanded the potential for human interaction. They generate significant challenges for institutional policies and practices to encourage and…

  8. Electronic Discourse: Evolving Conventions in Online Academic Environments. ERIC Digest.

    ERIC Educational Resources Information Center

    Abdullah, Mardziah Hayati

    Based on the premise that computer networks are changing the way people think and interact, this Digest discusses some features of electronic discourse as a relatively new form of discourse and examines the current research on computer mediated communication text. The Digest suggests further research on how other features of electronic discourse…

  9. Knowledge Building Discourse Explorer: A Social Network Analysis Application for Knowledge Building Discourse

    ERIC Educational Resources Information Center

    Oshima, Jun; Oshima, Ritsuko; Matsuzawa, Yoshiaki

    2012-01-01

    In recent studies of learning theories, a new methodology that integrates two prevailing metaphors of learning (acquisition and participation) has been discussed. However, current analytical techniques are insufficient for analyzing how social knowledge develops through learners' discourse and how individual learners contribute to this…

  10. Academic Community: Discourse or Discord? Higher Education Policy Series 20.

    ERIC Educational Resources Information Center

    Barnett, Ronald, Ed.

    This collection of 12 author-contributed papers examines the notion of "academic community" within and among institutions of higher education. Papers are grouped into four sections which examine the idea of academic community, community through academic inquiry, community through curriculum, and community through organization, respectively. Papers…

  11. Promoting Cognitive and Social Aspects of Inquiry through Classroom Discourse

    ERIC Educational Resources Information Center

    Jin, Hui; Wei, Xin; Duan, Peiran; Guo, Yuying; Wang, Wenxia

    2016-01-01

    We investigated how Chinese physics teachers structured classroom discourse to support the cognitive and social aspects of inquiry-based science learning. Regarding the cognitive aspect, we examined to what extent the cognitive processes underlying the scientific skills and the disciplinary reasoning behind the content knowledge were taught.…

  12. Identity Management and Mental Health Discourse in Social Media

    PubMed Central

    Pavalanathan, Umashanthi; De Choudhury, Munmun

    2015-01-01

    Social media is increasingly being adopted in health discourse. We examine the role played by identity in supporting discourse on socially stigmatized conditions. Specifically, we focus on mental health communities on reddit. We investigate the characteristics of mental health discourse manifested through reddit's characteristic ‘throwaway’ accounts, which are used as proxies of anonymity. For the purpose, we propose affective, cognitive, social, and linguistic style measures, drawing from literature in psychology. We observe that mental health discourse from throwaways is considerably disinhibiting and exhibits increased negativity, cognitive bias and self-attentional focus, and lowered self-esteem. Throwaways also seem to be six times more prevalent as an identity choice on mental health forums, compared to other reddit communities. We discuss the implications of our work in guiding mental health interventions, and in the design of online communities that can better cater to the needs of vulnerable populations. We conclude with thoughts on the role of identity manifestation on social media in behavioral therapy. PMID:27376158

  13. Developing Socially Responsible Leaders in Academic Settings

    ERIC Educational Resources Information Center

    Cauthen, T. W., III

    2016-01-01

    This chapter begins the exploration of what leadership education is through examining the relationship between educational involvement and academic autonomy in the development of socially responsible leaders.

  14. What Does Resistance Look Like in Non-Academic Discourse?

    ERIC Educational Resources Information Center

    Herndl, Carl; Taylor, Vicki

    Teachers of advanced technical and professional writing need to provide credible ways in which their students can extend the cultural critique the teachers try to engage them in into the world outside the classroom. The nature of resistance in nonacademic discourse can be explored to help both the teachers and students think through the imposing…

  15. Social Science Discourse: Issues in Scholarly Communication.

    ERIC Educational Resources Information Center

    Calabrese, Andrew M.

    Focusing particularly on communication as a discipline, this paper is a review and synthesis of literature about scholarly communication in the social sciences. Drawing from literature about ferment in the communication discipline, from information science, the sociology of knowledge, and the philosophy of social science, the paper argues that…

  16. Oral Academic Discourse Socialisation: Challenges Faced by International Undergraduate Students in a Malaysian Public University

    ERIC Educational Resources Information Center

    Mahfoodh, Omer Hassan Ali

    2014-01-01

    This paper reports a qualitative study which examines the challenges faced by six international undergraduate students in their socialisation of oral academic discourse in a Malaysian public university. Data were collected employing interviews. Students' presentations were also collected. Semi-structured interviews were transcribed verbatim and…

  17. "Of"-Constructions in the Predicate of "Demonstrate" and "Show" in Academic Discourse

    ERIC Educational Resources Information Center

    Chen, Liyin; Chung, Siaw-Fong

    2014-01-01

    This study investigates "of"-constructions in the predicates of two reporting verbs, "demonstrate" and "show," in academic discourse. A construction perspective is taken to examine how the two predicate constructions (["demonstrate" N1 "of" N2] and ["show" N1 "of" N2]) would…

  18. Integrating Writing, Academic Discourses, and Service Learning: Project Renaissance and School/College Literacy Collaborations

    ERIC Educational Resources Information Center

    Mastrangelo, Lisa S.; Tischio, Victoria

    2005-01-01

    "Integrating Writing, Academic Discourses, and Service Learning: Project Renaissance and School/College Literacy Collaborations" discusses a year-long general education program for first-year students that integrated disciplinary learning with a pen pal project in light of the goals of critical pedagogy and service-learning. The program aimed at…

  19. Perceptions of Graduate Students and Supervisors on the Effectiveness of Chinese EFL Academic Socialization: Interview Results

    ERIC Educational Resources Information Center

    Peng, Hongbing

    2016-01-01

    The paper explores the perceptions of graduate students and supervisors on the effectiveness of Chinese EFL academic socialization through an interview study from the perspective of Discourse System (DS) proposed by Scollon and Scollon (2000). The investigation, which was conducted in one leading Chinese university of foreign studies in 2010, was…

  20. Commercial Social Media and the Erosion of the Commons: Implications for Academic Libraries

    ERIC Educational Resources Information Center

    Lilburn, Jeff

    2012-01-01

    Recent scholarship challenges the celebratory discourse surrounding Web 2.0. This paper engages with this scholarship to examine critically the implications of academic libraries' presence within commercially owned social media spaces. It considers the apparent contradiction between work to promote the principles of open access and the idea of the…

  1. Emotion Discourse, Social Cognition, and Social Skills in Children with and without Developmental Delays

    ERIC Educational Resources Information Center

    Fenning, Rachel M.; Baker, Bruce L.; Juvonen, Jaana

    2011-01-01

    This study examined parent-child emotion discourse, children's independent social information processing, and social skills outcomes in 146 families of 8-year-olds with and without developmental delays. Children's emergent social-cognitive understanding (internal state understanding, perspective taking, and causal reasoning and problem solving)…

  2. Small "p" Publishing: A Networked Blogging Approach to Academic Discourse

    ERIC Educational Resources Information Center

    Martin, Julia W.; Hughes, Brian

    2012-01-01

    This article highlights a middle ground for academic publishing between formal peer-reviewed journals and informal blogging that we call "Small "p" Publishing." Having implemented and tested a publishing network that illustrates this middle ground, we describe its unique contributions to scholars and learning communities. Three features that…

  3. How to Identify E-Learning Trends in Academic Teaching: Methodological Approaches and the Analysis of Scientific Discourses

    ERIC Educational Resources Information Center

    Fischer, Helge; Heise, Linda; Heinz, Matthias; Moebius, Kathrin; Koehler, Thomas

    2015-01-01

    Purpose: The purpose of this paper is to introduce methodology and findings of a trend study in the field of e-learning. The overall interest of the study was the analysis of scientific e-learning discourses. What comes next in the field of academic e-learning? Which e-learning trends dominate the discourse at universities? Answering such…

  4. Promoting cognitive and social aspects of inquiry through classroom discourse

    NASA Astrophysics Data System (ADS)

    Jin, Hui; Wei, Xin; Duan, Peiran; Guo, Yuying; Wang, Wenxia

    2016-01-01

    We investigated how Chinese physics teachers structured classroom discourse to support the cognitive and social aspects of inquiry-based science learning. Regarding the cognitive aspect, we examined to what extent the cognitive processes underlying the scientific skills and the disciplinary reasoning behind the content knowledge were taught. Regarding the social aspect, we examined how classroom discourse supported student learning in terms of students' opportunities to talk and interaction patterns. Our participants were 17 physics teachers who were actively engaged in teacher education programs in universities and professional development programs in local school districts. We analyzed one lesson video from each participating teacher. The results suggest both promises and challenges. Regarding the cognitive aspect of inquiry, the teachers in general recognized the importance of teaching the cognitive processes and disciplinary reasoning. However, they were less likely to address common intuitive ideas about science concepts and principles. Regarding the social aspect of inquiry, the teachers frequently interacted with students in class. However, it appeared that facilitating conversations among students and prompting students to talk about their own ideas are challenging. We discuss the implications of these findings for teacher education programs and professional development programs in China.

  5. Socialising ESL Students into the Discourse of School Science through Academic Writing

    ERIC Educational Resources Information Center

    Huang, Jingzi

    2004-01-01

    This paper takes the view of "language socialization" (Schieffelin & Ochs, 1986) to examine, through a case study of a secondary ESL science class, the instructional process that aims at facilitating the integration of specific science content learning and the construction of a particular kind of written discourse typically found in school…

  6. Social mix policies in Paris: discourses, policies and social effects.

    PubMed

    Bacqué, Marie-Hélène; Fijalkow, Yankel; Launay, Lydie; Vermeersch, Stéphanie

    2011-01-01

    Since the 1980s, the issue of social mix has become a public policy category in France. Enshrined in legislation, yet remaining controversial, it represents a major premise on which housing policies have been reconfigured. The concept of social mix is essentially based on who lives where, but it is also evoked in the context of urban renewal schemes for social housing estates, as well as in relation to new-build developments. A study of the bases of social mix policies conducted in Paris since 2001 in the context of the embourgeoisement of the capital shows the fundamental role of social housing stock. The City Council has become involved in policy decisions about both the location and the allocation of social housing. Particular attention has been paid to the middle classes in the name of the principle of ‘balancing the population’. In order to measure the effects of the policy, this article relies on an analysis of two City of Paris schemes that have the stated intent of creating social mix. One of these schemes consists of redeveloping a working-class neighbourhood, Goutte d'Or, while the other involves the new acquisition of social housing in various more affluent neighbourhoods in the capital. This comparative study of the population shows that, whether in a neighbourhood poised for gentrification or in a more affluent neighbourhood, this policy has major effects on forms of local social cohesion, setting in motion individual trajectories and reshaping social and/or ethnic identities. PMID:21542203

  7. Revitalizing Critical Discourses in Social Education: Opportunities for a More Complexified (Un)Knowing

    ERIC Educational Resources Information Center

    Segall, Avner

    2013-01-01

    The author seeks to revitalize the interests of social educators in the value of using critical, postmodern discourses for rich comprehension of and productive scholarly research in our field. These discourses (a) challenge existing understanding within social education and the knowledge and knower they help produce; and (b) imagine more complex,…

  8. The Role of Academic Discourse in Minority Students' Academic Assimilation

    ERIC Educational Resources Information Center

    White, John W.; Ali-Khan, Carolyne

    2013-01-01

    Many minority students enter the university without the discursive ''codes of power" that they need both to find academic success and to self-identify as scholars. High schools and college preparatory programs too often ignore the role that academic language and literacy play in success at the college level. Even when academic…

  9. Autism, Social Competence, and Academic Performance

    ERIC Educational Resources Information Center

    Schriber Orloff, Susan N.

    2009-01-01

    In this article, a reader is asking for advice regarding her 10-year-old daughter who is having difficulty with her reading and focusing skills and social skills. The author recommends that her daughter should have a full evaluation of her academic skills and potentials inclusive of psychology, speech, and occupational therapy. The author also…

  10. Indiana Academic Standards for Social Studies.

    ERIC Educational Resources Information Center

    Indiana State Dept. of Education, Indianapolis.

    This publication presents Indiana's Academic Standards for K-8 social studies grade-by-grade and organized into five content areas: (1) history; (2) civics and government; (3) geography; (4) economics; and (5) individuals, society, and culture (psychology, sociology, and anthropology). For instructional purposes, the content knowledge should be…

  11. Social Networking Tools for Academic Libraries

    ERIC Educational Resources Information Center

    Chu, Samuel Kai-Wah; Du, Helen S.

    2013-01-01

    This is an exploratory study investigating the use of social networking tools in academic libraries, examining the extent of their use, library staff's perceptions of their usefulness and challenges, and factors influencing decisions to use or not to use such tools. Invitations to participate in a web-based survey were sent to 140 university…

  12. The Relationship between Practitioners and Academics--Anti-Academic Discourse Voiced by Finnish Nurses

    ERIC Educational Resources Information Center

    Laiho, Anne; Ruoholinna, Tarita

    2013-01-01

    Nursing in Western countries has become increasingly more theoretical, and nurse education has been integrated more often with the higher education system. Historically, nursing has been viewed as a non-academic domain. Establishing Nursing Science (NS) in Finland in the 1970s has meant that the new discipline is defined as the core of nurse…

  13. "Academic" CME and the social contract.

    PubMed

    Davis, D; Parboosingh, J

    1993-05-01

    The term academic continuing medical education (CME) is defined and explored from the perspective of forces that have made its usage necessary. These forces include the new understandings of the place, impact, and scope of CME, and, in particular, the increasing entrepreneurial interests in the field, unrelated to the improvement of physicians' competence or performance, or to health care outcomes. In addition to principles of CME provision promulgated by the Accreditation Council of CME, and those of ethical CME providers, academic CME implies the critical appraisal of the providers' activities, the creation of new knowledge about how physicians learn and change, and the dissemination of information based on such knowledge. Finally, the nature of academic CME providers is discussed, and the potential role of CME in fostering the social contract between the medical professional and society is explored. PMID:8484835

  14. Relational Discourses: Social Ties with Family and Friends

    ERIC Educational Resources Information Center

    O'Connor, Pat; Haynes, Amanda; Kane, Ciara

    2004-01-01

    This article presents quantitative and qualitative accounts of relational discourses in a random sample of approximately 4100 texts written by Irish young people (aged 10-12 and 14-17 years). The existence of such discourses is indicated by references to family and friends. The article shows that although the majority refer to such ties in their…

  15. Sophisticated Chaos: The Influence of Academic Discourse on Student Success in First-Year English Composition

    ERIC Educational Resources Information Center

    Burns, Sharon L.

    2010-01-01

    Students' conceptualizations of academic writing are often based on their cultural and social expectations of what it means to be a student or an instructor in the academy. These expectations are as varied as any target population and continue to grow as multi-cultural heritages continue to expand. First-year student writers' performances are…

  16. Formal and Informal Academic Language Socialization of a Bilingual Child

    ERIC Educational Resources Information Center

    Cho, Hyonsuk

    2016-01-01

    This ethnographic case study examines a bilingual child's academic socialization in both formal and informal academic communities. The study follows a high-achieving, bilingual student in a public US elementary school, who paradoxically is seen as a slow learner in her Korean-American Sunday school. From the academic socialization and community of…

  17. Academic Social Climate--A Key Aspect in Architectural Studies

    ERIC Educational Resources Information Center

    Davidovitch, Nitza; Casakin, Hernan

    2015-01-01

    The present research investigates academic social climate in architectural studies as perceived by students. It studies the importance that the various measures of academic social climate have in the studio and in architectural classes. It also investigates the relation between the personal background of students and their sense of academic social…

  18. The Impact of Children's Social Adjustment on Academic Outcomes

    ERIC Educational Resources Information Center

    DeRosier, Melissa E.; Lloyd, Stacey W.

    2011-01-01

    This study tested whether social adjustment added to the prediction of academic outcomes above and beyond prior academic functioning. Researchers collected school records and peer-, teacher-, and self-report measures for 1,255 third-grade children in the fall and spring of the school year. Measures of social adjustment included social acceptance…

  19. Social Adjustment and Academic Achievement: A Predictive Model for Students with Diverse Academic and Behavior Competencies

    ERIC Educational Resources Information Center

    Ray, Corey E.; Elliott, Stephen N.

    2006-01-01

    This study examined the hypothesized relationship between social adjustment, as measured by perceived social support, self-concept, and social skills, and performance on academic achievement tests. Participants included 27 teachers and 77 fourth- and eighth-grade students with diverse academic and behavior competencies. Teachers were asked to…

  20. Debating Educability: Diverging Social Representations of Abilities in Finnish Educational Discourse

    ERIC Educational Resources Information Center

    Räty, Hannu

    2014-01-01

    By surveying a representative sample of Finnish parents, this study set out to compare two social representations of intelligence current in our educational discourse: the established one, "the idea of natural giftedness", and an emerging one, "the idea of the multifariousness of abilities and support for social equality." It…

  1. Assessing Student Learning in Academic Advising Using Social Cognitive Theory

    ERIC Educational Resources Information Center

    Erlich, Richard J.; Russ-Eft, Darlene F.

    2013-01-01

    We investigated whether the social cognitive theory constructs of self-efficacy and self-regulated learning apply to academic advising for measuring student learning outcomes. Community college students (N = 120) participated in an individual academic-advising session. We assessed students' post-intervention self-efficacy in academic planning…

  2. Students "At-Risk" Policy: Competing Social and Economic Discourses

    ERIC Educational Resources Information Center

    Mosen-Lowe, Linda Audrey Joy; Vidovich, Lesley; Chapman, Anne

    2009-01-01

    Within a context of global reform agendas that promote economic ideologies in education the discourses surrounding "school failure" have shifted from "individual risk" to "a nation at-risk". Enhancing the quality of schooling through improving educational outcomes and standards for all, and thereby reducing "school failure," is simultaneously…

  3. Modeling Learners' Social Centrality and Performance through Language and Discourse

    ERIC Educational Resources Information Center

    Dowell, Nia M.; Skrypnyk, Oleksandra; Joksimovic, Srecko; Graesser, Arthur C.; Dawson, Shane; Gaševic, Dragan; Hennis, Thieme A.; de Vries, Pieter; Kovanovic, Vitomir

    2015-01-01

    There is an emerging trend in higher education for the adoption of massive open online courses (MOOCs). However, despite this interest in learning at scale, there has been limited work investigating the impact MOOCs can play on student learning. In this study, we adopt a novel approach, using language and discourse as a tool to explore its…

  4. The Discourse of Pedagogy and the Possibility of Social Change.

    ERIC Educational Resources Information Center

    O'Loughlin, Michael

    The thesis of this paper is that constructivism and similar pedagogic formulations are problematic because: (1) being nondialectical they close off possibilities for dialogue about issues such as those discussed in this paper; and (2) they are embedded in forms of discourse which privilege middle-class culture, values, language, and ways of…

  5. The Early Entrance Option: Academic and Social/Emotional Outcomes.

    ERIC Educational Resources Information Center

    Braymen, Rebecca K. F.; Piersel, Wayne C.

    1987-01-01

    Examines how early kindergarten entrants fare academically and socially/emotionally in their schooling. Screening procedures are used to identify children with exceptional ability and to eliminate from early entrance children likely to have adjustment difficulties. The screening battery includes measurements of academic readiness, social/emotional…

  6. The Influence of Academic Tracking on Adolescent Social Networks

    ERIC Educational Resources Information Center

    Fisher, Kim W.; Shogren, Karrie A.

    2016-01-01

    This study examined adolescents' social capital, through social network analyses (i.e., ego network analyses), in two high schools where students were placed into academic tracks adopted by the schools and shaped by disability status (i.e., general education, co-taught, segregated special education classrooms). The impact of academic tracks, as…

  7. Effects of Social Capital on Academic Success: A Narrative Synthesis

    ERIC Educational Resources Information Center

    Acar, Erkan

    2011-01-01

    Many researchers link social capital theory to education and commonly use examples from the field of education to examine social capital theory. Accordingly, they accept that reflections and contributions of social capital can be observed in the field of education. This paper examines social capital's effects on academic success in education. In…

  8. The social ties that bind: social anxiety and academic achievement across the university years.

    PubMed

    Brook, Christina A; Willoughby, Teena

    2015-05-01

    Given that engagement and integration in university/college are considered key to successful academic achievement, the identifying features of social anxiety, including fear of negative evaluation and distress and avoidance of new or all social situations, may be particularly disadvantageous in the social and evaluative contexts that are integral to university/college life. Thus, the purpose of this study was to examine the direct effects of social anxiety on academic achievement, as well as investigate an indirect mechanism through which social anxiety might impact on academic achievement, namely, the formation of new social ties in university. The participants were 942 (71.7 % female; M = 19 years at Time 1) students enrolled in a mid-sized university in Southern Ontario, Canada. Students completed annual assessments of social anxiety, social ties, and academic achievement for three consecutive years. The results from an autoregressive cross-lag path analysis indicated that social anxiety had a significant and negative direct relationship with academic achievement. Moreover, the negative indirect effect of social anxiety on academic achievement through social ties was significant, as was the opposing direction of effects (i.e., the indirect effect of academic achievement on social anxiety through social ties). These findings highlight the critical role that social ties appear to play in successful academic outcomes and in alleviating the effects of social anxiety during university/college. PMID:25691148

  9. Academic Language Socialization in High School Writing Conferences

    ERIC Educational Resources Information Center

    Gilliland, Betsy

    2014-01-01

    This study examines multilingual high school writers' individual talk with their teachers in two advanced English language development classes to observe how such talk shapes linguistically diverse adolescents' writing. Addressing adolescent writers' language socialization through microethnographic discourse analysis, the author…

  10. Socialization and the Acquisition of Professional Discourse: A Case Study in the PR Industry

    ERIC Educational Resources Information Center

    Bremner, Stephen

    2012-01-01

    This article tracks the socialization of a Chinese intern into a Hong Kong PR company and considers the factors that enabled her to move toward acquiring the discourse of the profession. Taking a case study approach, the research is based on a detailed daily journal written by the intern during her internship, and two interviews. Over the 3-month…

  11. Transforming the Social Practices of Learning with Representations: A Study of Disciplinary Discourse

    ERIC Educational Resources Information Center

    Nichols, Kim; Hanan, Jim; Ranasinghe, Muditha

    2013-01-01

    This study used an interactive dynamic simulation of action potential to explore social practices of learning among first year undergraduate biology students. It aimed to create a learning environment that fosters knowledge building discourse through working with multiple concept-specific representations. Three hundred and eighty-nine students and…

  12. Arts Activism: Praxis in Social Justice, Critical Discourse, and Radical Modes of Engagement

    ERIC Educational Resources Information Center

    Frostig, Karen

    2011-01-01

    How does arts activism relate to concepts of voice, issues of social justice, and ideas about sustainable change and transformative processes? Does arts activism imply a particular set of values? This article describes an arts activism course that is designed to raise critical discourse on these and other questions and to provide a structure for…

  13. A critical theory of medical discourse: how patients and health professionals deal with social problems.

    PubMed

    Waitzkin, H; Britt, T

    1989-01-01

    Criticism of social context does not generally appear in medical encounters. When contextual issues arise in medical discourse, messages of ideology and social control may become apparent, usually without the conscious awareness of the participants. By easing the physical or psychological impact of contextual difficulties, or by encouraging patients' conformity to mainstream expectations of desirable behavior, encounters with doctors can help win patients' consent to troubling social conditions. Seen in this light, doctor-patient encounters become micropolitical situations that do not typically encourage explicit statements or actions by health professionals to change contextual sources of their patients' difficulties. A critical theory influenced by structuralism suggests that the surface meanings of signs in medical discourse prove less important than their structural relationships. In addition, a theoretical approach adopting elements of post-structuralism and Marxist literary criticism emphasizes the marginal, absent, or excluded elements of medical discourse. Contextual features that shape a text include social class, sex, age, and race. Through the underlying structure of medical discourse, contextual problems are expressed, marginalized, and managed. PMID:2583879

  14. Promoting Social Norms for Scientific Discourse: Planning Decisions of an Urban Elementary Teacher

    ERIC Educational Resources Information Center

    Mangiante, Elaine Silva

    2015-01-01

    This case study examined planning decisions made and challenges faced by an elementary teacher in a high-poverty urban district to promote students' adoption of social norms of interaction for scientific discourse. Through interviews, document analyses, and observations during a science unit, the findings indicated that the teacher's planning…

  15. Tracing Discourses of Social Action: Inner-City Sydney Neighbourhood Centres

    ERIC Educational Resources Information Center

    Rule, John

    2005-01-01

    This article reports on my doctoral research around community organizations in the inner city of Sydney, Australia. The neighbourhood centres (NCs) provide a case study of sites where discourses of feminism, multiculturalism and urban environmentalism have been activated within a social justice framework. The research participants were activists…

  16. Between Academic Theory and Folk Wisdom: Local Discourse on Differential Educational Attainment in Fiji.

    ERIC Educational Resources Information Center

    White, Carmen M.

    2001-01-01

    In the multiethnic South Pacific nation of Fiji--a former British colony--the impact of Western theoretical hegemony on educational discourse is evident. Results of extensive fieldwork show how themes of achievement motivation, differential valuation of education, and cultural deficit theory combine with surviving colonial discourse and…

  17. Spirituality and Religion among the General Public: Implications for Social Work Discourse.

    PubMed

    Hodge, David R

    2015-07-01

    Conceptualizations play a central role in social work discourse, shaping actions in the areas of practice, research, and education. Although many formulations of spirituality and religion have been advanced by social work scholars, the views of members of the general public have been largely absent from the professional conversation. The present article adds to the profession's evolving discussion on spirituality and religion by describing common understandings of spirituality and religion among the general population and by discussing the implication of these views for social work discourse on spirituality and religion. By understanding common views among the public, the social work profession is better positioned to provide ethical and professional services that respect clients' spiritual beliefs and values. PMID:26173363

  18. The Discourse of Social Justice within European Education Policy Developments: The Example of Key Competences and Indicator Development towards Assuring the Continuation of Democracy

    ERIC Educational Resources Information Center

    Hoskins, Bryony

    2008-01-01

    Neo-liberal discourse is described by many critical education researchers as almost the only discourse within European education policy making. However, although this discourse clearly exists and is powerful, the author identifies an alternative discourse within European Union policy making which incorporates narratives of social justice,…

  19. Teacher Empowerment: The Discourse, Meanings and Social Actions of Teachers.

    ERIC Educational Resources Information Center

    Melenyzer, Beverly J.

    This study investigated two questions concerning the empowerment of teachers: (1) What meanings do teachers associate with the social practices and social knowledge that inform the social actions of teacher empowerment? and (2) What kinds of events seem to account for, or explicate, the accomplishment of teacher empowerment? Participants in the…

  20. Competing conceptualizations of decent work at the intersection of health, social and economic discourses.

    PubMed

    Di Ruggiero, Erica; Cohen, Joanna E; Cole, Donald C; Forman, Lisa

    2015-05-01

    According to the International Labour Organization (ILO), decent work is critical to economic and social progress and well-being. The ILO's Decent Work Agenda outlines four directions (creating jobs, guaranteeing rights at work, extending social protection, promoting social dialogue) (ILO, 2015). While the Agenda's existence may imply consensus about its meaning, we contend that several conceptualizations of decent work exist in the global policy arena. Different institutional perspectives must be negotiated, and political, economic, social and health considerations balanced in its pursuit. This paper reports findings from a critical discourse analysis of 10 policy texts that aimed to reveal different health, economic, and social claims about decent work and how these are shaped by the work policy agendas of the ILO, World Health Organization, and World Bank. Themes emerging from the discourse analysis include the: challenges and realities of promoting "one" agenda; complex intersection between decent work, health and health equity concepts; emphasis on economic and pro-market interests versus the social dimensions of work; and, relative emphasis on individual versus collective responsibility for decent work. To our knowledge, this is a first attempt to contrast different conceptualizations of decent work involving these institutions. Our findings suggest that decent work is a contested notion, and that more than one "agenda" is operating in the face of vested institutional interests. Broader discourses are contributing to a reframing of decent work in economic, social and/or health terms and these are impacting which dimensions of work are taken up in policy texts over others. Results show how the language of economics acts as a disciplinary and regulatory power and its role as a normalizing discourse. We call for research that deepens understanding of how a social, economic and health phenomenon like work is discursively re-interpreted through different global

  1. Social Factors That Predict Fear of Academic Success

    ERIC Educational Resources Information Center

    Gore, Jonathan S.; Thomas, Jessica; Jones, Stevy; Mahoney, Lauren; Dukes, Kristina; Treadway, Jodi

    2016-01-01

    Fear of academic success is ultimately a fear of social exclusion. Therefore, various forms of social inclusion may alleviate this fear. Three studies tested the hypothesis that social inclusion variables negatively predict fear of success. In Study 1, middle and high school students (n = 129) completed surveys of parental involvement, parental…

  2. Culturally Distinctive and Academic Socialization: Direct and Interactive Relationships with African American Adolescents' Academic Adjustment

    ERIC Educational Resources Information Center

    Cooper, Shauna M.; Smalls, Ciara

    2010-01-01

    Theories of ethnic minority development have largely suggested that African American parents engage in a combination of practices that include culturally distinctive socialization as well as behaviors that are characteristic of more universal forms of academic socialization. However, few studies have examined how these socialization dimensions…

  3. Social discourses of healthy eating. A market segmentation approach.

    PubMed

    Chrysochou, Polymeros; Askegaard, Søren; Grunert, Klaus G; Kristensen, Dorthe Brogård

    2010-10-01

    This paper proposes a framework of discourses regarding consumers' healthy eating as a useful conceptual scheme for market segmentation purposes. The objectives are: (a) to identify the appropriate number of health-related segments based on the underlying discursive subject positions of the framework, (b) to validate and further describe the segments based on their socio-demographic characteristics and attitudes towards healthy eating, and (c) to explore differences across segments in types of associations with food and health, as well as perceptions of food healthfulness.316 Danish consumers participated in a survey that included measures of the underlying subject positions of the proposed framework, followed by a word association task that aimed to explore types of associations with food and health, and perceptions of food healthfulness. A latent class clustering approach revealed three consumer segments: the Common, the Idealists and the Pragmatists. Based on the addressed objectives, differences across the segments are described and implications of findings are discussed. PMID:20600410

  4. Social Competence, Social Support, and Academic Achievement in Minority, Low-Income, Urban Elementary School Children

    ERIC Educational Resources Information Center

    Elias, Maurice J.; Haynes, Norris M.

    2008-01-01

    Despite living in disadvantaged urban communities experiencing social and economic hardships, many children emerge with positive outcomes. Social-emotional competence and social support were hypothesized to have strong influences on academic trajectories during the critical period of academic skill acquisition. Participants were 282 third-grade…

  5. Students as Spectators: Their Academic and Social Integration

    ERIC Educational Resources Information Center

    Clopton, Aaron

    2009-01-01

    There is extensive research literature addressing the impact that the college experience has on students, linking the campus environment to their persistence and graduation, satisfaction, sense of community, academic and social integration, and academic performance. Researchers have yet to fully address the connection between students identifying…

  6. Children's Effortful Control and Academic Achievement: Mediation through Social Functioning

    ERIC Educational Resources Information Center

    Valiente, Carlos; Eisenberg, Nancy; Haugen, Rg; Spinrad, Tracy L.; Hofer, Claire; Liew, Jeffrey; Kupfer, Anne

    2011-01-01

    Research Findings: The purpose of this study was to test the premise that children's effortful control (EC) is prospectively related to their academic achievement and to specify mechanisms through which EC is related to academic success. We used data from 214 children (M age at Time 1 [T1] = 73 months) to test whether social functioning (e.g.,…

  7. Social Bookmarking in Academic Libraries: Trends and Applications

    ERIC Educational Resources Information Center

    Redden, Carla S.

    2010-01-01

    This paper presents an exploration of the potential utilization of social bookmarking web sites by academic libraries. These web sites, which allow users and organizations to create accounts for bookmarking online content, provide academic libraries tools to collaborate and network, organize and share electronic resources and teach information…

  8. Socialization to Academic Language in a Kindergarten Classroom

    ERIC Educational Resources Information Center

    Gallagher, Colleen

    2016-01-01

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

  9. Academic Freedom: National Council for the Social Studies Policy Statements.

    ERIC Educational Resources Information Center

    National Council for the Social Studies, Washington, DC.

    This booklet presents three NCSS policy statements: 1) Academic Freedom and the Social Studies Teacher, 2) Academic Freedom: A Policy Statement, and 3) The NCSS Legal Defense Fund. The first statement includes guidelines for the study of controversial issues in the classroom and an outline of teachers' rights and responsibilities. It emphasizes…

  10. Linking Academic Social Environments, Ego-Identity Formation, Ego Virtues, and Academic Success

    ERIC Educational Resources Information Center

    Good, Marie; Adams, Gerald R.

    2008-01-01

    This study used Structural Equation Modeling to test an Eriksonian conceptual model linking academic social environments (relationships with faculty and fellow students), ego-identity formation, ego virtues, and academic success. Participants included 765 first-year students at a university in southern Ontario, Canada. Results indicated that…

  11. Academic Identification as a Mediator of the Relationship between Parental Socialization and Academic Achievement

    ERIC Educational Resources Information Center

    Strambler, Michael J.; Linke, Lance H.; Ward, Nadia L.

    2013-01-01

    This study examines whether academic identification, or one's psychological and emotional investment in academics, mediates the association between child-reported parental educational socialization and standardized achievement test scores among a predominantly ethnic minority sample of 367 urban middle school students. We predicted that academic…

  12. Academic Libraries: "Social" or "Communal?" The Nature and Future of Academic Libraries

    ERIC Educational Resources Information Center

    Gayton, Jeffrey T.

    2008-01-01

    The apparent death of academic libraries, as measured by declining circulation of print materials, reduced use of reference services, and falling gate counts, has led to calls for a more "social" approach to academic libraries: installing cafes, expanding group study spaces, and developing "information commons." This study compares these social…

  13. Spoken Persuasive Discourse Abilities of Adolescents with Acquired Brain Injury

    ERIC Educational Resources Information Center

    Moran, Catherine; Kirk, Cecilia; Powell, Emma

    2012-01-01

    Purpose: The aim of this study was to examine the performance of adolescents with acquired brain injury (ABI) during a spoken persuasive discourse task. Persuasive discourse is frequently used in social and academic settings and is of importance in the study of adolescent language. Method: Participants included 8 adolescents with ABI and 8 peers…

  14. Academic Talk in American University Classrooms: Crossing the Boundaries of Oral-Literate Discourse?

    ERIC Educational Resources Information Center

    Csomay, Eniko

    2006-01-01

    "Is academic speech "more like" casual conversation or academic writing?" [Swales, J. (2001). "Metatalk in American academic talk. The cases of 'point' and 'thing'." "Journal of English Language," 29(1), p. 37]. Taking a corpus-based perspective to the analysis, this study compares the language of university classroom talk to academic prose and…

  15. Challenging social cognition models of adherence: cycles of discourse, historical bodies, and interactional order.

    PubMed

    Murdoch, Jamie; Salter, Charlotte; Poland, Fiona; Cross, Jane

    2015-02-01

    Attempts to model individual beliefs as a means of predicting how people follow clinical advice have dominated adherence research, but with limited success. In this article, we challenge assumptions underlying this individualistic philosophy and propose an alternative formulation of context and its relationship with individual actions related to illness. Borrowing from Scollon and Scollon's three elements of social action—historical body, interaction order, and discourses in place—we construct an alternative set of research methods and demonstrate their application with an example of a person talking about asthma management. We argue that talk- or illness-related behavior, both viewed as forms of social action, manifest themselves as an intersection of cycles of discourse, shifting as individuals move through these cycles across time and space. We conclude by discussing how these dynamics of social action can be studied and how clinicians might use this understanding when negotiating treatment with patients. PMID:25231944

  16. "What Works" in Education and Social Welfare? A Mapping of the "Evidence Discourse" and Reflections upon Consequences for Professionals

    ERIC Educational Resources Information Center

    Krejsler, John B.

    2013-01-01

    Drawing on Foucauldian genealogy, the article maps major sources and trajectories of the evidence discourse. This enables scrutiny of the current struggle about "evidence" for "What Works" in education and social welfare. Evidence discourse is identified as emerging from the medical field as a bottom-up professional strategy.…

  17. "Emboldened Bodies": Social Class, School Health Policy and Obesity Discourse

    ERIC Educational Resources Information Center

    De Pian, Laura

    2012-01-01

    This paper examines the multiple ways in which health policy relating to obesity, diet and exercise is recontextualised and mediated by teachers and pupils in the context of social class in the UK. Drawing on a case study of a middle-class primary school in central England, the paper documents the complexity of the policy process, its uncertainty,…

  18. "Typing Back": Social Media as Space for Critical Discourse

    ERIC Educational Resources Information Center

    Careless, Erin Jennifer

    2015-01-01

    Social media applications such as Facebook and Twitter have become integrated into sociocultural practices for millions of people around the world, and are having an enduring impact on the field of adult education. As essentially free, virtually non-hierarchical tools that facilitate user-generated knowledge, these online spaces may be powerful…

  19. L2 Identity, Discourse, and Social Networking in Russian

    ERIC Educational Resources Information Center

    Klimanova, Liudmila; Dembovskaya, Svetlana

    2013-01-01

    As the integration of Internet-based social networking tools becomes increasingly popular in foreign language classrooms, the use of modern communication technologies is particularly critical in the context of less commonly taught languages (LCTLs), where student exposure to the target language and its speakers is usually minimal. This paper…

  20. Skateboarding Alone? Making Social Capital Discourse Relevant to Teenagers' Lives

    ERIC Educational Resources Information Center

    Weller, Susie

    2006-01-01

    Bound to the notion of teenage apathy is the concern that young people are increasingly disengaged from political and community issues and lacking in social capital. Voting is often regarded as the ultimate form of civic engagement, which implicitly excludes young teenagers from consideration through their status as non-voters. Teenagers'…

  1. Becoming Dean: Selection and Socialization Processes of an Academic Leader

    ERIC Educational Resources Information Center

    Enomoto, Ernestine; Matsuoka, Jon

    2007-01-01

    In this qualitative case study, we offer an insider's perspective on the selection and socialization processes of an academic leader. The primary method of data collection was through a series of interviews with the candidate over a five-year period. Analysis drew from an organizational socialization model devised by Saks and Ashforth, which…

  2. Social Intelligence and Academic Achievement as Predictors of Adolescent Popularity

    ERIC Educational Resources Information Center

    Meijs, Noortje; Cillessen, Antonius H. N.; Scholte, Ron H. J.; Segers, Eliane; Spijkerman, Renske

    2010-01-01

    This study compared the effects of social intelligence and cognitive intelligence, as measured by academic achievement, on adolescent popularity in two school contexts. A distinction was made between sociometric popularity, a measure of acceptance, and perceived popularity, a measure of social dominance. Participants were 512, 14-15 year-old…

  3. Unified Model for Academic Competence, Social Adjustment, and Psychopathology.

    ERIC Educational Resources Information Center

    Schaefer, Earl S.; And Others

    A unified conceptual model is needed to integrate the extensive research on (1) social competence and adaptive behavior, (2) converging conceptualizations of social adjustment and psychopathology, and (3) emerging concepts and measures of academic competence. To develop such a model, a study was conducted in which teacher ratings were collected on…

  4. Depressive Mood and Social Maladjustment: Differential Effects on Academic Achievement

    ERIC Educational Resources Information Center

    Aluja, Anton; Blanch, Angel

    2004-01-01

    The Children Depression Inventory (CDI) is a multidimensional instrument that includes items of social withdrawal, anhedonia, asthenia, low self-esteem (internalized) and behavioral problems (externalized). Child depression has been related with low academic achievement, neurotic and introverted personality traits and social maladjustment defined…

  5. Shifting the Blame in Higher Education--Social Inclusion and Deficit Discourses

    ERIC Educational Resources Information Center

    O'Shea, Sarah; Lysaght, Pauline; Roberts, Jen; Harwood, Valerie

    2016-01-01

    The principles of social inclusion have been embraced by institutions across the higher education sector but their translation into practice through pedagogy is not readily apparent. This paper examines perceptions of social inclusion and inclusive pedagogies held by academic staff at an Australian university. Of specific interest were the…

  6. Academic Social Cohesion within Higher Education

    ERIC Educational Resources Information Center

    Heuser, Brian L.

    2007-01-01

    This article explores the theoretical foundations of "social cohesion" as it relates to higher education institutions. In so doing it seeks (a) to understand the core elements of social cohesion--social capital, human capital and ethical behavioral norms that serve a common good--and (b) to establish a flexible framework for understanding the…

  7. The Influence of Social Networking Sites on High School Students' Social and Academic Development

    ERIC Educational Resources Information Center

    Ahn, June

    2010-01-01

    This dissertation examines the effects of social network sites on youth social and academic development. First, I provide a critical analysis of the extant research literature surrounding social network sites and youth. I merge scholarly thought in the areas of Internet studies, digital divides, social capital theory, psychological well-being,…

  8. Discourse Features of the Student-Produced Academic Research Paper: Variations across Disciplinary Courses

    ERIC Educational Resources Information Center

    Samraj, Betty

    2004-01-01

    The research paper has been identified as a genre that is commonly produced in both graduate and undergraduate courses. However, researchers have noted that this label tends to be used loosely and that texts referred to as research papers are not characterized by a fixed set of discoursal features [such as Johns A.M. (1997). "Text, role and…

  9. Academic Discourses on School-Based Teacher Collaboration: Revisiting the Arguments

    ERIC Educational Resources Information Center

    Lavie, Jose Manuel

    2006-01-01

    Purpose: After decades arguing the necessity of transforming schools into collaborative workplaces, teacher collaboration has been taken up by various discursive logics offering different viewpoints of the concept. This article reviews some of these discourses and looks at their main arguments, pointing to the contradictions and tensions between…

  10. Triple Translation: Academic and Managerial Discourses of Knowledge Transfer Policy in a New University in Scotland

    ERIC Educational Resources Information Center

    Wersun, Alec

    2010-01-01

    Higher education systems in many parts of the world are experiencing the emergence of policies for knowledge transfer (KT). KT policy discourse reflects attempts to make universities more responsive to the needs of the knowledge economy and can be seen as a trend towards extracting a greater contribution from universities to the economy and…

  11. "I Don't Read Fiction": Academic Discourse and the Relationship between Health and Physical Education

    ERIC Educational Resources Information Center

    Tinning, Richard

    2015-01-01

    The relationship between health (H) and physical education (PE) has long been the subject of debate. Recently, however, the obesity crisis has raised this relationship to a new level of attention. At the risk of simplifying things, there are two "positions" that seem to characterize the discourse regarding this new relationship. One…

  12. Competence in discourse as a measure of social integration and quality of life in persons with traumatic brain injury.

    PubMed

    Galski, T; Tompkins, C; Johnston, M V

    1998-09-01

    Persisting difficulties in communication are a serious handicap faced by many after traumatic brain injury (TBI) and a major barrier to community reintegration. Conventional approaches to the study of communication problems after TBI have focused on the form of language production and expression, usually in terms of phonological, semantic, and syntactical features. Most TBI patients, however, perform overall within normal ranges on these conventional indicators. More recently, attention has focused on language in its naturally-occurring form, that is, discourse, which is heavily influenced by linguistic, cognitive and social skills. Because most TBI patients are left with residual deficits in these areas, study of discourse abilities seem to be particularly suited to understanding their problems in communication and facilitating eventual reintegration into the community. This study was designed to determine if and how the conversational discourse of TBI patients differs from a matched non-TBI group and whether any identified variables are related to measures of outcome as measured by community integration and quality of life. Additionally, the study was designed to explore the relationship between TBI and features of discourse across conversational, narrative, procedural genres. TBI patients (n = 30) from an out-patient brain injury programme were compared to matched controls (n = 10) in the three discourse genres. Bivariate and multivariate analyses evaluated 23 measures of discourse efficiency, complexity, topic management, information and pragmatic behaviours in each genre as well as measures of psychosocial adjustment, particularly social integration and quality of life. Results indicated that TBIs were significantly different from controls on several measures of discourse and psychosocial adjustment. A number of other features of discourse were found to correlate significantly with social integration and quality of life. Interestingly, discourse variables

  13. "I Know I'm Unlovable": Desperation, Dislocation, Despair, and Discourse on the Academic Job Hunt

    ERIC Educational Resources Information Center

    Herrmann, Andrew F.

    2012-01-01

    Failure, according to the academic canonical narrative, is anything other than a tenure-track professorship. The academic job hunt is fraught with unknowns: a time of fear, hope, and despair. This personal narrative follows the author's three-year journey from doctoral candidate, to visiting assistant professor, to the unemployment line. Using a…

  14. The Career Perceptions of Academic Staff and Human Resource Discourses in English Higher Education

    ERIC Educational Resources Information Center

    Strike, Tony; Taylor, John

    2009-01-01

    This paper sets out findings from research that considered the interplay between English national policy developments in human resources management in higher education and the personal stories of academic staff as career participants. Academic careers are pursued in an institutional and national policy context but it was not clear that the formal…

  15. [The change of the health insurance policy and social welfare discourse in 1970s].

    PubMed

    Hwang, Byoung-joo

    2011-12-31

    This study is to analyze the change of the health insurance policy in the 1970s in relation to social welfare discourse. The public health care in Korea was in very poor condition around the first amendment of the National Health Insurance Act in 1970. Furthermore, due to the introduction of new medical technology, increasing number of big hospitals participating in the medical market, inflation, and other factors, medical expenses skyrocketed and made it hard for ordinary people to enjoy medical services. Accordingly, the social solution to the problem of medical expenses which an individual found hard to deal with became of demand. And as the way to the solution, it was inevitable to consider the introduction of health insurance as social insurance. In this condition, Park regime began to stress the social development from the 1960s. It was to aim to settle various social problems triggered by the rapid industrialization in the 1960s through social development as well as economic development. As the social development was emphasized, the matter of social welfare appeared of importance and led to the first amendment of the National Health Insurance Act in 1970. However, it was impossible for Korean government to enforce a nationwide health insurance. The key issue was how to fund it. Park regime was reluctant to use government fund; it was also hard to burden private companies. Even while the health insurance policy was not determined yet for this reason, the social demand for health insurance became large and large. In particular, in the midst of the first "Oil Shock" which gave a big blow to people's living condition from the late 1973, some reported issues in relation to health service, such as hospitals' rejection of the poor, became a big problem. Coupled with the social demand for a health insurance system, the changes occurred within the medical community was also important. Most of all, hospitals was facing the decrease of the effectiveness of their

  16. Socialization for Survival in the Academic World

    ERIC Educational Resources Information Center

    Conway, Mary E.; Glass, Laurie K.

    1978-01-01

    The authors discuss coping behaviors for nursing school teachers new to university faculties, stating that success is an unintended result of role socialization. Organizational constraints, goal conflicts, dealing with reality, the overload discovery syndrome, and improvement suggestions are included. (MF)

  17. The social costs of academic success across ethnic groups.

    PubMed

    Fuller-Rowell, Thomas E; Doan, Stacey N

    2010-01-01

    This study explores the longitudinal association between academic achievement and social acceptance across ethnic groups in a nationally representative sample of adolescents (N = 13,570; M(age) = 15.5 years). The effects of school context are also considered. Results show that African American and Native American adolescents experience greater social costs with academic success than Whites. Pertaining to school context, findings suggest that the differential social consequences of achievement experienced by African Americans are greatest in more highly achieving schools, but only when these schools have a smaller percentage of Black students. Students from Mexican descent also showed differential social costs with achievement in particular contexts. The implications of these findings to theory, policy, and future research are discussed. PMID:21077858

  18. Enhancing Academic Achievement through Direct Instruction of Social Skills.

    ERIC Educational Resources Information Center

    Bendt, Lori; Nunan, Jan

    This paper examines the impact of the explicit teaching of social skills to enhance academic achievement. The targeted population comprised kindergarten and second grade students in a middle-class community located in central Illinois. The problem of inappropriate behaviors and difficulties interacting with peers and how this may affect academic…

  19. Social, Mental, Academic and Physical Development in Groups Doing Sports

    ERIC Educational Resources Information Center

    Nas, Kazim; Temel, Veysel; Akpinar, Selahattin; Akpinar, Oznur

    2012-01-01

    The aim of this study is to show whether sport has an effect on education/academic success and social, mental and physical development or not. The search involves 160 students studying at Physical Education and Sports High School at Karamanoglu Mehmetbey University. Graded quintet likert type questionnaire was used as a measuring means. The first…

  20. Transfer Student Engagement: Blurring of Social and Academic Engagement

    ERIC Educational Resources Information Center

    Lester, Jaime; Leonard, Jeannie Brown; Mathias, David

    2013-01-01

    Transfer students are a distinct population. Their characteristics lead to a qualitatively different student experience. Drawing on interviews with a cross-sectional sample of transfer students at George Mason University (GMU), this study focused on the ways transfer students perceived their social and academic engagement, on the ways they engaged…

  1. Conceptualizing Academic Norms in Middle School: A Social Network Perspective

    ERIC Educational Resources Information Center

    McCormick, Meghan P.; Cappella, Elise

    2015-01-01

    A wide body of research has documented the relationship between social norms and individual behaviors. There is growing evidence that academic behaviors in early adolescence--when most children begin middle school--may be subject to normative influence as well. However, the structure and composition of peer relationships within middle schools have…

  2. Variables affecting the academic and social integration of nursing students.

    PubMed

    Zeitlin-Ophir, Iris; Melitz, Osnat; Miller, Rina; Podoshin, Pia; Mesh, Gustavo

    2004-07-01

    This study attempted to analyze the variables that influence the academic integration of nursing students. The theoretical model presented by Leigler was adapted to the existing conditions in a school of nursing in northern Israel. The independent variables included the student's background; amount of support received in the course of studies; extent of outside family and social commitments; satisfaction with the school's facilities and services; and level of social integration. The dependent variable was the student's level of academic integration. The findings substantiated four central hypotheses, with the study model explaining approximately 45% of the variance in the dependent variable. Academic integration is influenced by a number of variables, the most prominent of which is the social integration of the student with colleagues and educational staff. Among the background variables, country of origin was found to be significant to both social and academic integration for two main groups in the sample: Israeli-born students (both Jewish and Arab) and immigrant students. PMID:15303587

  3. Using Precorrection to Manage Inappropriate Academic and Social Behaviors

    ERIC Educational Resources Information Center

    Crosby, Shane; Jolivette, Kristine; Patterson, DaShaunda

    2006-01-01

    This article illustrates a proactive strategy, precorrection, for addressing problem academic and social behaviors with students. Practical classroom scenarios are provided to give teachers a step-by-step guide of how to implement this seven-step preventative strategy. Empirical support for and the benefits of precorrection also are discussed.…

  4. Teaching and Learning: A Model for Academic and Social Cognition

    ERIC Educational Resources Information Center

    Schiering, Marjorie S.; Bogner, Drew; Buli-Holmberg, Jorun

    2011-01-01

    Learners are multi-faceted, unique people. Discovering the whole individual is incumbent upon realizing the teaching/learning environments, common social and societal realities, and belief and value systems respective of academic and socio-societal factors that establish who one is as a learner and teacher. In "Learning and Teaching," the authors…

  5. Understanding Academic Performance of International Students: The Role of Ethnicity, Academic and Social Integration

    ERIC Educational Resources Information Center

    Rienties, Bart; Beausaert, Simon; Grohnert, Therese; Niemantsverdriet, Susan; Kommers, Piet

    2012-01-01

    More than 3 million students study outside their home country, primarily at a Western university. A common belief among educators is that international students are insufficiently adjusted to higher education in their host country, both academically and socially. Furthermore, several groups of international students experience considerable amounts…

  6. Academic Achievement and Adolescents' Daily Time Use in the Social and Academic Domains

    ERIC Educational Resources Information Center

    Witkow, Melissa R.

    2009-01-01

    The present study used the daily diary method to investigate the role of achievement in adolescents' patterns of time use in the academic and social domains. A diverse sample of over 700 ninth grade students completed three-page checklists every night for 14 consecutive nights, providing information on their time use for the day. As hypothesized,…

  7. Use of Social Emotional Learning Skills to Predict Future Academic Success and Progress toward Graduation

    ERIC Educational Resources Information Center

    Davis, Alan; Solberg, V. Scott; de Baca, Christine; Gore, Taryn Hargrove

    2014-01-01

    This study evaluated the degree to which a range of social emotional learning skills--academic self-efficacy, academic motivation, social connections, importance of school, and managing psychological and emotional distress and academic stress--could be used as an indicator of future academic outcomes. Using a sample of 4,797 from a large urban…

  8. Children's Social Behaviors as Predictors of Academic Achievement: A Longitudinal Analysis.

    ERIC Educational Resources Information Center

    Malecki, Christine Kerres; Elliott, Stephen N.

    2002-01-01

    Investigates relationships among a diverse sample of elementary students' social skills, problem behaviors, academic competence, and academic achievement. Results indicate that social skills are positively predictive of concurrent levels of academic achievement and problem behaviors are negatively predictive of concurrent academic achievement.…

  9. Characteristics of Academically-Influential Children: Achievement Motivation and Social Status

    ERIC Educational Resources Information Center

    Masland, Lindsay C.; Lease, A. Michele

    2016-01-01

    The contributions of academic achievement motivation and social status to peer-reported academic influence were explored in a sample of 322 children in grades three through five. Latent moderated structural equation modeling indicated that children who value academics are more likely to be rated by peers as academically influential. Social status…

  10. Effects of Achievement Motivation, Social Identity, and Peer Group Norms on Academic Conformity

    ERIC Educational Resources Information Center

    Masland, Lindsay C.; Lease, A. Michele

    2013-01-01

    This study investigated whether academic achievement motivation and social identity explain variation in children's conformity to positive academic behaviors (n = 455 children in grades three through five). Structural equation modeling suggested that academic value and peer group academic norms were positively related to academic conformity.…

  11. Transforming the Social Practices of Learning with Representations: A Study of Disciplinary Discourse

    NASA Astrophysics Data System (ADS)

    Nichols, Kim; Hanan, Jim; Ranasinghe, Muditha

    2013-02-01

    This study used an interactive dynamic simulation of action potential to explore social practices of learning among first year undergraduate biology students. It aimed to create a learning environment that fosters knowledge building discourse through working with multiple concept-specific representations. Three hundred and eighty-nine students and twenty-four tutors from different tutorial classes in Queensland, Australia participated in the study. Students were randomly allocated to two experimental groups and a comparison group. In the experimental groups, pairs of students used the interactive simulation to explore action potential. Only one of the experimental groups received instruction that modelled the scientific and visual language conventions of the representations within the simulation. In the comparison group, small groups of students used a traditional paper-based activity. Students across all groups were audio recorded using a think-aloud protocol while completing the group activity. Individual learning gains in the experimental groups and the comparison group were similar. However, the experimental groups showed a significantly greater frequency of knowledge construction discourse that included explanatory answers, evaluations, interpretation, testing and synthesis compared to the comparison group, indicating a deeper understanding of action potential. Analysis of misconceptions on the post-test and tutors' reflections revealed that the experimental group receiving instruction modelling the scientific and visual language conventions around the representations had a better grasp of the terminology associated with the concepts compared with the other groups. The findings suggest that instruction focussing on the language conventions of concept-specific representations fosters the development of disciplinary discourse by transforming students' social practices of working with scientific knowledge.

  12. "I Wish I Had a Crystal Ball": Discourses and Potentials for Developing Academic Supervising

    ERIC Educational Resources Information Center

    Vehviläinen, Sanna; Löfström, Erika

    2016-01-01

    Academic supervision of PhD dissertations and master's theses has traditionally been conceptualised as the pedagogy of the dyadic relationship between master and apprentice. Recently, researchers have argued for a more systemic approach. Yet, many communities lack practices for sharing the pedagogical responsibility of supervision. Consequently,…

  13. Definitions, Discourses and Dilemmas: Policy and Academic Engagement with the Sexualisation of Popular Culture

    ERIC Educational Resources Information Center

    Coy, Maddy; Garner, Maria

    2012-01-01

    While debates around sexualisation are underway in academic, policy, practitioner and popular contexts, there are tensions as well as connections across and within these arenas. This article traces the origins of policymakers' engagement with sexualisation and reflects on the conclusions from the recent reviews commissioned by the current and…

  14. Moulding Interpersonal Relations through Conditional Clauses: Consensus-Building Strategies in Written Academic Discourse

    ERIC Educational Resources Information Center

    Warchal, Krystyna

    2010-01-01

    This paper focuses on the interpersonal potential of the conditional clause as a rhetorical device for establishing a dialogue between the author and the reader of an academic text in search for shared understanding and consensus. It presents a corpus-based analysis of functions conditional clauses play in linguistics research articles in an…

  15. Minority College Students and Tacit "Codes of Power": Developing Academic Discourses and Identities

    ERIC Educational Resources Information Center

    White, John Wesley; Lowenthal, Patrick R.

    2011-01-01

    This paper examines an often-overlooked contributing factor to minority student collegiate attrition: students' limited knowledge of--and sometimes resistance to--the kinds of academic discursive practices they need to become "full participants" (Lave & Wenger, 1991) in the university setting. Adopting a Vygotskian view of sociolinguistics, we…

  16. Pragmalinguistic Features of Academic-Scientific Discourse: A Model for Analysis and a Diachronic Application.

    ERIC Educational Resources Information Center

    Valle, Ellen

    A working definition is proposed for "scientific text" in terms of text function, based on pragmatic criteria derived from various approaches to the sociology of science. The term "Language for Academic-Scientific Purposes" (LASP) is preferred because it allows for the inclusion of texts in the human sciences, at the same time implicitly excluding…

  17. Strategies to Enhance Student Success: A Discourse Analysis of Academic Advice in International Student Handbooks

    ERIC Educational Resources Information Center

    Romerhausen, Nick J.

    2013-01-01

    As the population of international students continues to rise at U.S. colleges and universities, multiple academic obstacles pose barriers to success. Research on strategies of intervention has primarily included face-to-face interactions while an exploration of other assistance approaches is minimal in comparison. This study explored the role…

  18. Media discourses of low carbon housing: The marginalisation of social and behavioural dimensions within the British broadsheet press.

    PubMed

    Cherry, Catherine; Hopfe, Christina; MacGillivray, Brian; Pidgeon, Nick

    2015-04-01

    Decarbonising housing is a key UK government policy to mitigate climate change. Using discourse analysis, we assess how low carbon housing is portrayed within British broadsheet media. Three distinct storylines were identified. Dominating the discourse, Zero carbon housing promotes new-build, low carbon houses as offering high technology solutions to the climate problem. Retrofitting homes emphasises the need to reduce emissions within existing housing, tackling both climate change and rising fuel prices. A more marginal discourse, Sustainable living, frames low carbon houses as related to individual identities and 'off-grid' or greener lifestyles. Our analysis demonstrates that technical and economic paradigms dominate media discourse on low carbon housing, marginalising social and behavioural aspects. PMID:24336448

  19. [Cartography of psychoactive heterotopias: a look at the medical, legal and social discourses regarding drug use].

    PubMed

    Massó, Paloma

    2015-09-01

    This article traces a map of the social control of drugs through the politics of space, according to the Foucaultian concept of "heterotopia." Firstly, a brief genealogy of the use of psychotropic substances in different times and cultures is described, up to the introduction of the prohibitionist paradigm. Attention is paid to the way in which power has marked, separated and enclosed certain rituals and uses of pleasure in physical and symbolic sites. The itinerary is focused on the Spanish context to establish a dialogue between the various policies of space that have come into being and have overlapped in the construction and management of a problem which has been rendered an object to the gazes, mechanics and discourses of the medical, legal, and social fields. In this way, the intersections between the liminal spaces of drug use and the harm reduction paradigm are analyzed, including therapeutic strategies with prescribed drugs, from methadone programs to the new heroin programs. PMID:26418094

  20. Introduction: Morality in Discourse.

    ERIC Educational Resources Information Center

    Bergmann, Jorg R.

    1998-01-01

    Introduces a special issue containing a series of articles on the relation of social interaction and morality. The articles analyze actual instances of moral discourse, elucidating the nature and dynamics of the relationship. This introduction discusses morality, discourse, and social science; proto-mortality as a substructure of discourse;…

  1. The Presence of Polish Academics on Social Networking Websites for Academics, Using the Example of Employees of Nicolaus Copernicus University

    ERIC Educational Resources Information Center

    Stachowiak, Beata

    2014-01-01

    The purpose of this article is to present the opportunities provided for researchers and academics by social networking websites in the context of their professional work. Moreover, the paper discusses the level of penetration of social websites by Polish academics on the example of Nicolaus Copernicus University (NCU) researchers. The results…

  2. Promotional (Meta)Discourse in Research Articles in Language and Literary Studies

    ERIC Educational Resources Information Center

    Afros, Elena; Schryer, Catherine F.

    2009-01-01

    It is now widely recognized that self-promotion in academic discourse varies across disciplines. Whereas most analysts focus on publicization techniques in natural and social sciences, the humanities have received much less attention. This article investigates the strategies associated with promotional (meta)discourse in the humanities. In…

  3. Relations between social competence and academic achievement in early adolescence.

    PubMed

    Wentzel, K R

    1991-10-01

    Relations between academic performance and 3 aspects of social competence--socially responsible behavior, sociometric status, and self-regulatory processes (goal setting, interpersonal trust, and problem-solving styles)--were studied. Based on a sample of 423 12- and 13-year-old students, correlational findings indicate that each aspect of social competence is related significantly to students' grades. Results from multiple regression analyses suggest that when accounting for students' IQ, sex, ethnicity, school absence, and family structure, socially responsible behavior mediates almost entirely the relations between students' grades and the other 2 aspects of social competence. Socially responsible behavior and peer status appear to be related by way of their joint association with goals to be socially responsible, interpersonal trust, and problem-solving styles. Similarly, relations between socially responsible behavior and the background variables are explained by joint relations with the self-regulatory processes. The social nature of learning and the role of self-regulation in both interpersonal and behavioral aspects of social competence are discussed. PMID:1756656

  4. The Relationship between Online Social Networking and Academic and Social Integration

    ERIC Educational Resources Information Center

    Kord, JoLanna; Wolf-Wendel, Lisa

    2009-01-01

    This article examines the relationship between online social networking (OSN) and perceptions of academic and social integration for first-year residential students at a rural regional comprehensive university. Students spent an average of 2.5 hours on OSN websites per day, primarily interacting with campus peers, friends and family. There was…

  5. Are Social Work Educators Bullies? Student Perceptions of Political Discourse in the Social Work Classroom

    ERIC Educational Resources Information Center

    Flaherty, Christopher; Ely, Gretchen E.; Meyer-Adams, Nancy; Baer, Jeffrey; Sutphen, Richard D.

    2013-01-01

    Social work's professional commitment to working toward social justice for vulnerable groups is well known. However, as a profession, social work has been criticized for proposing professional perspectives that may be interpreted by some as political indoctrination. The purpose of the current study was to examine social work students'…

  6. Social jetlag negatively correlates with academic performance in undergraduates.

    PubMed

    Haraszti, Réka Ágnes; Ella, Krisztina; Gyöngyösi, Norbert; Roenneberg, Till; Káldi, Krisztina

    2014-06-01

    Discrepancies between sleep timing on workdays and weekends, also known as social jetlag (SJL), affect the majority of the population and have been found to be associated with increased health risk and health-impairing behaviors. In this study, we explored the relationship between SJL and academic performance in a sample of undergraduates of the Semmelweis University. We assessed SJL and other sleep-related parameters with the Munich ChronoType Questionnaire (MCTQ) (n = 753). Academic performance was measured by the average grade based on weekly test results as well as scores acquired on the final test (n = 247). The average mid-sleep point on free days in the Hungarian sample fits well the regression line plotted for longitudes within the Central European Time Zone and chronotypes, confirming that sunlight has a major impact on chronotype. Multivariate analysis showed negative effect of SJL on the weekly average grade (p = 0.028, n = 247) during the lecture term with its highly regular teaching schedules, while this association disappeared in the exam period (p = 0.871, n = 247) when students had no scheduled obligations (lower SJL). We also analyzed the relationship between the time of the weekly tests and academic performance and found that students with later sleep times on free days achieved worse in the morning (p = 0.017, n = 129), while the inverse tendency was observed for the afternoon test-takers (p = 0.10, n = 118). We did not find significant association between academic performance and sleep duration or sleep debt on work days. Our data suggest that circadian misalignment can have a significant negative effect on academic performance. One possible reason for this misalignment is socially enforced sleep times. PMID:24491157

  7. Racializing Discourse in Public and Private: Social Differentiation and the Question of Mexicanness at an Arizona High School

    ERIC Educational Resources Information Center

    O'Connor, Brendan H.

    2016-01-01

    Using discourse analysis, this article explores how Mexican-American students at an Arizona high school exploited intersections of race, gender, and socioeconomic class to position themselves and their peers along a racial continuum from less to more Mexican. Thus, private social distinctions among students both mirrored and transformed publicly…

  8. Social Aspects of Classroom Learning: Results of a Discourse Analysis in an Inquiry-Oriented Physical Chemistry Class

    ERIC Educational Resources Information Center

    Becker, Nicole M.

    2012-01-01

    Engaging students in classroom discourse offers opportunities for students to participate in the construction of joint understandings, to negotiate relationships between different types of evidence, and to practice making evidence-based claims about science content. However, close attention to social aspects of learning is critical to creating…

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

    NASA Astrophysics Data System (ADS)

    Giacalone, Valarie A.

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

  10. Academic and Social Achievement Goals: Their Additive, Interactive, and Specialized Effects on School Functioning

    ERIC Educational Resources Information Center

    Liem, Gregory Arief D.

    2016-01-01

    Background: Students' pursuit of academic and social goals has implications for school functioning. However, studies on academic and social achievement goals have been relatively independent and mainly conducted with students in culturally Western settings. Aims: Guided by multiple-goal perspectives, this study examined the role of academic and…

  11. Meaning Making, Agency, and Languaging in Dialogic Interactions on Academic Writing Tasks: A Sociocultural Discourse Analysis

    ERIC Educational Resources Information Center

    Kheradmand Saadi, Zahra

    2016-01-01

    For Vygotsky, language is a cultural-psychological concept emerged from social interactions and is applied for higher cognitive functions such as thinking, meaning making, and knowledge construction. In this study, a sociocultural perspective was applied to analyze the language produced by 40 sophomore Iranian EFL learners during dialogic…

  12. The Effects of E-Mail Messages in a Distance Learning University on Perceived Academic and Social Support, Academic Satisfaction, and Coping

    ERIC Educational Resources Information Center

    Heiman, Tali

    2008-01-01

    The study examines the effects of e-mail messages on students' perceived social support, academic satisfaction, academic outcomes, and on students' coping modes. E-mails with a social or academic content were submitted by the university academic staff responsible for the courses to the 229 undergraduate students enrolled in an online social…

  13. Participation in Social Media as Academic Service (Invited)

    NASA Astrophysics Data System (ADS)

    Wright, D. J.

    2013-12-01

    We are all familiar with the three-legged stool of standard academic practice -- research, teaching, and service -- especially as it pertains to promotion and tenure. For example, many studies are emerging on the various ways that social media can be effectively used in teaching at all levels. Researchers are using analytical tools to turn social media feeds into useful indicators of human pattern and process. Darling et al. (2013) investigate the usefulness of Twitter for the development and distribution of scientific knowledge, including within the life cycle of scientific publication. However, the author focuses here on the use of social media as related to the traditional forms of academic "service:" i.e., participation on a committee or a board, in strategic planning or development of programs, in coordination of a seminar series or workshop, in professional reviews of books, papers, proposals, delivery of a public lectures to a civic group, giving an interview to a journalist on one's research or practice, even providing testimony to a group of policymakers. The author shares personal and institutional/organizational perspectives on how appropriate social media interaction in this context, can be viewed as a necessary (even daily) part of professional practice, and thus yet another moniker of good scientific behavior (especially as a model for students and early-career faculty), and of the "gift culture" of scholarship. For example, the "live tweeting" of ideas and summary points from paper sessions at scholarly meetings is gaining popularity, especially to inform those who could not attend. Other modes of contribution to intellectual communities range from advertising calls for special issues, proposals, participation in specialists meetings, to showcasing the real-time effects of natural disasters via social media feeds embedded in maps. Indeed, there is much discussion of "innovation" in research and in teaching, but can the speed and structure of social

  14. PhD Topic Arrangement in "D"iscourse Communities of Engineers and Social Sciences/Humanities

    ERIC Educational Resources Information Center

    Hasrati, Mostafa; Street, Brian

    2009-01-01

    This article is the result of a grounded theory investigation into the ways PhD topics are assigned by supervisors in engineering and selected by students in the social sciences/humanities in UK universities, broadly referred to as "topic arrangement", which can be regarded as one aspect of academic socialisation into academic Discourse…

  15. Longitudinal Test of a Social Cognitive Model of Academic and Life Satisfaction

    ERIC Educational Resources Information Center

    Singley, Daniel B.; Lent, Robert W.; Sheu, Hung-Bin

    2010-01-01

    The authors tested a social cognitive model of academic and overall life satisfaction in a sample of 769 university students. The predictors, drawn from Lent's unifying perspective on well-being and psychosocial adjustment, included social cognitive (academic self-efficacy, goal progress, social support) and personality (trait positive affect)…

  16. Combating Hegemonic Discourse in an Online Multicultural Leadership Course: A Narrative Study of an Instructor and Student Working in Tandem for Social Justice

    ERIC Educational Resources Information Center

    Osanloo, Azadeh F.; Hand, Tim W.

    2012-01-01

    This narrative study examines hegemonic discourse in an online multicultural leadership course by translating e-narrative analysis findings into implications for social justice and recommendations for andragogical strategies. These strategies specifically address hegemonic discourse within an online educational environment. The setting for this…

  17. Native and Non-Native Perceptions on a Non-Native Oral Discourse in an Academic Setting

    ERIC Educational Resources Information Center

    Dikilitas, Kenan; Demir, Bora

    2012-01-01

    This qualitative study investigates discourse-level patterns typically employed by a Turkish lecturer based on the syntactic patterns found in the collected data. More specifically, the study aims to reveal how different native and non-native speakers of English perceive discourse patterns used by a non-native lecturer teaching in English. The…

  18. Making Writing Matter: Using "the Personal" to Recover[y] and Essential[ist] Tension in Academic Discourse.

    ERIC Educational Resources Information Center

    Hindman, Jane E.

    2001-01-01

    Considers how constructing a hopeful professional discourse requires substantial revision of current professional discursive practices. Notes that the search for local knowledge and a shared, more hopeful discourse has rekindled interest in the rhetorical as well as material authority of ideologies, in various forms of writing collected under the…

  19. Achievement and Social Goals of Younger and Older Elementary Students: Response to Academic and Social Failure

    ERIC Educational Resources Information Center

    Zentall, Sydney S.; Beike, Suzanne M.

    2012-01-01

    Children with mild disabilities experience sufficient failure to produce negative future expectations (goals), which may compound early academic and social deficits. This research compared the teacher- and student-rated goals of 57 children at two age levels, who were average learners, had a reading problem/disability (RP), and were hyperactive or…

  20. So Much Social Media, so Little Time: Using Student Feedback to Guide Academic Library Social Media Strategy

    ERIC Educational Resources Information Center

    Brookbank, Elizabeth

    2015-01-01

    The majority of college students use social media of some kind, and academic libraries are increasingly using social media to reach them. Although studies have analyzed which platforms academic libraries most commonly use and case studies have provided examples of how libraries use specific platforms, there are few examinations of the usage habits…

  1. Moral Leadership Discourses in Urban School Settings: The Multiple Influences of Social Context.

    ERIC Educational Resources Information Center

    Bogotch, Ira E.; Miron, Louis F.; Murry, Joseph, Jr.

    1998-01-01

    A collaborative research project examines limitations of and identifies opportunities for moral practices in the inner city. Discourse analysis and Maxcy's theory of critical pragmatism unite methods of data analysis with participants' relationships, needs, and values to expand the centers of moral discourse among urban educators. (MMU)

  2. Impersonal, General, and Social: The Use of Metonymy versus Passive Voice in Medical Discourse

    ERIC Educational Resources Information Center

    Rundblad, Gabriella

    2007-01-01

    The impersonalizing role passive voice plays in scientific discourse is well known. Analysis of the Methods sections of nine medical research articles shows that metonymy is another frequent strategy used to create anonymous authors/agents. Discourse agents were categorized into four semantic domains: familial lay, nonfamilial lay, authorial…

  3. Social Network Perspectives Reveal Strength of Academic Developers as Weak Ties

    ERIC Educational Resources Information Center

    Matthews, Kelly E.; Crampton, Andrea; Hill, Matthew; Johnson, Elizabeth D.; Sharma, Manjula D.; Varsavsky, Cristina

    2015-01-01

    Social network perspectives acknowledge the influence of disciplinary cultures on academics' teaching beliefs and practices with implications for academic developers. The contribution of academic developers in 18 scholarship of teaching and learning (SoTL) projects situated in the sciences are explored by drawing on data from a two-year national…

  4. An Exploration into the Influence of Academic and Social Values, Procrastination, and Perceived School Belongingness on Academic Performance

    ERIC Educational Resources Information Center

    Kennedy, Gary J.; Tuckman, Bruce W.

    2013-01-01

    The results of a structural equation model showed that a tendency to procrastinate, assessed early in college students' first term, was positively related to social values, assessed as concerns over social exclusion, but was negatively related to academic task values and grade goal-setting. The results suggest that procrastination may be a…

  5. #SocialMedia for the Academic Plastic Surgeon—Elevating the Brand

    PubMed Central

    Humphries, Laura S.; Curl, Brandon

    2016-01-01

    Summary: The link between social media and surgery has been under increasingly popular discussion. This article discusses the potential role of social media in creating and maintaining the brand of an academic plastic surgeon. PMID:27104098

  6. #SocialMedia for the Academic Plastic Surgeon-Elevating the Brand.

    PubMed

    Humphries, Laura S; Curl, Brandon; Song, David H

    2016-01-01

    The link between social media and surgery has been under increasingly popular discussion. This article discusses the potential role of social media in creating and maintaining the brand of an academic plastic surgeon. PMID:27104098

  7. Psychopathology and academic performance, social well-being, and social preference at school: the TRAILS study.

    PubMed

    Sijtsema, J J; Verboom, C E; Penninx, B W J H; Verhulst, F C; Ormel, J

    2014-06-01

    Psychopathology during adolescence has been associated with poor academic performance, low social well-being, and low social preference by peers at school. However, previous research has not accounted for comorbid psychopathology, informant-specific associations between psychopathology and functioning, and gender and age differences. This study addresses these limitations by examining adolescents' psychopathology and functioning at school, reported by child, parent, teacher, and peers during primary and secondary school in a large Dutch longitudinal cohort study (N = 2230). Teacher reports of psychopathology, especially regarding attention problems and withdrawn/depressed problems, followed by parent reports regarding hyperactivity, were most strongly associated with academic performance. The same held for social preference which was associated with teacher and parent ratings of withdrawn/depressed problems and hyperactivity. In contrast, social well-being was best predicted by child reports (at primary school) of affective problems. In girls, the association between ADHD problems and poor academic performance was stronger than in boys and conduct problems were more often associated with poor school functioning in general. These findings can help identify adolescents at risk for poor functioning and design interventions that effectively reduce or prevent poor school functioning. PMID:23917997

  8. Academic, social and cultural factors influencing medical school grade performance.

    PubMed

    Alfayez, S F; Strand, D A; Carline, J D

    1990-05-01

    Studies of medical student performance have focused on various factors, including premedical academics, maturity, familial background and support, and personal experiences with illness. Most studies have been conducted in countries with highly developed educational systems and similar cultural and social systems. It is not clear that these findings can be applied to developing countries, where the educational and cultural experiences may be very different, and where medical instruction is carried out in a non-native language. Information was obtained from a survey of 153 fifth- and sixth-year medical students at King Abdulaziz University in Saudi Arabia. The survey measured premedical educational, social and cultural experiences that might affect medical school performance. Men performed as well as women in the medical school despite heavy familial and social commitments. Women's performance seems to be more influenced by changes in living environment. Achievement in premedical years was correlated positively with grade performance in medical school. Competence in the high-school English courses was related to medical school performance. Interest in the study of medicine prior to medical school was not related to performance. Other motivations, such as social gains, financial benefits or family wish, were related to lower performance. Current interest in clinical medicine correlated negatively with performance. Students motivated by the presence of chronic ill health in their families performed significantly lower. Factors influencing medical school performance in developed countries had similar impact on medical students in a developing country. Social factors, unique to the country, also play a role in medical student performance. PMID:2355866

  9. Academic and Social Integration and Study Progress in Problem Based Learning

    ERIC Educational Resources Information Center

    Severiens, Sabine E.; Schmidt, Henk G.

    2009-01-01

    The present study explores the effects of problem-based learning (PBL) on social and academic integration and study progress. Three hundred and five first-year students from three different psychology curricula completed a questionnaire on social and academic integration. Effects of a full-fledged PBL environment were compared to (1) effects of a…

  10. The Social and Academic Consequences of Birth Order: Real, Artifactual, or Both?

    ERIC Educational Resources Information Center

    Steelman, Lala Carr; Powell, Brian

    1985-01-01

    Examined impact of birth order on social skills and academic performance of children and adolescents (N=3,568). Results revealed no significant relationship between birth order and academic performance but did reveal a significant positive relationship between birth order and social skills. Leadership skills were related to birth order for males.…

  11. Academic Literacy Socialization of First Year Doctoral Students in US: A Micro-Ethnographic Perspective

    ERIC Educational Resources Information Center

    Seloni, Lisya

    2012-01-01

    This study reports findings from a micro-ethnographic analysis of the academic literacy socialization of six multilingual students in the field of education as they progressed through their first-year of doctoral education. The main purpose of this study was to investigate the academic socialization processes that these multilingual students…

  12. Personal Best Goals and Academic and Social Functioning: A Longitudinal Perspective

    ERIC Educational Resources Information Center

    Liem, Gregory Arief D.; Ginns, Paul; Martin, Andrew J.; Stone, Barbara; Herrett, Maree

    2012-01-01

    Personal best goals (PB goals) articulate a target performance standard that matches or exceeds one's previous best. This study examined the role of PB goals in academic and social functioning. Alongside academic and social outcome measures, PB goal items were administered to 249 high-school students at the beginning and end of their school year.…

  13. Behavioral, Social, and Cognitive Predictors of Adolescent Academic Self-Concept: A Longitudinal Investigation.

    ERIC Educational Resources Information Center

    Arsenault, Darin J.

    In a longitudinal investigation, a model was developed to assess behavioral, social, and cognitive influences on the academic self-concept of 104 adolescents (57 males, 47 females) who participated in the Fullerton Longitudinal Study between 18 months and 17 years of age. The basic model was Academic Self-Concept = Constant + Behavior + Social +…

  14. Aligning Research and Policy on Social-Emotional and Academic Competence for Young Children

    ERIC Educational Resources Information Center

    Nadeem, Erum; Maslak, Kristi; Chacko, Anil; Hoagwood, Kimberly Eaton

    2010-01-01

    Research Findings: The purpose of this article is to describe current education policies as they relate to the promotion of social, emotional, and academic (SEA) development and competence for young children. Academic and social-emotional competencies are described and conceptualized as developmentally linked, reciprocal processes that should be…

  15. Social Self-Efficacy, Academic Locus of Control, and Internet Addiction

    ERIC Educational Resources Information Center

    Iskender, Murat; Akin, Ahmet

    2010-01-01

    The purpose of this research is to examine the relationship of internet addiction, social self-efficacy, and academic locus of control. Participants were 311 university students who completed a questionnaire package that included the Online Cognition Scale, the Academic Locus of Control Scale, and the Perceived Social Self-efficacy Scale. The…

  16. "The Voice inside Herself": Transforming Gendered Academic Identities in Educational Administration

    ERIC Educational Resources Information Center

    Wallace, Janice; Wallin, Dawn

    2015-01-01

    This paper traces the academic identity formation(s) of 10 Canadian female academics whose disciplinary knowledge is in the field of educational administration. We trace the ways in which discourses of gender, institutional power, and other cultural and social influences shaped their sense of themselves as academics in the highly patriarchal…

  17. Social-Emotional Factors and Academic Outcomes among Elementary-Aged Children

    ERIC Educational Resources Information Center

    McKown, Clark; Russo-Ponsaran, Nicole M.; Allen, Adelaide; Johnson, Jason K.; Warren-Khot, Heather K.

    2016-01-01

    Social-emotional comprehension involves encoding, interpreting, and reasoning about social-emotional information, and self-regulating. This study examined the mediating pathways through which social-emotional comprehension and social behaviour are related to academic outcomes in two ethnically and socioeconomically heterogeneous samples totaling…

  18. Social Presence in Online Discussions as a Process Predictor of Academic Performance

    ERIC Educational Resources Information Center

    Joksimovic, S.; Gaševic, D.; Kovanovic, V.; Riecke, B. E.; Hatala, M.

    2015-01-01

    With the steady development of online education and online learning environments, possibilities to support social interactions between students have advanced significantly. This study examined the relationship between indicators of social presence and academic performance. Social presence is defined as students' ability to engage socially with an…

  19. Exploring the Relationships between Students' Academic Motivation and Social Ability in Online Learning Environments

    ERIC Educational Resources Information Center

    Yang, Chia-Chi; Tsai, I-Chun; Kim, Bosung; Cho, Moon-Heum; Laffey, James M.

    2006-01-01

    This research explicates the construct of social ability and describes the relationship between students' academic motivation and social ability in online learning environments. Findings reveal perceived peers social presence, perceived written communication skills, perceived instructor social presence, comfort with sharing personal information,…

  20. Social aspects of classroom learning: Results of a discourse analysis in an inquiry-oriented physical chemistry class

    NASA Astrophysics Data System (ADS)

    Becker, Nicole M.

    Engaging students in classroom discourse offers opportunities for students to participate in the construction of joint understandings, to negotiate relationships between different types of evidence, and to practice making evidence-based claims about science content. However, close attention to social aspects of learning is critical to creating inquiry-oriented classroom environments in which students learn with understanding. This study examined the social influences that contribute to classroom learning in an inquiry-oriented undergraduate physical chemistry class using the Process Oriented Guided Inquiry Learning (POGIL) approach. A qualitative approach to analyzing classroom discourse derived from Toulmin's (1968) model of argumentation was used to document patterns in classroom reasoning that reflect normative aspects of social interaction. Adapting the constructs of social and sociomathematical norms from the work of Yackel and Cobb (1996), I describe social aspects of the classroom environment by discussing normative aspects of social interaction (social norms) and discipline-specific criteria related to reasoning and justification in chemistry contexts, referred to here as sociochemical norms. This work discusses four social norms and two sociochemical norms that were documented over a five-week period of observation in Dr. Black's POGIL physical chemistry class. In small group activities, the socially established expectations that students explain reasoning, negotiate understandings of terminology and symbolic representations, and arrive at a consensus on critical thinking questions shaped small group interactions and reasoning. In whole class discussion, there was an expectation that students share reasoning with the class, and that the instructor provide feedback on student reasoning in ways that extended student contributions and elaborated relationships between macroscopic, particulate, and symbolic-level ideas. The ways in which the class constructed

  1. General Model of Written Discourse as a Basis for a Study of Writing.

    ERIC Educational Resources Information Center

    Vahapassi, Anneli

    A discussion of writing looks at research on the factors influencing written discourse and proposes a model of writing for academic purposes. First, studies of both cultural and individual aspects of the writing process are reviewed and the phenomenon of writing is viewed from both social and cognitive perspectives. The social perspective is that…

  2. The Culture of Corporate Social Responsibility (CSR) in the Academic Framework: Some Literary Implications

    ERIC Educational Resources Information Center

    Mehta, Sandhya Rao

    2011-01-01

    Corporate Social Responsibility (CSR) is swiftly emerging as an integral part of corporate culture and discourse. Associated with notions of responsibility, accountability and community involvement, it remains privileged with concerns that increasingly define the new millennium. Less developed, however, is the relevance of CSR ideas to academic…

  3. Skills for Social and Academic Success: A School-Based Intervention for Social Anxiety Disorder in Adolescents

    ERIC Educational Resources Information Center

    Fisher, Paige H.; Masia-Warner, Carrie; Klein, Rachel G.

    2004-01-01

    This paper describes Skills for Academic and Social Success (SASS), a cognitive-behavioral, school-based intervention for adolescents with social anxiety disorder. Clinic-based treatment studies for socially anxious youth are reviewed, and a strong rationale for transporting empirically-based interventions into schools, such as SASS, is provided.…

  4. Transfer Students in STEM Majors: Gender Differences in the Socialization Factors that Influence Academic and Social Adjustment

    ERIC Educational Resources Information Center

    Jackson, Dimitra Lynette

    2010-01-01

    The purposes of this study were (a) to examine the socialization factors of community college transfer students in Science, Technology, Engineering and Mathematics (STEM); (b) to examine the socialization factors that impact the academic and social adjustment of community college transfer students in STEM majors; and (c) to understand how female…

  5. Exploring the Effects of Social Networking on Students' Perceptions of Social Connectedness, Adjustment, Academic Engagement, and Institutional Commitment

    ERIC Educational Resources Information Center

    Hansen, Michele J.; Childress, Janice E.; Trujillo, Daniel J.

    2010-01-01

    Social networking is a tool being explored by many institutions as a means of connecting to and communicating with students. This study explores whether or not students' use of social networking services (SNSs) has significant effects on social connectedness, college adjustment, academic engagement, and institutional commitment. Students' use of…

  6. Reform-Oriented Mathematics in Three 6th Grade Classes: How Teachers Draw in ELLs to Academic Discourse

    ERIC Educational Resources Information Center

    Hansen-Thomas, Holly

    2009-01-01

    Traditionally, mathematics has been considered easy for English language learners (ELLs) due to the belief that math is a "universal language." At the same time, reform-oriented mathematics curricula, designed to promote mathematical discourse, are increasingly being adopted by schools serving large numbers of ELLs. CMP, the Connected Math…

  7. A Model of Academic Self-Concept: Perceived Difficulty and Social Comparison among Academically Accelerated Secondary School Students

    ERIC Educational Resources Information Center

    Wilson, Hope E.; Siegle, Del; McCoach, D. Betsy; Little, Catherine A.; Reis, Sally M.

    2014-01-01

    Academic self-concept predicts students' future goals and is affected by a student's relative success compared with his or her peer group. This exploratory study used structural equation modeling to examine the contributions of the perceived level of difficulty of the curriculum, in addition to the contributions of social comparison and…

  8. Chinese Visiting Scholars' Academic Socialization in US Institutions of Higher Education: A Qualitative Study

    ERIC Educational Resources Information Center

    Xue, Mo; Chao, Xia; Kuntz, Aaron M.

    2015-01-01

    Socialization as a theoretical concept has been increasingly applied to higher education over the past several decades. However, little research examines international visiting scholars' overseas academic socialization experiences. Rooted in socialization theory, this one-year qualitative study explores 15 Chinese visiting scholars' lived…

  9. Can Socially Adept Friends Protect Peer-Victimized Early Adolescents against Lower Academic Competence?

    ERIC Educational Resources Information Center

    Tu, Kelly M.; Erath, Stephen A.; Flanagan, Kelly S.

    2012-01-01

    The present study examined indices of friends' social adjustment (prosocial skills and social anxiety) that may protect against or exacerbate vulnerability to lower academic competence in the context of peer victimization during middle school (N=320). Peer victimization was assessed with peer nominations, social anxiety was measured with self…

  10. Longitudinal Investigation into the Role of Perceived Social Support in Adolescents' Academic Motivation and Achievement

    ERIC Educational Resources Information Center

    Song, Juyeon; Bong, Mimi; Lee, Kyehyoung; Kim, Sung-il

    2015-01-01

    We examined (a) the relative importance of perceived social support from parents, peers, and teachers; (b) the consequences associated with different types of perceived social support; and (c) the mediation by achievement goals in the relationship between perceived social support and academic outcomes. We analyzed the first 3 waves of the Korean…

  11. Striving for Social Dominance over Peers: The Implications for Academic Adjustment during Early Adolescence

    ERIC Educational Resources Information Center

    Kiefer, Sarah M.; Ryan, Allison M.

    2008-01-01

    This study investigated the proposal that social dominance goals are an important, but overlooked, aspect of social goals for young adolescents' academic adjustment. Self-reports of social goals (dominance, intimacy, and popularity goals) early in the school year were used to predict subsequent engagement (self-reports and peer nominations of…

  12. Students' Ratings of Teacher Support and Academic and Social-Emotional Well-Being

    ERIC Educational Resources Information Center

    Tennant, Jaclyn E.; Demaray, Michelle K.; Malecki, Christine K.; Terry, Melissa N.; Clary, Michael; Elzinga, Nathan

    2015-01-01

    Data on students' perceptions of teacher social support, academic functioning, and social-emotional functioning were collected from a sample of 796 7th and 8th grade middle school students using the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, & Elliott, 2000), Iowa Tests of Basic Skills (ITBS) and school records, and…

  13. Pedagogising Poverty Alleviation: A Discourse Analysis of Educational and Social Policies in Argentina and Chile

    ERIC Educational Resources Information Center

    Rambla, Xavier; Veger, Antoni

    2009-01-01

    For the past decades international organisations and governments have promoted and implemented analogous education policies on the grounds that education is the key factor to foster development and fight poverty. This article sets the context of these educational programmes and analyses their discourse on poverty in Argentina and Chile. Then, it…

  14. The Aesthetics of Association: Business, Education, and the Growing Discourse of Corporate Social Responsibility

    ERIC Educational Resources Information Center

    Manteaw, Bob Offei

    2009-01-01

    The last few decades have seen an unprecedented transformation in business involvement in education, particularly in Western industrialized societies where privatization, commercialization and neo-liberal discourses continue to dominate educational thinking and practice. This paper foregrounds the growing perception of math and science as…

  15. Work and Technology in Higher Education: The Social Construction of Academic Computing. Technology and Education Series.

    ERIC Educational Resources Information Center

    Shields, Mark A., Ed.

    This volume contributes to the understanding of higher education's catalytic role in shaping the microcomputer revolution. Academic computing is viewed here as a social and cultural phenomenon. An in-depth collection of mainly ethnographic studies of the academic computing revolution--its consequences, meanings, and significance--is presented. The…

  16. Perceived Social Support and Academic Achievement: Cross-Lagged Panel and Bivariate Growth Curve Analyses

    ERIC Educational Resources Information Center

    Mackinnon, Sean P.

    2012-01-01

    As students transition to post-secondary education, they experience considerable stress and declines in academic performance. Perceived social support is thought to improve academic achievement by reducing stress. Longitudinal designs with three or more waves are needed in this area because they permit stronger causal inferences and help…

  17. The Mechanics of Social Capital and Academic Performance in an Indian College

    ERIC Educational Resources Information Center

    Hasan, Sharique; Bagde, Surendrakumar

    2013-01-01

    In this article we examine how social capital affects the creation of human capital. Specifically, we study how college students' peers affect academic performance. Building on existing research, we consider the different types of peers in the academic context and the various mechanisms through which peers affect performance. We test our…

  18. Intellect and Public Life: Essays on the Social History of Academic Intellectuals in the United States.

    ERIC Educational Resources Information Center

    Bender, Thomas

    Eight essays discuss the relation of urban patterns of intellectual life and academic forms of higher learning. Themes that run through the essays include: the increasing incorporation of academic culture into the center of American life, socially and intellectually, is accompanied and causally related to a progressive impoverishment of the public…

  19. "Plays Nice with Others": Social-Emotional Learning and Academic Success

    ERIC Educational Resources Information Center

    Denham, Susanne A.; Brown, Chavaughn

    2010-01-01

    Research Findings: Social-emotional learning (SEL) is increasingly becoming an area of focus for determining children's school readiness and predicting their academic success. Practice or Policy: The current article outlines a model of SEL, identifies specific SEL skills, and discusses how such skills contribute and relate to academic success.…

  20. Are Approaches to Learning in Kindergarten Associated with Academic and Social Competence Similarly?

    ERIC Educational Resources Information Center

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

    2015-01-01

    Background: Approaches to learning (ATL) is a key domain of school readiness with important implications for children's academic trajectories. Interestingly, however, the impact of early ATL on children's social competence has not been examined. Objective: This study examines associations between children's ATL at age 5 and academic achievement…

  1. How Important Is Personal/Social Development to Academic Achievement? The Elementary School Counselor's Perspective

    ERIC Educational Resources Information Center

    Barna, Jennifer S.; Brott, Pamelia E.

    2011-01-01

    This study explored elementary school counselors' perceptions of importance and implementation for state standards in support of academic achievement. Results indicate that Academic and Personal/Social standards are important to achievement with no statistical difference between the standards. Further, counselors implement Personal/Social…

  2. Adjustment of Undergraduate Latino Students at a Southeastern University: Cultural Components of Academic and Social Integration

    ERIC Educational Resources Information Center

    Gonzalez, Laura McLaughlin; Ting, Siu-Man Raymond

    2008-01-01

    College campuses in the southeast United States are striving to understand and serve their newly arriving Latino students to promote adjustment and academic success. The purpose of this article is to outline the cultural components of academic and social integration of Latino college students at one southeastern campus, based on descriptive survey…

  3. Physical Fitness and Academic Performance in Primary School Children with and without a Social Disadvantage

    ERIC Educational Resources Information Center

    de Greeff, J. W.; Hartman, E.; Mullender-Wijnsma, M. J.; Bosker, R. J.; Doolaard, S.; Visscher, C.

    2014-01-01

    This study examined the differences between children with a low socioeconomic status [socially disadvantaged children (SDC)] and children without this disadvantage (non-SDC) on physical fitness and academic performance. In addition, this study determined the association between physical fitness and academic performance, and investigated the…

  4. Personal and Social Support Factors Involved in Students' Decision to Participate in Formal Academic Mentoring

    ERIC Educational Resources Information Center

    Larose, Simon; Cyrenne, Diane; Garceau, Odette; Harvey, Marylou; Guay, Frederic; Deschenes, Claire

    2009-01-01

    In this study, we examined the role of personal and social support factors involved in students' decision to participate in formal academic mentoring. Three hundred and eighteen students completing Grade 11 and planning to study sciences in college filled out a questionnaire and were then asked to participate in an academic mentoring program…

  5. Taming the River: Negotiating the Academic, Financial, and Social Currents in Selective Colleges and Universities

    ERIC Educational Resources Information Center

    Charles, Camille Z.; Fischer, Mary J.; Mooney, Margarita A.; Massey, Douglas S.

    2009-01-01

    Building on their important findings in "The Source of the River," the authors now probe even more deeply into minority underachievement at the college level. "Taming the River" examines the academic and social dynamics of different ethnic groups during the first two years of college. Focusing on racial differences in academic performance, the…

  6. Marketing of Academic Library Services through Social Networking Sites: Implications of Electronic Word-of-Mouth

    ERIC Educational Resources Information Center

    Siddike, Md. Abul Kalam; Kiran, K.

    2015-01-01

    The main objective of this study is to investigate the perceptions of academic librarians towards the marketing of library services through social networking sites (SNSs) and their understanding of using electronic word-of-mouth (eWOM) as a marketing tool in academic libraries. This study follows a qualitative data-gathering approach of structured…

  7. Assessing Academic Advising Outcomes Using Social Cognitive Theory: A Validity and Reliability Study

    ERIC Educational Resources Information Center

    Erlich, Richard J.; Russ-Eft, Darlene F.

    2012-01-01

    The validity and reliability of three instruments, the "Counselor Rubric for Gauging Student Understanding of Academic Planning," micro-analytic questions, and the "Student Survey for Understanding Academic Planning," all based on social cognitive theory, were tested as means to assess self-efficacy and self-regulated learning in college academic…

  8. A longitudinal study of the social and academic competence of economically disadvantaged bilingual preschool children.

    PubMed

    Oades-Sese, Geraldine V; Esquivel, Giselle B; Kaliski, Pamela K; Maniatis, Lisette

    2011-05-01

    This longitudinal study was conducted to gain understanding of the social-emotional and academic development of economically disadvantaged bilingual preschool children. In Study 1, the authors combined cognitive, psychosocial, and cultural-linguistic factors to determine profiles of social competence as measured by peer play. A person-centered analysis of 207 Hispanic American preschoolers (ages 4 and 5 years) yielded 6 distinct profiles, 2 of which were socially competent and 1 of which was vulnerable. Findings revealed profile differences in social competence and a significant relationship between bilingualism and social-emotional development. In Study 2, the authors determined which profiles were associated with later academic achievement and growth of English proficiency. Findings indicated a significant relationship of early social-emotional development to later academic success and English acquisition, highlighting the role of bilingualism. PMID:21219064

  9. The Enduring Predictive Significance of Early Maternal Sensitivity: Social and Academic Competence Through Age 32 Years

    PubMed Central

    Raby, K. Lee; Roisman, Glenn I.; Fraley, R. Chris; Simpson, Jeffry A.

    2014-01-01

    This study leveraged data from the Minnesota Longitudinal Study of Risk and Adaptation (N = 243) to investigate the predictive significance of maternal sensitivity during the first three years of life for social and academic competence through age 32 years. Structural model comparisons replicated previous findings that early maternal sensitivity predicts social skills and academic achievement through mid-adolescence in a manner consistent with an Enduring Effects model of development and extended these findings using heterotypic indicators of social (effectiveness of romantic engagement) and academic competence (educational attainment) during adulthood. Although early socioeconomic factors and child gender accounted for the predictive significance of maternal sensitivity for social competence, covariates did not fully account for associations between early sensitivity and academic outcomes PMID:25521785

  10. Filipino Adolescents' Parental Socialization for Academic Achievement in the United States.

    ERIC Educational Resources Information Center

    Salazar, Lilia P.; Schludermann, Shirin M.; Schludermann, Eduard H.; Huynh, Cam-Loi

    2000-01-01

    Explored the processes whereby parental socialization practices lead to Filipino adolescents' academic achievement. Family reputation and internal attribution were found to mediate the relation between authoritative parenting and grade-point average. (JPB)

  11. Computing and the social organization of academic work

    NASA Astrophysics Data System (ADS)

    Shields, Mark A.; Graves, William; Nyce, James M.

    1992-12-01

    This article discusses the academic computing movement during the 1980s. We focus on the Faculty Workstations Project at Brown University, where major computing initiatives were undertaken during the 1980s. Six departments are compared: chemistry, cognitive and linguistic sciences, geology, music, neural science, and sociology. We discuss the theoretical implications of our study for conceptualizing the relationship of computing to academic work.

  12. Expanding Discourse Repertoires with Hybridity

    ERIC Educational Resources Information Center

    Kelly, Gregory J.

    2012-01-01

    In "Hybrid discourse practice and science learning" Kamberelis and Wehunt present a theoretically rich argument about the potential of hybrid discourses for science learning. These discourses draw from different forms of "talk, social practice, and material practices" to create interactions that are "intertextually complex" and "interactionally…

  13. The Influence of iPad Technology on the Academic and Social Experiences of Veteran and Military Students: Academic Preparation, Collaboration Socialization, and Information Access

    ERIC Educational Resources Information Center

    Compomizzi, Joseph

    2013-01-01

    With the recent changes to the Post 9/11 GI Bill, it is anticipated that the number of military personnel and U.S. veteran students enrolled in college will double to nearly two million by 2015. As non-traditional students, military and veteran college students also have unique social and academic experiences and needs which have been identified…

  14. Evaluating the Predictive Validity of Academic and Social-Emotional Screening Assessments for Measuring Academic and Social-Emotional Success at the End of First Grade

    ERIC Educational Resources Information Center

    Erhart, Amber C.

    2013-01-01

    By the end of the kindergarten, students are expected to possess early academic skills as well as the social maturity to be successful in first grade. Students leaving kindergarten without these readiness skills are sometimes held back in first grade or referred for a special education evaluation in later grades if they fail to make adequate…

  15. Teaching on the Foam of Discourse: Genealogical Perspectives on the Emergence of Speech and Communication as Academic Disciplines.

    ERIC Educational Resources Information Center

    Macke, Frank J.

    This essay examines and explicates the nature and pattern of epistemic transformations undergone by the United States academic discipline known as "speech communication." The system of examination and explication employed in the paper follows Michel Foucault's genealogical method of inquiry and, as such, offers a postmodern critical "history" of…

  16. Los Programas de Inmersion Bilingue y la Adquisicion del Discurso Academico (Bilingual Immersion Programs and the Acquisition of Academic Discourse).

    ERIC Educational Resources Information Center

    Lopez-Bonilla, Guadalupe

    2002-01-01

    A study examined the strategies used by a fourth-grade teacher in a two-way bilingual immersion program (English/Spanish) that contributed to students' development of academic language in Spanish. Analysis of a science lesson highlighted the use of an appropriate Spanish-language textbook and the teacher's use of visual elements, repetition,…

  17. Social Experiences in Kindergarten and Academic Achievement in Grade 1: A Monozygotic Twin Difference Study

    ERIC Educational Resources Information Center

    Vitaro, Frank; Boivin, Michel; Brendgen, Mara; Girard, Alain; Dionne, Ginette

    2012-01-01

    The goal of this study was to examine how different types of social experiences in kindergarten relate to Grade 1 academic achievement, while controlling for possible genetic and shared environmental influences through the use of the monozygotic (MZ) twin difference method. Social experiences in kindergarten included relationship quality with the…

  18. Developmental Antecedents and Social and Academic Consequences of Stereotype-Consciousness in Middle Childhood

    ERIC Educational Resources Information Center

    McKown, Clark; Strambler, Michael J.

    2009-01-01

    The present study, which included 124 children ages 5-11, examined developmental antecedents and social and academic consequences of stereotype-consciousness, defined as awareness of others' stereotypes. Greater age and more frequent parent-reported racial socialization practices were associated with greater likelihood of stereotype-consciousness.…

  19. Academic Affiliations of Social Work Journal Article Authors, 2004-2008

    ERIC Educational Resources Information Center

    Ligon, Jan; Cobb, Alicia; Thyer, Bruce

    2012-01-01

    The researchers tabulated the academic affiliations of the authors of all articles published between 2004 and 2008 in 6 major social work journals to produce a ranking of the colleges and universities whose faculty made the most substantive contributions to the social work literature. The results of this analysis are compared with findings of 5…

  20. Studying for the Sake of Others: The Role of Social Goals on Academic Engagement

    ERIC Educational Resources Information Center

    King, Ronnel Bornasal; McInerney, Dennis M.; Watkins, David A.

    2012-01-01

    Much of the research on achievement goal theory has focused on the roles of mastery and performance goals in academic engagement, thus the role of other goals such as social goals has mostly been neglected. The aim of this research was to investigate the effects of different kinds of social goals (affiliation, approval, concern, responsibility and…

  1. Interrupted Trajectories: The Impact of Academic Failure on the Social Mobility of Working-Class Students

    ERIC Educational Resources Information Center

    Byrom, Tina; Lightfoot, Nic

    2013-01-01

    Higher education (HE) is often viewed as a conduit for social mobility through which working-class students can secure improved life-chances. However, the link between HE and social mobility is largely viewed as unproblematic. Little research has explored the possible impact of academic failure (in HE) on the trajectories of working-class students…

  2. Longitudinal Associations between Depressive Problems, Academic Performance, and Social Functioning in Adolescent Boys and Girls

    ERIC Educational Resources Information Center

    Verboom, Charlotte E.; Sijtsema, Jelle J.; Verhulst, Frank C.; Penninx, Brenda W. J. H.; Ormel, Johan

    2014-01-01

    Depressive problems and academic performance, social well-being, and social problems in adolescents are strongly associated. However, longitudinal and bidirectional relations between the two remain unclear, as well as the role of gender. Consequently, this study focuses on the relation between depressive problems and three types of functioning in…

  3. A Social Support Intervention and Academic Achievement in College: Does Perceived Loneliness Mediate the Relationship?

    ERIC Educational Resources Information Center

    Mattanah, Jonathan F.; Brooks, Leonie J.; Brand, Bethany L.; Quimby, Julie L.; Ayers, Jean F.

    2012-01-01

    The authors examined whether a social support intervention reduced loneliness and increased academic achievement among college freshmen. Eighty-eight 1st-year students randomly assigned to a social support group program reported less loneliness in the spring of their freshman year and obtained higher grade point averages in the fall of their…

  4. Academic and Social Attainments of Children with Mental Retardation in General Education and Special Education Settings.

    ERIC Educational Resources Information Center

    Freeman, Stephanny F. N.; Alkin, Marvin C.

    2000-01-01

    A review of 36 studies on school-age children with mental retardation indicated children in general classes do not attain social acceptance ratings at as high a level as do their typical peers. Integrated students perform better than segregated students on measures of academic achievement and social competence. (Contains extensive references.)…

  5. ENGAGE: A Blueprint for Incorporating Social Skills Training into Daily Academic Instruction

    ERIC Educational Resources Information Center

    Schoenfeld, Naomi A.; Rutherford, Robert B.; Gable, Robert A.; Rock, Marcia L.

    2008-01-01

    Student success in school depends, in part, on adequate social-interpersonal skills. Yet, in a time when all students are expected to reach specified academic goals, school personnel are hard-pressed to find ways to address the social-interpersonal behavior needs of their students. In this article, the authors discuss practical ways for teachers…

  6. Enhancing Academic Performance and Social and Emotional Competence with the RULER Feeling Words Curriculum

    ERIC Educational Resources Information Center

    Brackett, Marc A.; Rivers, Susan E.; Reyes, Maria R.; Salovey, Peter

    2012-01-01

    A pre- and post-test quasi-experimental design was used to test the impact of a 30-week, theoretically-based social and emotional learning (SEL) curriculum, The RULER Feeling Words Curriculum ("RULER"), on the academic performance and social and emotional competence of 5th and 6th grade students (N = 273) in fifteen classrooms in three schools.…

  7. Social Media Use, Loneliness, and Academic Achievement: A Correlational Study with Urban High School Students

    ERIC Educational Resources Information Center

    Neto, Roque; Golz, Nancy; Polega, Meaghan

    2015-01-01

    This study explored the association between social media use, loneliness, and academic achievement in high school students and identified the demographic characteristics associated with these three elements. This study also aimed to identify the percentage of variance in loneliness accounted for by social media use and GPA. Participants were 345…

  8. Across Academic Domains: Extensions of the Social-Cognitive Career Model

    ERIC Educational Resources Information Center

    Fouad, Nadya A.; Smith, Philip L.; Zao, Kathryn E.

    2002-01-01

    In the present study, the authors investigated the academic subject matter domain specificity of the social-cognitive career choice model (R. W. Lent, S. D. Brown, & G. Hackett, 1994). The relationships between self-efficacy, goals, outcome expectations, and interests were examined across the subject areas of art, social science, math/science, and…

  9. The Impact of Racial Socialization on the Academic Performance and Prosocial Involvement of Black Emerging Adults

    ERIC Educational Resources Information Center

    White-Johnson, Rhonda L.

    2015-01-01

    Despite evidence linking racial socialization processes to the functioning of Black youth, the effect of these parenting practices among Black college students is less clear. This study examined the relationship among racial socialization messages, academic performance, and prosocial involvement for 295 Black college students. Results revealed…

  10. Socially Oriented Motivational Goals and Academic Achievement: Similarities between Native and Anglo Americans

    ERIC Educational Resources Information Center

    Ali, Jinnat; McInerney, Dennis M.; Craven, Rhonda G.; Yeung, Alexander Seeshing; King, Ronnel B.

    2014-01-01

    The authors examined the relations between two socially oriented dimensions of student motivation and academic achievement of Native (Navajo) American and Anglo American students. Using confirmatory factor analysis, a multidimensional and hierarchical model was found to explain the relations between performance and social goals. Four first-order…

  11. Neurocognitive and Temperamental Systems of Self-Regulation and Early Adolescents' Social and Academic Outcomes

    ERIC Educational Resources Information Center

    Checa, Purificacion; Rodriguez-Bailon, Rosa; Rueda, M. Rosario

    2008-01-01

    The aim of the current study was to examine the role of individual differences in neurocognitive and temperamental systems of self-regulation in early adolescents' social and academic competence. Measures used in the study included the Attention Network Test, the Early Adolescence Temperament Questionnaire, a peer-reported Social Status…

  12. Part I: Advancing the Conversation. Just Scholarship! Publishing Academic Research with a Social Justice Focus

    ERIC Educational Resources Information Center

    Salazar, Maria del Carmen; Rios, Francisco

    2016-01-01

    This article provides support to academics who are committed to engaging in scholarly activities in ways that promote an explicit social justice focus. Moreover, this article provides a broad overview of how to pursue social justice purposes in the field of education throughout the process of scholarly production and dissemination.

  13. Investigating whether and when Family Ethnic/Race Socialization Improves Academic Performance

    ERIC Educational Resources Information Center

    Brown, Tony N.; Tanner-Smith, Emily E.; Lesane-Brown, Chase L.

    2009-01-01

    This study examined the link between family ethnic/race socialization and Black kindergarteners' and first graders' academic performance as measured by their general knowledge, math, and reading assessment scores. Drawing on identity theory, the authors predicted that repeated instances of family ethnic/race socialization would increase academic…

  14. A Longitudinal Study of the Social and Academic Competence of Economically Disadvantaged Bilingual Preschool Children

    ERIC Educational Resources Information Center

    Oades-Sese, Geraldine V.; Esquivel, Giselle B.; Kaliski, Pamela K.; Maniatis, Lisette

    2011-01-01

    This longitudinal study was conducted to gain understanding of the social-emotional and academic development of economically disadvantaged bilingual preschool children. In Study 1, the authors combined cognitive, psychosocial, and cultural-linguistic factors to determine profiles of social competence as measured by peer play. A person-centered…

  15. Academic Accommodations, Social Supports, and Academic Self-Efficacy: Predictors of Academic Success for Postsecondary Students with Disabilities

    ERIC Educational Resources Information Center

    Howe, Stefanie Marie

    2013-01-01

    Although the "Rehabilitation Act of 1973" and the "Americans with Disabilities Act of 1990" have mandated the necessity of services for students with disabilities to receive equal access to education, a clear picture of what contributes to academic success is still lacking. Research indicates that students with disabilities…

  16. A Comparative Analysis of Social Media Usage and Academic Performance in Public and Private Senior High Schools

    ERIC Educational Resources Information Center

    Mingle, Jeffrey; Adams, Musah; Adjei, E. A.

    2016-01-01

    The study comparatively analyzed social media usage and academic performance in public and private senior high schools. The issue of social media and academic performance has been a very debatable topic with regard to its effect. This study further explores the relation between private and public schools in relation to social media use and…

  17. Issues in Problem Solving Discourse: A Preliminary Study of the Socialization of Planning Skills during Science Lessons in a Kindergarten Classroom.

    ERIC Educational Resources Information Center

    Stone, Lynda

    This case study explored how social interaction during science lessons leads to the development of planning skills in students. An analysis of group discussions was conducted. Questions addressed were: (1) What is the nature of planning discourse during science problem-solving activities with young children?; and (2) How is collaborative planning…

  18. Public Discourses on Education Governance and Social Integration and Exclusion: Analyses of Policy Texts in European Contexts. Uppsala Reports on Education.

    ERIC Educational Resources Information Center

    Lindblad, Sverker, Ed.; Popkewitz, Thomas S., Ed.

    This volume is a collection of public discourses on European education governance, and social integration and exclusion, focusing in particular on changes in education governance in Finland, Germany, Greece, Iceland, Portugal, Spain, Sweden, England, and Scotland. Ten chapters include: (1) "Introduction: Research Problematics and Approaches"…

  19. Inference Generation during Discourse and Its Relation to Social Competence: An Online Investigation of Abilities of Children with and without Language Impairment

    ERIC Educational Resources Information Center

    Ford, Janet A.; Milosky, Linda A.

    2008-01-01

    Purpose: This study examined whether young children with typical language development (TL) and children with language impairment (LI) make emotion inferences online during the process of discourse comprehension, identified variables that predict emotion inferencing, and explored the relationship of these variables to social competence. Method:…

  20. Social Media and the New Academic Environment: Pedagogical Challenges

    ERIC Educational Resources Information Center

    Patrut, Bogdan; Patrut, Monica; Cmeciu, Camelia

    2013-01-01

    As web applications play a vital role in our society, social media has emerged as an important tool in the creation and exchange of user-generated content and social interaction. The benefits of these services have entered in the educational areas to become new means by which scholars communicate, collaborate and teach. Social Media and the New…

  1. "You Just Don't Cross Them": Adolescent Interactions with Text across Discourses

    ERIC Educational Resources Information Center

    Charles, Anita S.

    2012-01-01

    This article explores how adolescents interact with multimodal texts across shifting contexts, including social, academic, and digital ones. The author considers the ability of teens to articulate the boundaries and fluidity of multiple discourse systems and to maneuver across and within them with ease. The author further explores pedagogical…

  2. Is Shame an Ugly Emotion? Four Discourses--Two Contrasting Interpretations for Moral Education

    ERIC Educational Resources Information Center

    Kristjánsson, Kristján

    2014-01-01

    This paper offers a sustained philosophical meditation on contrasting interpretations of the emotion of shame within four academic discourses--social psychology, psychological anthropology, educational psychology and Aristotelian scholarship--in order to elicit their implications for moral education. It turns out that within each of these…

  3. Social and Academic Benefits of Looping Primary Grade Students

    ERIC Educational Resources Information Center

    Kenney, Mary Kate

    2007-01-01

    There is an increasing interest in the practice of teachers staying with a group of students for more than one year. This is referred to as looping in educational practice. The problem of constant uncertainty or change of a new teacher year to year, creates less academic time and student anxiety. The purpose of this study is to examine the effects…

  4. Academic Learning + Social-Emotional Learning = National Priority

    ERIC Educational Resources Information Center

    Weissberg, Roger P.; Cascarino, Jason

    2013-01-01

    In addition to graduating academically proficient students who are culturally literate, intellectually reflective, and committed to lifelong learning, schools must also enhance students' intrapersonal and interpersonal competencies so they're optimally prepared for work and life. Successful students develop personal strengths including…

  5. Academic Learning + Social-Emotional Learning = National Priority

    ERIC Educational Resources Information Center

    Weissberg, Roger P.; Cascarino, Jason

    2013-01-01

    In addition to graduating academically proficient students who are culturally literate, intellectually reflective, and committed to lifelong learning, schools must also enhance students' intrapersonal and interpersonal competencies so they're optimally prepared for work and life. Successful students develop personal strengths including grit,…

  6. Relationship of Academic, Physical and Social Self-Concepts of Students with Their Academic Achievement

    ERIC Educational Resources Information Center

    Zahra, Asma-Tuz; Arif, Manzoor H.; Yousuf, Muhammad Imran

    2010-01-01

    This study investigated relationship between self-concept and academic achievement of bachelor degree students. Female students at bachelor were considered the target population. A sample of 1500 students was selected by using two stage cluster sampling technique. An amended form of Self-Descriptive Questionnaire developed by Marsh (1985) was used…

  7. Discourse, action, rhetoric: from a perception to an action paradigm in social psychology.

    PubMed

    Durrheim, Kevin

    2012-09-01

    This article provides a personal account of how discursive social psychology has been used to understand social and political change in South Africa and to reflect on the strengths and limitations of the approach. While celebrating the shift from the perception paradigm to the genuinely social constructionist focus on discursive interaction, the article also argues for an expanded focus on embodied action. PMID:21777257

  8. Rurality Discourses and the Role of the Social Enterprise in Regenerating Rural Scotland

    ERIC Educational Resources Information Center

    Zografos, Christos

    2007-01-01

    Social enterprises are businesses with primarily social objectives that reinvest their surplus in the community rather than seeking to maximise profit for shareholders. However, there is a debate regarding the drivers and the role of the social enterprise, the outcome of which is expected to have serious implications for the future of the…

  9. [Psychosocial intervention follow-up in children with ADHD: effects on academic, emotional and social functioning].

    PubMed

    Presentación Herrero, M Jesús; Siegenthaler Hierro, Rebeca; Jara Jiménez, Pilar; Miranda Casas, Ana

    2010-11-01

    The aim of this investigation was to analyze the maintenance of the effects, one year after its conclusion, of an intervention that integrated three coordinated programs, implemented with 27 children with ADHD, aged between 7 and 10 years, their parents and teachers. The intervention lasted 10 weeks and included behavior-modification and cognitive-behavioral techniques, academic adaptations and social skills. We evaluated the effects on academic, emotional and social adjustment from the information provided by parents, teachers and classmates. The results confirm the maintenance in the follow-up evaluation of the improvements experienced after the treatment, especially in the academic and social areas, in which these children displayed the greatest difficulties. PMID:21044513

  10. Debating LGBT Workplace Protections in the Bible Belt: Social Identities in Legislative and Media Discourse.

    PubMed

    Rhodes, Claire D; Stewart, Craig O

    2016-07-01

    This article reports a case study of the legislative and media discourse surrounding the addition of sexual orientation and gender identity language to the employment nondiscrimination ordinance of a city in the heart of the Bible Belt. The purpose of the study is to uncover how different identities were constructed and contested at city council meetings and in the news media on the way to passing legal protection for LGBT city employees in a region that is often characterized by anti-gay prejudice. This debate over the nondiscrimination ordinance centered on the question of whether LGBT identities are equivalent to identity categories based on race, gender, or religious belief, and it was shaped by various intergroup communication dynamics, specifically between members of the LGBT minority and the straight majority, between LGBT and Christian identities, and between "true" and "false" Christian identities. PMID:26549385

  11. Meeting the health and social needs of pregnant asylum seekers: midwifery students' perspectives. Part 2: Dominant discourses and approaches to care.

    PubMed

    Haith-Cooper, Melanie; Bradshaw, Gwendolen

    2013-08-01

    Pregnant women seeking asylum in the United Kingdom appear particularly vulnerable, having complex health and social care needs and could benefit from a woman centred approach to midwifery care. This article is the second of three parts and reports on the findings from one objective of a wider doctorate study. It focuses on exploring midwifery students' perceptions of how to approach the care of pregnant women seeking asylum. Although the design of the study is explored in article one, in this context, the data was subject to critical discourse analysis to meet this objective. Key words and phrases were highlighted which appeared to reveal power and ideology implicit in the language used when discussing midwifery care of the pregnant woman seeking asylum. Dominant discourses were identified which appeared to influence the way in which care was approached and the possible sources of these discourses critically analysed. The findings suggest an underpinning ideology around following policies and guidelines to meet the physical needs of the woman at the expense of her other holistic needs. Despite learning to adopt a woman centred approach in theory, once in practice some students appear to be socialised into (re)producing these dominant medical and managerial discourses with "midwifery discourse" being marginalised. In addition, some students appeared to have difficulty understanding how to adopt a woman centred approach and the importance of considering the woman's context and its impact on care. These findings have implications for midwifery educators and this article identifies that the recent Nursing and Midwifery Council requirement for students to undertake a caseloading activity could provide the opportunity for them to adopt a consistent woman centred approach in practice, rejecting dominant medical and managerial discourses. However, these discourses appear to influence midwives caring for women more widely and will be difficult to challenge. PMID:22809591

  12. Bridging and bonding interactions in higher education: social capital and students’ academic and professional identity formation

    PubMed Central

    Jensen, Dorthe H.; Jetten, Jolanda

    2015-01-01

    It is increasingly recognized that graduates’ achievements depend in important ways on their opportunities to develop an academic and a professional identity during their studies. Previous research has shown that students’ socio-economic status (SES) and social capital prior to entering university affects their ability to obtain these identities in higher education. However, what is less well understood is whether social capital that is built during university studies shapes identity development, and if so, whether the social capital gained during university years impacts on academic and professional identity differently. In a qualitative study, we interviewed 26 Danish and 11 Australian university students about their social interaction experiences, their opportunities to develop bonding capital as well as bridging capital, and their academic and professional identity. Findings show that while bonding social capital with co-students facilitated academic identity formation, such social capital does not lead to professional identity development. We also found that the development of bridging social capital with educators facilitated students’ professional identity formation. However, bonding social capital among students stood in the way of participating in bridging interaction with educators, thereby further hindering professional identity formation. Finally, while students’ parental background did not affect the perceived difficulty of forming professional identity, there was a tendency for students from lower SES backgrounds to be more likely to make internal attributions while those from higher SES backgrounds were more likely to make external attributions for the failure to develop professional identity. Results point to the importance of creating opportunities for social interaction with educators at university because this facilitates the generation of bridging social capital, which, in turn, is essential for students’ professional identity

  13. The everyday meets the academic: How bilingual Latino/a third graders use sociocultural resources to learn in science and social studies

    NASA Astrophysics Data System (ADS)

    McIntosh Ciechanowski, Kathryn E.

    Driven by questions surrounding the documented "fourth-grade slump" in student test scores and about the content learning of English language learners, this dissertation examines the science and social studies literacy practices of third grade bilingual Latino/as in an urban school. Using qualitative and quantitative methods, I examined three questions: (a) What content area demands are evident in instruction and in the assigned texts that children read? (b) What sociocultural knowledge do students draw on in the reading and writing of content area texts? How does it shape their reading and writing? and (c) What linguistic knowledge do students draw on in the reading and writing of content area texts? How does it shape their reading and writing? These questions are premised on three key tenets from the extant research literature. First, research has documented that middle grade students struggle to make sense of content texts, which could be caused by not only a scarcity of expository texts in early grades but also by discipline-specific demands in the content texts. Second, although all students may struggle to read specialized texts, students from non-mainstream backgrounds may struggle more because they do not possess the social and linguistic capital valued in mainstream schools. Third, sociocultural research has documented the importance of social and cultural funds of knowledge in classroom learning and knowledge construction. Guided by these tenets, I observed for six months in 2 classes and recorded field notes, interviewed participants, collected artifacts, and conducted pre- and post-unit assessments. Analytic methods included quantitative evaluation of assessments and constant comparative and discourse analyses. Findings indicate that the textbooks posed linguistic and conceptual demands and represented multiple discourses including the discourses of the natural and social sciences. To make sense of texts, students drew from various sociocultural

  14. Academic Mergers in Social Work Programs: Autonomy or Disharmony?

    ERIC Educational Resources Information Center

    Halter, Anthony; Gullerud, Ernest

    1995-01-01

    Using data from a 1991 survey of social work program deans and directors, the experiences of recently merged, long-term merged, and independent social work programs with salaries, financial resources, promotion and tenure, staff morale, enrollment, curriculum, class size, and access to central administration are compared. Respondents' views are…

  15. Accessing Social Capital through the Academic Mentoring Process

    ERIC Educational Resources Information Center

    Smith, Buffy

    2007-01-01

    This article explores how mentors and mentees create and maintain social capital during the mentoring process. I employ a sociological conceptual framework and rigorous qualitative analytical techniques to examine how students of color and first-generation college students access social capital through mentoring relationships. The findings…

  16. Problem Solving/Decision Making for Social and Academic Success.

    ERIC Educational Resources Information Center

    Elias, Maurice J.; Tobias, Steven E.

    Based on the premise that systematic instruction in social decision-making and problem-solving skills is a developmental right of all children, this book provides an in-service training program for teaching a set of social decision-making and problem-solving steps that are essential for success in school, in the family, with friends, in the world…

  17. Constructivist Approach: Improving Social Studies Skills Academic Achievement

    ERIC Educational Resources Information Center

    McCray, Kimeko

    2007-01-01

    This report describes a program designed to enhance social studies skills and knowledge. The target areas for enhancement are geography, economics, history, and core democratic values. The need for strengthening these skills was documented by literature, and surveys. An analysis of probable cause for lack of social studies skills revealed that…

  18. Self-Concept and Social Anxiety as Predictor Variables of Academic Performance of Spanish Adolescents with Divorced Parents

    ERIC Educational Resources Information Center

    Orgiles, Mireia; Johnson, Blair T.; Huedo-Medina, Tania B.; Espada, Jose P.

    2012-01-01

    Introduction: According to previous studies, when parents divorce it may increase the vulnerability of children to develop personal problems, such as lowering academic performance. This research examines the academic performance of Spanish children with divorced parents and its relation to academic self-concept and social anxiety. Method: The…

  19. Allocation of Academic Workloads in the Faculty of Human and Social Sciences at a South African University

    ERIC Educational Resources Information Center

    Botha, P. A.; Swanepoel, S.

    2015-01-01

    This article reports on the results of a statistical analysis of the weekly working hours of academics in a Faculty of Human and Social Sciences at a South African university. The aim was to quantify, analyse and compare the workload of academic staff. Seventy-five academics self-reported on their workload by completing the workload measuring…

  20. Social Consequences of Academic Teaming in Middle School: The Influence of Shared Course Taking on Peer Victimization

    ERIC Educational Resources Information Center

    Echols, Leslie

    2015-01-01

    This study examined the influence of academic teaming (i.e., sharing academic classes with the same classmates) on the relationship between social preference and peer victimization among 6th-grade students in middle school. Approximately 1,000 participants were drawn from 5 middle schools that varied in their practice of academic teaming. A novel…

  1. Where Is the Learning in Smaller Learning Communities? Academic Press, Social Support for Learning, and Academic Engagement in Smaller Learning Community Classrooms

    ERIC Educational Resources Information Center

    Fischer, Christopher; Bol, Linda; Pribesh, Shana; Nunnery, John

    2013-01-01

    The extent to which smaller learning communities' (SLCs) focus on academic press and strong social relationships affects academic engagement among 9th graders in urban high schools was investigated. Data were collected through classroom observations, student questionnaires, and focus groups with teachers. Data were analyzed using descriptive…

  2. Discourses on Language, Class, Gender, Education, and Social Mobility in Three Schools in New Delhi, India

    ERIC Educational Resources Information Center

    Proctor, Lavanya Murali

    2010-01-01

    This dissertation examines the ideological connections between schooling, mobility, and social difference among students in New Delhi. In it, I argue that educational mobility, especially with regard to English-language education, is an ideology which seems to offer a path to reduce social difference while in fact protecting it. I also argue that…

  3. A Social Semiotic Approach to Textbook Analysis: The Construction of the Discourses of Pharmacology

    ERIC Educational Resources Information Center

    Weiss, Rachel; Archer, Arlene

    2014-01-01

    This article takes a multimodal social semiotic approach to analysing educational textbooks. We are interested in the ways in which educational textbooks contribute to designing our social futures by constructing both the student and the discipline in a particular manner. While a textbook's primary purpose is to provide the reader with…

  4. Mitigation in Spanish Discourse: Social and Cognitive Motivations, Linguistic Analyses, and Effects on Interaction and Interlocutors

    ERIC Educational Resources Information Center

    Czerwionka, Lori Ann

    2010-01-01

    "Mitigation" is the modification of language in response to social or cognitive challenges ("stressors") in contexts of linguistic interaction (Martinovski, Mao, Gratch, & Marsella 2005). Previous mitigation research has been largely from social perspectives, addressing the word or utterance levels of language. This dissertation presents an…

  5. Changing social and scientific discourses on type 2 diabetes between 1800 and 1950: a socio-historical analysis.

    PubMed

    O'Donnell, Shane

    2015-09-01

    Since the emergence of type 2 diabetes as a public health threat around the middle of the 20(th) century, accounts of disease causation have focused predominately on lifestyle or genetics, or both, while the role of broader structural issues such as psychosocial distress has been downplayed. Yet in the years prior to this emergence, when diabetes remained the preserve of the upper classes, medical experts drew upon multiple narratives when considering the condition, the most popular of which being the role of social organisation and the interplay between mind, body and environment. This article is based on a discourse analysis of the writings of the most prominent diabetes experts between 1800 and 1950 about both the causes and management of the illness. It highlights how, although the connection between lifestyle and diabetes was well established among physicians, individual-level explanations only fully supplanted the emphasis on social organisation as diabetes began to make the transition from being a disease of the rich to one of the poor. It argues that this discursive shift was shaped by the dynamics of class relations rather than any new forms of scientific evidence developed at the time. PMID:26094811

  6. Comparative Critical Discourse Analysis (CDA): Interplay of discourses (D/D1) as third grade urban and suburban science students engage in hypothesis formulation and observation

    NASA Astrophysics Data System (ADS)

    Mendoza, Carmen Irene Reyes

    This qualitative research project is a comparative analysis of Discourses (D/D1) while focused upon the science processes of hypothesis generation and observation in an urban versus suburban elementary science classroom. D designates the instructional and formal academic science Discourse and D1 represents the students' informal, social or home language D1iscourses. In particular, this research study is a critical discourse analysis that examines how the science processes of hypothesis formulation and observation are constituted through the interplay of classroom Discourses (D/D1) as two third grade science teachers teach the same kit-based, inquiry science lessons with their respective urban and suburban students. The research also considers ethnicity, social class, language, and the central role science teachers play mediating between children's everyday world and the world of science. Communicative approach and distinctive patterns of interaction between the European American teachers and their respective students are analyzed through a critical lens to examine underlying issues of equity and power embedded in the instructional Discourse of science. Critical Discourse Analysis (CDA) provides both the theoretical framework and analytical lens. The research informs development of linguistic-based "best" practices to contribute toward promoting greater science teacher awareness in creating linguistic environments that support all students' learning science Discourse and to serve as a springboard for future educational science researchers' use of CDA.

  7. Discourse as Medium of Knowledge: Transmission of Knowledge by Transmission of Discourse People Live

    ERIC Educational Resources Information Center

    Hassen, Rukya

    2015-01-01

    This is a study on discourse as medium of knowledge. Informal education is a system of transmission of knowledge by transmission of discourse people live by. In the humanities and social sciences, the term discourse describes a formal way of thinking that can be expressed through language. Discourses are seen to affect our views on all things; it…

  8. [Social control in the Brazilian Unified Health System (SUS): discourse, action and reaction].

    PubMed

    Oliveira, Ana Maria Caldeira; Ianni, Aurea Maria Zöllner; Dallari, Sueli Gandolfi

    2013-08-01

    This article seeks to describe and analyze the dynamics of social participation, from the standpoint of the social representations of the City Health Councillors of Belo Horizonte on the significance of social control. A methodological approach was used, backed by qualitative research techniques: semi-structured interviews and participant observation. Three years after the survey, documentary research was conducted to check for signs of institutional reaction seeking to minimize or even to overcome the difficulties reported. It was ascertained that the City Health Council political institution activated several mechanisms to improve their techniques of action and organization and also the commitment of stakeholders to this forum. PMID:23896915

  9. Examining the Link between Preschool Social-Emotional Competence and First Grade Academic Achievement: The Role of Attention Skills

    ERIC Educational Resources Information Center

    Rhoades, Brittany L.; Warren, Heather K.; Domitrovich, Celene E.; Greenberg, Mark T.

    2011-01-01

    Recently, research has begun to identify cognitive and social-emotional predictors of early academic success. Yet few studies have examined the mechanisms by which children's social-emotional skills are associated with later academic success. The present study examines the associations between preschool emotion knowledge, kindergarten attention…

  10. Promoting Social and Academic Competence in the Classroom: An Intervention Study Examining the Contribution of the "Responsive Classroom" Approach

    ERIC Educational Resources Information Center

    Rimm-Kaufman, Sara E.; Chiu, Yu-Jen I.

    2007-01-01

    This exploratory study examined the contribution of the "RC" Approach over a two-year period. The "RC" Approach integrates social and academic learning in order to produce classroom environments that are conducive to learning by integrating social and academic learning. Two questions are addressed. First, how does teachers' use of "RC" practices…

  11. Length of Study-Time Behaviour and Academic Achievement of Social Studies Education Students in the University of Uyo

    ERIC Educational Resources Information Center

    Ukpong, D. E.; George, I. N.

    2013-01-01

    This study investigated the length of study time behaviour and academic achievement of Social Studies Education students in the University of Uyo. The purpose was to determine the difference in the academic achievement of the long study time behaviour students and their short study time behaviour counterparts in Social Studies Education. The study…

  12. Relationship of Self-Beliefs, Social Support, and University Comfort with the Academic Success of Freshman College Women

    ERIC Educational Resources Information Center

    Rayle, Andrea Dixon; Kurpius, Sharon E. Robinson; Arredondo, Patricia

    2007-01-01

    The relationships of self-beliefs, social support, and university comfort with the academic persistence decisions and first-year grade point averages of 527 first semester female undergraduates were examined. Data were gathered in 56 classes or group meetings. These three constructs predicted academic persistence decisions, with social support as…

  13. Effects of Teacher Efficacy on Student Academic and Social Emotional Achievements as Reported on Georgia Kindergarten Inventory of Developing Skills

    ERIC Educational Resources Information Center

    Brown, Tisha J.

    2012-01-01

    Students in kindergarten are not meeting state standards on standardized academic and social/emotional scores in the southeastern United States. The focus of this study was to determine if a teacher's perceptions of self-efficacy affects student success in academic and social/emotional standards as reported on the Georgia Kindergarten of…

  14. Experts, Dialects, and Discourse.

    ERIC Educational Resources Information Center

    Bhatt, Rakesh Mohan

    2002-01-01

    Examines "expert" discourse--complexes of signs and practices that organize and legitimize social existence and social reproduction--to demonstrate the ideological process involved in the manufacture of Standard English ideology and its continual duplication as necessitated by the three axiomatic conceptions of the English-sacred imagined…

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

    ERIC Educational Resources Information Center

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

    2008-01-01

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

  16. Computer Science Majors: Sex Role Orientation, Academic Achievement, and Social Cognitive Factors

    ERIC Educational Resources Information Center

    Brown, Chris; Garavalia, Linda S.; Fritts, Mary Lou Hines; Olson, Elizabeth A.

    2006-01-01

    This study examined the sex role orientations endorsed by 188 male and female students majoring in computer science, a male-dominated college degree program. The relations among sex role orientation and academic achievement and social cognitive factors influential in career decision-making self-efficacy were explored. Findings revealed that…

  17. The Impact of a Student's Lack of Social Skills on Their Academic Skills in High School

    ERIC Educational Resources Information Center

    Eleby, Calvin, Jr.

    2009-01-01

    "The major problems facing the world today can be solved only if we improve our understanding of human behavior" (Schlinger, 2005, pg. 48) and how it affects our educational experience in high school. The purpose of this study was to explore and examine to what extent there exists a relationship between social and academic study skills and its…

  18. Living-Learning Programs and First-Generation College Students' Academic and Social Transition to College

    ERIC Educational Resources Information Center

    Inkelas, Karen Kurotsuchi; Daver, Zaneeta E.; Vogt, Kristen E.; Leonard, Jeannie Brown

    2007-01-01

    This study examines the role of living-learning (L/L) programs in facilitating first-generation students' perceived academic and social transition to college. Using a sample of 1,335 first-generation students from 33 4-year institutions who participated in the National Study of Living-Learning Programs during Spring 2004, the results of the study…

  19. Cambodian Early Adolescents' Academic Achievement: The Role of Social Capital

    ERIC Educational Resources Information Center

    Eng, Sothy

    2013-01-01

    This study examined the associations of parents' cultural beliefs and attitudes with respect to fate, traditional gender roles, aspirations, and involvement in children's academic achievement in Cambodia. Based on Coleman's social capital theory, a good parent-child relationship enables children's school success because…

  20. Relationships between Academic Stress, Social Support, Optimism-Pessimism and Self-Esteem in College Students

    ERIC Educational Resources Information Center

    Fernández-González, L.; González-Hernández, A.; Trianes-Torres, M. V.

    2015-01-01

    Introduction: This research aims to analyse how optimism, self-esteem and social support help to predict academic stress. Method: The sample consisted of 123 students aged 20 to 31 years old, from the 3rd Year in the Psychology Degree. Students completed the Rosenberg Self-esteem Scale, the Life Orientation Optimism Questionnaire (LOT-R), the…

  1. Trajectories of Aggression from Toddlerhood to Age 9 Predict Academic and Social Functioning through Age 12

    ERIC Educational Resources Information Center

    Campbell, Susan B.; Spieker, Susan; Burchinal, Margaret; Poe, Michele D.

    2006-01-01

    Background: Using longitudinal data from the NICHD Study of Early Child Care and Youth Development, we examined behavior problems and social and academic outcomes from ages 9 through 12 in children classified into five trajectories of physical aggression, on the basis of maternal ratings obtained from 24 months through 9 years (N = 1195). Methods:…

  2. Communication, Academic, and Social Skills of Young Adults with Hearing Loss

    ERIC Educational Resources Information Center

    Eriks-Brophy, Alice; Durieux-Smith, Andree; Olds, Janet; Fitzpatrick, Elizabeth M.; Duquette, Cheryll; Whittingham, JoAnne

    2012-01-01

    This manuscript reports on data collected as part of a larger research study designed to investigate factors that facilitate the integration of children with hearing loss into mainstream environments. Aspects of communicative, academic, and social functioning for 43 adolescents and young adults were examined using questionnaires. In addition,…

  3. Academic and Social Adjustment among Deaf and Hard of Hearing College Students in Taiwan

    ERIC Educational Resources Information Center

    Liu, Chia-fen

    2013-01-01

    This study was conducted to identify the factors that may influence the academic and social adjustment of college students with hearing loss in Taiwan. These factors included age, gender, degree of hearing loss, primary communication mode, amplification, high school educational experience, and family relationship. The instruments used to address…

  4. The Power of Social and Motivational Relationships for Test-Anxious Adolescents' Academic Self-Regulation

    ERIC Educational Resources Information Center

    Raufelder, Diana; Hoferichter, Frances; Schneeweiss, David; Wood, Megan A.

    2015-01-01

    Based on cognitive evaluation theory (CET) and organismic integration theory (OIT)--both sub-theories of self-determination theory (SDT)--the present study examined whether the academic self-regulation of youth with test anxiety can be strengthened through social and motivational relationships with peers and teachers. This study employed a large…

  5. Applying Social Cognitive Theory to Academic Advising to Assess Student Learning Outcomes

    ERIC Educational Resources Information Center

    Erlich, Richard J.; Russ-Eft, Darlene

    2011-01-01

    Review of social cognitive theory constructs of self-efficacy and self-regulated learning is applied to academic advising for the purposes of assessing student learning. A brief overview of the history of student learning outcomes in higher education is followed by an explanation of self-efficacy and self-regulated learning constructs and how they…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  7. The Differential Effects of General Mental Ability and Emotional Intelligence on Academic Performance and Social Interactions

    ERIC Educational Resources Information Center

    Song, Lynda Jiwen; Huang, Guo-hua; Peng, Kelly Z.; Law, Kenneth S.; Wong, Chi-Sum; Chen, Zhijun

    2010-01-01

    This study considers the debate about whether emotional intelligence (EI) has incremental validity over and above traditional intelligence dimensions. We propose that EI and general mental abilities (GMA) differ in predicting academic performance and the quality of social interactions among college students. Using two college student samples, we…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  9. Commentary: Implementing Social-Emotional and Academic Innovations--Reflections, Reactions, and Research

    ERIC Educational Resources Information Center

    Elliott, Stephen N.; Kratochwill, Thomas R.; Roach, Andrew T.

    2003-01-01

    The article "Implementation, Sustainability, and Scaling Up of Social-Emotional and Academic Innovations in Public Schools" by Elias, Zins, Graczyk, and Weissberg (2003) is a thought-provoking contribution, and one that begs for more application. Some of the points the authors raise have been articulated in the school and clinical evidence-based…

  10. Indiana's Academic Standards: Kindergarten English/Language Arts, Mathematics, Science, Social Studies.

    ERIC Educational Resources Information Center

    Indiana State Dept. of Public Instruction, Indianapolis.

    This guide to Indiana's academic standards in language arts, mathematics, science, and social studies for kindergarten students begins with a note to students and another to parents. The guide spells out what students should know and be able to do in each subject, at each grade level. It helps students understand what is required to meet the…

  11. Social Cognitive Predictors of College Students' Academic Performance and Persistence: A Meta-Analytic Path Analysis

    ERIC Educational Resources Information Center

    Brown, Steven D.; Tramayne, Selena; Hoxha, Denada; Telander, Kyle; Fan, Xiaoyan; Lent, Robert W.

    2008-01-01

    This study tested Social Cognitive Career Theory's (SCCT) academic performance model using a two-stage approach that combined meta-analytic and structural equation modeling methodologies. Unbiased correlations obtained from a previously published meta-analysis [Robbins, S. B., Lauver, K., Le, H., Davis, D., & Langley, R. (2004). Do psychosocial…

  12. Peer Modeling of Academic and Social Behaviors during Small-Group Direct Instruction

    ERIC Educational Resources Information Center

    Ledford, Jennifer R.; Wolery, Mark

    2013-01-01

    The authors describe an intervention for 3 preschoolers with disabilities who had low peer-related social competence. The intervention taught academic skills tailored to the need of each target student in small groups (triads) with two typically developing peers, using a progressive time delay procedure. Prior to instruction and separate from the…

  13. Success in Higher Education: The Challenge to Achieve Academic Standing and Social Position

    ERIC Educational Resources Information Center

    Life, James

    2015-01-01

    When students look at their classmates in the classroom, consciously or unconsciously, they see competitors both for academic recognition and social success. How do they fit in relation to others and how do they succeed in achieving both? Traditional views on the drive to succeed and the fear of failure are well known as motivators for achieving…

  14. Social Identity and the Shift of Student Affairs Staff to the Academic Unit

    ERIC Educational Resources Information Center

    Mader, Michael

    2012-01-01

    This study explored the phenomenon of student affairs professionals working at Arizona State University who shifted from a student affairs unit to perform similar work in an academic unit. The conceptual framework for this exploration was social identity theory (Tajfel, 1974), which asserts that individuals develop a self-concept or image that…

  15. The University-Academic Connection in Research: Corporate Purposes and Social Responsibilities.

    ERIC Educational Resources Information Center

    David, E. E., Jr.

    An increase in industry-supported academic research is economically and socially desirable. This refers not to industrial philanthropy but to research consistent with a commercial "mission." This increased coupling is advocated because there is fine science and technique created in academia which is not effectively coupled to the nation's…

  16. Reanalysis of Discernment from a Social Constructivist Perspective: Academic Consultation Sessions in Japanese Universities

    ERIC Educational Resources Information Center

    Cook, H. C.

    2005-01-01

    From the social constructivist perspective, this paper examines speech style shifts in academic consultation sessions between professors and students in Japanese universities and demonstrates that politeness is an interactional achievement. The paper attempts to show how what has previously been described as a display of discernment can be…

  17. Peer Relationships, Social Behaviours, Academic Performance and Loneliness in Korean Primary School Children

    ERIC Educational Resources Information Center

    Shin, Yoolim

    2007-01-01

    The purpose of this study was to investigate how different forms of peer relationships offer children unique support for loneliness and to examine the direct as well as indirect effects of social behaviours and academic performance through the mediation of peer relationships on the prediction of loneliness in Korean children. Four hundred and…

  18. Learning Community Transitions in the First Year: A Case Study of Academic and Social Network Change

    ERIC Educational Resources Information Center

    Smith, Rachel A.

    2011-01-01

    Residential learning communities often focus on easing first-year students' transitions to college by emphasizing the creation of peer social and academic relationships. However, this relational process is most often examined through analyzing individual student characteristics, behaviors, and attitudes. This study used network analysis to…

  19. Quality Criteria of Research Perceived by Academics in Social Sciences at Higher Education

    ERIC Educational Resources Information Center

    Bakioglu, Aysen; Kurnaz, Ozlem

    2009-01-01

    The purpose of this study is to examine the problem of research quality in social sciences at higher education. Quality of research produced at higher education started to be questioned more often as research became the major factor determining academics' promotion and fund allocation to universities. In the study, we aimed to reveal how academics…

  20. How Social Emotional Development Skills Gained in High Quality Public School Prekindergarten Impact Kindergarten Academic Readiness

    ERIC Educational Resources Information Center

    Collett, Gale A.

    2013-01-01

    Longitudinal research has demonstrated that children's emotional and social skills are linked to their early academic achievement (Wentzel & Asher, 1995). Children who have difficulty paying attention, following directions, getting along with others, and controlling negative emotions like anger and distress do not do as well in school (Arnokl…

  1. Social and Emotional Learning as a Catalyst for Academic Excellence. White Paper

    ERIC Educational Resources Information Center

    Marchesi, Antonio G.; Cook, Kimberly

    2012-01-01

    ICF International's white paper explores how implementation of social and emotional learning (SEL) has the potential to prepare students for workforce success and positively influence student engagement and academic performance while reducing dropout rates. Self-improvement and leadership development sections of bookstores are replete with texts…

  2. Socially Oriented Student Entrepreneurship: A Study of Student Change Agency in the Academic Capitalism Context

    ERIC Educational Resources Information Center

    Mars, Matthew M.; Rhoades, Gary

    2012-01-01

    This paper presents two clarifying cases of socially oriented student entrepreneurship. The findings illuminate an overlooked organizational space located at the intersection of the public good and academic capitalist knowledge/learning regimes (Slaughter & Rhoades, 2004) that provides students with the entrepreneurial agency to create social…

  3. Social Positioning, Participation, and Second Language Learning: Talkative Students in an Academic ESL Classroom

    ERIC Educational Resources Information Center

    Kayi-Aydar, Hayriye

    2014-01-01

    Guided by positioning theory and poststructural views of second language learning, the two descriptive case studies presented in this article explored the links between social positioning and the language learning experiences of two talkative students in an academic ESL classroom. Focusing on the macro- and micro-level contexts of communication,…

  4. Improving Social and Academic Outcomes for All Learners through the Use of Teacher Praise

    ERIC Educational Resources Information Center

    Marchant, Michelle; Anderson, Darlene H.

    2012-01-01

    Students who frequently engage in problem behavior tend to disrupt teacher instruction and impede others' learning, and they can seriously limit their own opportunities for academic and social success. The view that negative student-teacher interaction adversely impacts classroom climate is well documented. A positive and engaging classroom…

  5. Teacher: Students' Interpersonal Relationships and Students' Academic Achievements in Social Studies

    ERIC Educational Resources Information Center

    Fan, F. A.

    2012-01-01

    Background: The classroom is a social system in which the teacher and the students interact as organizational members. The quality of classroom relations is dependent on the activities of both the instructor and the students. Several environmental conditions and circumstances often tend to either improve or depress the academic performances of…

  6. Do Friends Always Help Your Studies? Mediating Processes between Social Relations and Academic Motivation

    ERIC Educational Resources Information Center

    Li, Manyu; Frieze, Irene Hanson; Nokes-Malach, Timothy J.; Cheong, Jeewon

    2013-01-01

    Previous studies suggest that social relations can increase one's motivation to learn in school. However, other evidence showed that having more friends may also distract from one's academic involvement. To understand the mechanisms behind this apparent contradiction, this study identified and tested the effects of a potentially important positive…

  7. The relationship between the social management of emotional intelligence and academic performance among medical students.

    PubMed

    Chew, Boon-How; Md Zain, Azhar; Hassan, Faezah

    2015-01-01

    Positive social interaction with peers was said to facilitate cognitive and intellectual development leading to good academic performance. There was paucity of published data on the effect of social management (SM) emotional intelligence (EI) on academic performance. We conducted this study to examine their relationship in the undergraduate medical students in a public medical school in Malaysia. This was a cross-sectional study using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) to measure the SM. The first and final year medical students were invited to participate. Students answered a paper-based demography questionnaire and completed the online MSCEIT in privacy. Independent predictors were identified using multivariate analyses. A total of 163 (84 first year and 79 final year) medical students completed the study (at a response rate of 66.0%). SM score (B = -.10 95% CI -.175 to -.015, p = .021) was significantly related to the continuous assessment (CA) marks (adjusted R(2) = .45, F13,137 = 10.26, p < .0001), and was a predictor of poor result in the overall CA (adjusted OR 1.06 95% CI 1.011-1.105). Negative relationships might exist between emotional social intelligence and academic success in undergraduate medical students. A different collection of social skills and SM EI could be constructive towards academic achievement in medical schools. PMID:24773524

  8. Perceived Academic Control: Mediating the Effects of Optimism and Social Support on College Students' Psychological Health

    ERIC Educational Resources Information Center

    Ruthig, Joelle C.; Haynes, Tara L.; Stupnisky, Robert H.; Perry, Raymond P.

    2009-01-01

    The first year of college presents numerous challenges experienced as overwhelming by some freshmen who may become overly stressed and depressed. This longitudinal study examined perceived academic control (PAC) as a mediator of optimism and social support's buffering effects on freshman students' psychological health. Multiple regressions…

  9. Personality, Freshmen Proactive Social Behavior, and College Transition: Predictors beyond Academic Strategies

    ERIC Educational Resources Information Center

    Wang, Yi; Cullen, Kristin L.; Yao, Xiang; Li, Yixuan

    2013-01-01

    When transitioning to college freshmen must behave proactively in order to strive for success in their collegiate careers and their future life. Past research has mainly focused on the academic strategies of freshmen when investigating the predictors of successful college transition and has paid little attention to students' social strategies. The…

  10. Comparison of Dutch Ethnic Minority and Majority Engineering Students: Social and Academic Integration

    ERIC Educational Resources Information Center

    Severiens, Sabine; ten Dam, Geert; Blom, Sarah

    2006-01-01

    Study careers of minority students in Dutch higher education are still less successful compared with the careers of majority students. Minority students still seem to experience more difficulties than majority students. Vincent Tinto's twin concepts of academic and social integration are used here to explore the experiences of minority and…

  11. Critical Links: Learning in the Arts and Student Academic and Social Development.

    ERIC Educational Resources Information Center

    Deasy, Richard J., Ed.

    Two purposes of this compendium are: (1) to recommend to researchers and funders of research promising lines of inquiry and study suggested by recent, strong studies of the academic and social effects of learning in the arts; and (2) to provide designers of arts education curriculum and instruction with insights found in the research that suggest…

  12. Social Media and Academic Performance of Business Education Students in South-East Nigeria

    ERIC Educational Resources Information Center

    Nwazor, Joseph Chukwudi; Godwin-Maduike, Chinwe Constance

    2015-01-01

    The aim of the study was to analyze effects of social media on academic performance of business education students in south-east Nigeria. To achieve this, an instrument was designed and sent out to four universities in south-east Nigeria. Out of the 600 copies of the questionnaire distributed, 520 were completely filled and returned giving a…

  13. The Relationship of Academic and Social Integration to Veterans' Educational Persistence

    ERIC Educational Resources Information Center

    Barnhart, Dan

    2011-01-01

    This study sought to identify the relationship between academic and social integration and persistence for veterans in two-year colleges. Bean and Metzner's (1985) attrition theory served as the theoretical background of investigation for including variables throughout the seven research questions. The Beginning Postsecondary Student survey…

  14. Relation of Social-Cognitive Factors to Academic Satisfaction in Engineering Students

    ERIC Educational Resources Information Center

    Lent, Robert W.; Singley, Daniel; Sheu, Hung-Bin; Schmidt, Janet A.; Schmidt, Linda C.

    2007-01-01

    Lent (2004) posited a model of domain-specific and overall life satisfaction in which social-cognitive variables (self-efficacy, outcome expectations, environmental supports, and perceived goal progress) play key roles. In this study, the authors examined the relation of these variables to academic satisfaction. Participants were 153 engineering…

  15. Talking about Writing: Culturally and Linguistically Diverse Adolescents' Socialization into Academic Literacy

    ERIC Educational Resources Information Center

    Gilliland, Elizabeth A.

    2012-01-01

    This dissertation describes and analyzes the academic language socialization of culturally and linguistically diverse adolescents through a multi-case ethnographic study of high school writing instruction in California. I argue that there is a significant gap between the norms for writing in English language development classes and those in the…

  16. Sluggish Cognitive Tempo among Young Adolescents with ADHD: Relations to Mental Health, Academic, and Social Functioning

    ERIC Educational Resources Information Center

    Becker, Stephen P.; Langberg, Joshua M.

    2013-01-01

    Objective: This study investigated the role of sluggish cognitive tempo (SCT) in relation to externalizing and internalizing mental health problems, academic functioning, and social functioning among young adolescents with attention-deficit/hyperactivity disorder (ADHD). Method: In all, 57 youth ages 10 to 14 participated in the study. Parents…

  17. Academic Achievement and Social Functioning of Children with and without Learning Difficulties

    ERIC Educational Resources Information Center

    Walker, Ann; Nabuzoka, Dabie

    2007-01-01

    The academic achievement and social functioning of children with learning difficulties (LD) and children without LD (7-12 years old) was examined. Attainment scores in mathematics and English were obtained for each child, and a sample of children without LD was further classified as low achieving (LA) or high achieving (HA) on the basis of these…

  18. A Database Evaluation Based on Information Needs of Academic Social Scientists.

    ERIC Educational Resources Information Center

    Buterbaugh, Nancy Toth

    This study evaluates two databases, "Historical Abstracts" and REESWeb, to determine their effectiveness in supporting academic social science research. While many performance evaluations gather quantitative data from isolated query and response transactions, this study is a qualitative evaluation of the databases in the context of actual…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  20. On the Borders: Adjusting to Academic, Social and Cultural Practices at an Australian University

    ERIC Educational Resources Information Center

    Buchanan, John; Ljungdahl, Lesley; Maher, Damian

    2015-01-01

    Adjustment to university is challenging for students as they navigate a path through new academic, social and cultural practices. Some may feel on the borders, marginalised by their background. Issues such as adjustment to university life, independence, performance expectations, establishing friendships, technological competence, cultural capital,…

  1. Children with ADHD and Depression: A Multisource, Multimethod Assessment of Clinical, Social, and Academic Functioning

    ERIC Educational Resources Information Center

    Blackman, Gabrielle L.; Ostrander, Rick; Herman, Keith C.

    2005-01-01

    Although ADHD and depression are common comorbidities in youth, few studies have examined this particular clinical presentation. To address method bias limitations of previous research, this study uses multiple informants to compare the academic, social, and clinical functioning of children with ADHD, children with ADHD and depression, and…

  2. Actively Closing the Gap? Social Class, Organized Activities, and Academic Achievement in High School

    ERIC Educational Resources Information Center

    Morris, David S.

    2015-01-01

    Participation in Organized Activities (OA) is associated with positive behavioral and developmental outcomes in children. However, less is known about how particular aspects of participation affect the academic achievement of high school students from different social class positions. Using the Education Longitudinal Study of 2002, this study…

  3. Parenting, Child Behavior, and Academic and Social Functioning: Does Ethnicity Make a Difference?

    ERIC Educational Resources Information Center

    Bae, Hyo; Hopkins, Joyce; Gouze, Karen R.; Lavigne, John V.

    2014-01-01

    Background: Most research on the relation between parenting behaviors and child outcomes has not focused on cross-ethnic variation in these relations. Objective: This study examined if ethnicity moderates associations between parenting, child agency/persistence, and child academic achievement and social competence. Design: Participants included…

  4. Academic Achievement, Perfectionism and Social Support as Predictors of Test Anxiety

    ERIC Educational Resources Information Center

    Yildirim, Ibrahim; Genctanirim, Dilek; Yalcin, Ilhan; Baydan, Yaprak

    2008-01-01

    This study examined likelihood of high school students' gender, levels of academic achievement, perfectionism and perceived social support in predicting their degree of test anxiety. Participants were 505 students from high schools in the Ankara metropolitan area. The Test Anxiety Inventory, Multidimensional Perfectionism Scale and Perceived…

  5. Academic, Social, and Economic Challenges Faced by Latinos to Attain a College Degree

    ERIC Educational Resources Information Center

    Stevenson, Kenel

    2009-01-01

    This study examined the academic, social and economic challenges faced by Latino students to attain a college degree. In addition, of prime importance was the need for improvement and persistence, which led to retention in college enrollment rates for Latino students both at the secondary and postsecondary levels. Findings from this study…

  6. Academic, Personal and Social Problems of Afghan and Iranian Students in the United States.

    ERIC Educational Resources Information Center

    Payind, Mohammad Alam

    1979-01-01

    Questionnaires or interviews were completed by 120 Afghan and 125 Iranian students enrolled in American universities, concerning their academic, personal, and social problems. Data were analyzed according to nationality, sex, age, marital status, major, duration of stay in U.S., financial sponsorship, and undergraduate v graduate student status.…

  7. Socially, Developmentally, and Academically Appropriate Prevention Curriculum for 5th Graders

    ERIC Educational Resources Information Center

    Harthun, Mary L.; Dustman, Patricia A.; Reeves, Leslie J.; Marsiglia, Flavio F.; Hecht, Michael L.

    2009-01-01

    This paper reports on a process in which program designers, classroom teachers, and students worked together to adapt the 7th grade "keepin' it REAL" prevention curriculum to a developmentally, socially, and academically appropriate curriculum for 5th graders. A Community-Based Participatory Research methodology (CBPR), combined with a 9-step…

  8. Relationship of Peer Mentoring to Academic Success and Social Engagement for First Year College Students

    ERIC Educational Resources Information Center

    Mitchell, Brenda O.

    2013-01-01

    A correlational explanatory research design examined the relationship between peer mentoring, academic success and social engagement of first year college students participating in a peer mentoring program at a research one university in the southeastern United States. One hundred thirty-eight participants from the peer mentoring program responded…

  9. Addressing the Academic and Social Needs of Young Male Students through School-Based Mentoring

    ERIC Educational Resources Information Center

    Alston, Curtis E.

    2013-01-01

    This study addressed the problem within the U.S. public school system to sustainably meet the academic and social needs of its African American male students. The administrative team of the elementary school in this study desired an evaluation of a school-based male mentoring program that was designed to address these needs. The program, Gentlemen…

  10. Exploring the Impacts of Social Networking Sites on Academic Relations in the University

    ERIC Educational Resources Information Center

    Rambe, Patient

    2011-01-01

    Social networking sites (SNS) affordances for persistent interaction, collective generation of knowledge, and formation of peer-based clusters for knowledge sharing render them useful for developing constructivist knowledge environments. However, notwithstanding their academic value, these environments are not necessarily insulated from the…

  11. Critical Argument and Writer Identity: Social Constructivism as a Theoretical Framework for EFL Academic Writing

    ERIC Educational Resources Information Center

    McKinley, Jim

    2015-01-01

    This article makes the argument that we need to situate student's academic writing as socially constructed pieces of writing that embody a writer's cultural identity and critical argument. In support, I present and describe a comprehensive model of an original English as a Foreign Language (EFL) writing analytical framework. This article explains…

  12. Reassessing Tinto's Concepts of Social and Academic Integration in Student Retention

    ERIC Educational Resources Information Center

    Davidson, Cody; Wilson, Kristin

    2013-01-01

    The purpose of this article is to trace the development of the Tinto framework for student integration and to critically analyze the application of the framework with nontraditional student populations. Specifically, the terms "academic" and "social integration" have become synonymous with student retention and, by extension,…

  13. Social and Emotional Learning in the Classroom: Promoting Mental Health and Academic Success

    ERIC Educational Resources Information Center

    Merrell, Kenneth W.; Gueldner, Barbara A.

    2010-01-01

    This highly engaging, eminently practical book provides essential resources for implementing social and emotional learning (SEL) in any K-12 setting. Numerous vivid examples illustrate the nuts and bolts of this increasingly influential approach to supporting students' mental health, behavior, and academic performance. Helpful reproducibles are…

  14. Young, Gifted, and Female: A Look at Academic and Social Needs

    ERIC Educational Resources Information Center

    Meredith, Corine Cadle

    2009-01-01

    This article illuminates the current status of our understanding regarding the academic and social-emotional needs of gifted, early adolescent females in the United States. A synthesis of both theoretical and empirical studies addresses two foundational questions. First, how do we describe the unique population of gifted, female, adolescent…

  15. Academic and Social Integration in Cyberspace: Students and E-Mail.

    ERIC Educational Resources Information Center

    Gatz, Lisa B.; Hirt, Joan B.

    2000-01-01

    Examined how traditional-age, residential, first-year students (n=23) use e-mail and found that, although students used e-mail extensively, only a limited amount of their correspondence enhanced academic or social integration. Classification of messages (n=4,603) indicated that 10.2 percent of e-mail messages went to professors or classmates,…

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

    ERIC Educational Resources Information Center

    Daignault, Isabelle V.; Hebert, Martine

    2009-01-01

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

  17. Family Functioning and Academic Achievement in Middle School: A Social-Emotional Perspective.

    ERIC Educational Resources Information Center

    Wentzel, Kathryn R.

    1994-01-01

    Reviews literature on links between parenting and children's cognitive competence, proposing that social and emotional adjustment might play a critical role in mediating the relationship between these variables. Describes a program of research on family functioning, emotional distress, self-restraint, and academic performance. Explores future…

  18. Longitudinal Predictors of Teacher Ratings of Adolescent Academic and Social Performance.

    ERIC Educational Resources Information Center

    Berkowitz, Marvin W.; Keller, Monica

    This study explored differential patterns of variables at 7 and 9 years of age that predict teacher evaluations of academic and social performance at 15 years of age. A total of 101 Icelandic school children were assessed on a variety of variables at ages 7, 9, 12, and 15. Only two variables significantly entered into the regression equation…

  19. Implementation, Sustainability, and Scaling up of Social-Emotional and Academic Innovations in Public Schools

    ERIC Educational Resources Information Center

    Elias, Maurice J.; Zins, Joseph E.; Graczyk, Patricia A.; Weissberg, Roger P.

    2003-01-01

    Many attempts at bringing successful educational programs and products "to scale" as part of school reform, particularly in urban districts, have been disappointing. Based on the experiences of the Collaborative for Academic, Social, and Emotional Learning (CASEL) and reviews of literature addressing implementation failures, observations about…

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

    ERIC Educational Resources Information Center

    Rodriguez, Billie Jo; Anderson, Cynthia M.

    2014-01-01

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

  1. Assessing the Academic, Personal and Social Experiences of Pre-College Students

    ERIC Educational Resources Information Center

    Hicks, Terence

    2005-01-01

    This study examined the before-and-after effects of transitional summer programs at the University of Maryland?Eastern Shore, on pre-college students? perceptions, expectations, emotions, and knowledge about college. The study focused on academic, personal and social experiences, and how these changed throughout the course of the summer program.…

  2. Patterns of Early Reading and Social Skills Associated with Academic Success in Elementary School

    ERIC Educational Resources Information Center

    Cooper, Brittany Rhoades; Moore, Julia E.; Powers, C. J.; Cleveland, Michael; Greenberg, Mark T.

    2014-01-01

    Research Findings: Researchers and policymakers emphasize that early childhood is a critical developmental stage with the potential to impact academic and social-emotional outcomes (G. Conti & J. J. Heckman, 2012; J. J. Heckman, 2012; R. Murnane, I. Sawhill, & C. Snow, 2012). Although there is substantial evidence that children's…

  3. Academic Social Networking Brings Web 2.0 Technologies to the Middle Grades

    ERIC Educational Resources Information Center

    Taranto, Gregory; Dalbon, Melissa; Gaetano, Julie

    2011-01-01

    The middle grades are an exciting time for adolescents to explore, learn, and collaborate with one another (National Middle School Association, 2010). By incorporating an academic social network as part of the classroom experience, collaboration and active learning take on new forms, and a transformation from passive learning to active learning…

  4. School Support, Parental Involvement, and Academic and Social-Emotional Outcomes for English Language Learners

    ERIC Educational Resources Information Center

    Niehaus, Kate; Adelson, Jill L.

    2014-01-01

    This study examined the relationships among school support, parental school involvement, and academic and social-emotional outcomes for children who are English language learners (ELLs). The sample included 1,020 third-grade ELLs who participated in the Early Childhood Longitudinal Study (ECLS-K). Results from structural equation modeling showed…

  5. The Association between Preschool Children's Social Functioning and Their Emergent Academic Skills

    ERIC Educational Resources Information Center

    Arnold, David H.; Kupersmidt, Janis B.; Voegler-Lee, Mary Ellen; Marshall, Nastassja A.

    2012-01-01

    This study examined the relationship between social functioning and emergent academic development in a sample of 467 preschool children (M=55.9 months old, SD=3.8). Teachers reported on children's aggression, attention problems, and prosocial skills. Preliteracy, language, and early mathematics skills were assessed with standardized tests. Better…

  6. Social and Academic Interaction in Higher Education Contexts and the Effect on Deep Learning

    ERIC Educational Resources Information Center

    Cleveland-Innes, Martha F.; Emes, Claudia

    2005-01-01

    The nature of interaction in higher education environments impacts not only end outcomes, but also the approach to learning itself. Using a quasi-experimental research design, this empirical study tests the impact of social and academic interaction on student approaches to learning. Findings demonstrate significant correlations between contextual…

  7. Temperament and Social Problem Solving Competence in Preschool: Influences on Academic Skills in Early Elementary School

    ERIC Educational Resources Information Center

    Walker, Olga L.; Henderson, Heather A.

    2012-01-01

    The goals of the current study were to examine whether children's social problem solving (SPS) skills are a mechanism through which temperament influences later academic achievement and whether sex moderates these associations. The participants included 1117 children enrolled in the National Institute of Child Health and Human Development Study of…

  8. Personal Self and Collective Self: When Academic Choices Depend on the Context of Social Comparison

    ERIC Educational Resources Information Center

    Chazal, Sebastien; Guimond, Serge; Darnon, Celine

    2012-01-01

    This research examines the impact of same-sex versus opposite-sex social comparisons on the perception of one's own abilities at school and subsequent reported marks and academic choices. During their final year, male and female high school students were asked to describe themselves either in comparison with boys in their class, in comparison with…

  9. Early Adolescent Friendships and Academic Adjustment: Examining Selection and Influence Processes with Longitudinal Social Network Analysis

    ERIC Educational Resources Information Center

    Shin, Huiyoung; Ryan, Allison M.

    2014-01-01

    This study investigated early adolescent friendship selection and social influence with regard to academic motivation (self-efficacy and intrinsic value), engagement (effortful and disruptive behavior), and achievement (GPA calculated from report card grades) among 6th graders (N = 587, 50% girls at Wave 1; N = 576, 52% girls at Wave 2) followed…

  10. Self-Representations of Social and Academic Competence: Contextual Correlates in Middle Childhood

    ERIC Educational Resources Information Center

    Isabella, Russell A.; Diener, Marissa L.

    2010-01-01

    Self-representations of 1st-, 3rd-, and 5th-graders' social and academic competence were examined in relation to children's personal (grade/age); family (attachment to parents, marital conflict, anxiety related to conflict); and school (teacher appraisals) contexts. Children who reported higher levels of security of attachment to parents and lower…

  11. Japanese Exchange Students' Academic and Social Struggles at an American University

    ERIC Educational Resources Information Center

    Sato, Takahiro; Hodge, Samuel R.

    2015-01-01

    The purpose of this study was to identify and analyze the views of exchange students from Asia about their academic and social experiences at an American university. The participants were eight exchange students from Japan (four men and four women). This study was descriptive-qualitative (Patton, 2002). The data sources were a demographic survey…

  12. Diverse, Unforeseen, and Quaint Difficulties: The Sensible Responses of Novices Learning to Follow Instructions in Academic Writing

    ERIC Educational Resources Information Center

    Macbeth, Karen P.

    2006-01-01

    While academic discourse communities have been extensively studied as social contexts of forms/functions, and teachers, lessons, and students have been researched from every imaginable angle, the prevailing view of academic writing conventions is still quite normative. The conventions of the academy are often regarded as a stable collection of…

  13. How we enhanced medical academics skills and reduced social inequities using an academic teaching program.

    PubMed

    Martins, Antonio Camargo; Oliveira, Felipe Renê Alves; Delfino, Breno Matos; Pereira, Thasciany Moraes; de Moraes, Fabio Henrique Pinto; Barbosa, Guilherme Viana; de Macedo, Lucas Felipe; Domingos, Tayna Da Silva; Da Silva, Dyemisson Pinheiro; Menezes, Charlene Cristine Rodrigues; Oliveira Filho, Edmar Santana; Pereira, Thales Augusto Da Silva; Piccirilli, Elizabeth Souza; Pinto, Wagner De Jesus

    2015-01-01

    The training of future physicians should be concurrent with the development of different skills and attitudes. This warrants the need to regularly provide students with opportunities for self-development throughout their academic career. This approach was exemplified in a medical school in the Brazilian Amazon, where students were allowed to play the role of high school teachers. As part of this exercise, they conducted reinforcement classes for high school students to increase the number of university admissions. The medical students were solely responsible for organizing and implementing this project, giving them the opportunity to develop teaching and leadership skills, enhance their understanding of communication and administration and contribute toward the society. PMID:25301145

  14. The Academic Socialization of Successful Asian-American College Students.

    ERIC Educational Resources Information Center

    Mordkowitz, Eliott R.; Ginsburg, Herbert P.

    The family backgrounds of successful Asian students were examined to generate testable hypotheses about the socialization of exemplary school achievement of these students. Structured interviews were conducted with 15 Asian students, all of whom would be considered in the top 5% of achievement nationally. These were Harvard University…

  15. Integration of Social, Behavioral, and Academic Initiatives--Part 2

    ERIC Educational Resources Information Center

    Bohanon, Hank; Wu, Meng-Jia

    2012-01-01

    In part one of this series, the authors discussed the connections among social and emotional learning (SEL), positive behavior interventions and supports (PBIS), and response to intervention (RTI). Specifically, they compared the processes and fidelity components of these approaches. They attempted to highlight the similarities in systems,…

  16. The SNAP Platform: Social Networking for Academic Purposes

    ERIC Educational Resources Information Center

    Kirkwood, Keith

    2010-01-01

    Purpose: This paper aims to introduce an enterprise-wide Web 2.0 learning support platform--SNAP, developed at Victoria University in Melbourne, Australia. Design/methodology/approach: Pointing to the evolution of the social web, the paper discusses the potential for the development of e-learning platforms that employ constructivist, connectivist,…

  17. Developing Cognitive-Social-Emotional Competencies to Enhance Academic Learning

    ERIC Educational Resources Information Center

    Linares, L. Oriana; Rosbruch, Nicole; Stern, Marcia B.; Edwards, Martha E.; Walker, Gillian; Abikoff, Howard B.; Alvir, Jose Ma. J.

    2005-01-01

    This preliminary study examined intervention effects of a universal prevention program offered by classroom teachers to public elementary school students. The Unique Minds School Program (M.B. Stern, 1999) is a teacher-led program designed to promote cognitive-social-emotional (CSE) skills, including student self-efficacy, problem solving,…

  18. New Directions in Social Psychological Interventions to Improve Academic Achievement

    ERIC Educational Resources Information Center

    Wilson, Timothy D.; Buttrick, Nicholas R.

    2016-01-01

    Attempts to improve student achievement typically focus on changing the educational environment (e.g., better schools, better teachers) or on personal characteristics of students (e.g., intelligence, self-control). The 6 articles in this special issue showcase an additional approach, emanating from social psychology, which focuses on students'…

  19. Minnesota Academic Standards in History and Social Studies

    ERIC Educational Resources Information Center

    Minnesota Department of Education, 2004

    2004-01-01

    Public education in Minnesota must help students gain the knowledge and skills that are necessary to, in Thomas Jefferson's view, protect and maintain freedom. The Social Studies Standards in this document attempt to do just this by specifying the particular knowledge and skills that Minnesota students will be required to learn in the disciplines…

  20. Understanding Social Capital Development and Academic Attainment of Mobile Students

    ERIC Educational Resources Information Center

    Gaddie, Julie A.

    2010-01-01

    The United States has a long history of searching for utopian possibilities of public school, amidst a steady stream of population mobility. Horace Mann proclaimed that schools would be able to assimilate the millions of immigrants arriving during the late 1700s. He promised that schools could end poverty, crime and social injustice. Today, public…

  1. Pivotal Response Treatments for Autism: Communication, Social, and Academic Development

    ERIC Educational Resources Information Center

    Koegel, Robert L.; Kern Koegel, Lynn

    2006-01-01

    Recognized as one of the top state-of-the-art treatments for autism in the United States, the innovative Pivotal Response Treatment uses natural learning opportunities to target and modify key behaviors in children with autism, leading to widespread positive effects on communication, behavior, and social skills. The product of 20 years of…

  2. Academic Preparation in Social Studies: Teaching for Transition from High School to College. Academic Preparation Series.

    ERIC Educational Resources Information Center

    College Entrance Examination Board, New York, NY.

    This six-chapter book encourages discussion of teacher preparation to help strengthen history and social science in local schools and offers specific suggestions for achieving local expertise and responsibility in curriculum and instruction. The book promotes further nationwide discussion about what should be taught in the high school classroom…

  3. The Public Discourse of U.S. Graduate Employee Unions: Social Movement Identities, Ideologies, and Strategies.

    ERIC Educational Resources Information Center

    Rhoades, Gary; Rhoads, Robert A.

    2003-01-01

    Drew on extensive archives from 10 graduate employee unions' Web sites to examine their publicly presented identities (marginalized workers and future professionals), ideologies (traditional and professional unionism with little focus on social justice), and strategies (disruptive protest and professional politics locally). (EV)

  4. To Nail a Pudding: Metaphorical Analysis of the Social Studies Education Discourse Community on Globalization

    ERIC Educational Resources Information Center

    Agbaria, Ayman K.

    2011-01-01

    Despite the abundance of studies on globalization in educational research, globalization is often approached as a monolithic and standardized concept. Focusing on the social studies education in the USA, this study explores how the various metaphors through which globalization is framed embrace particular perspectives on how to conceive and…

  5. Retelling Basic Writing at a Regional Campus: Iconic Discourse and Selective Function Meet Social Class

    ERIC Educational Resources Information Center

    Tassoni, John Paul

    2005-01-01

    This article relates case histories of basic writing programs at regional campuses in Florida, and the perceived need to incorporate concerns of social class into basic writing curriculum. Attention to class helps scholars identify institutional patterns that distance basic writing from the university's mainstream business. This author describes a…

  6. The Relationship between Sleep Quality and Social Intimacy, and Academic Burn-Out in Students of Medical Sciences

    PubMed Central

    Arbabisarjou, Azizollah; Mehdi, Hashemi Seyed; Sharif, Mohammad Reza; Alizadeh, Kobra Haji; Yarmohammadzadeh, Peyman; Feyzollahi, Zahra

    2016-01-01

    Introduction: Academic burnout leads to creation of a series of negative and scattered thoughts, loss of hope and emotional and physical exhaustion in carrying out activities. Two factors that affect academic burnout are sleep quality and social intimacy. This study was conducted in order to investigate the relationship between sleep quality and social intimacy, and academic burn-out in the students of Tabriz University of Medical Sciences Materials & Methods: This study was descriptive and correlational. The population of this study consisted of the students in Tabriz University of Medical Sciences and 196 medical students were selected. They completed Berso et al. Academic Burnout Questionnaire, Pittsburgh Sleep Quality Index (PSQI) and Miller Social Intimacy Scale (MSIS). The validity of the questionnaires confirmed by experts’ views. Their reliability were obtained as 77%, 64% and 85% for academic burnout, sleep quality and social intimacy questionnaires respectively by calculating the internal consistency (Cronbach’s alpha). For data analysis, descriptive statistics and Pearson correlation test, Regression, cluster analysis and t-test were used. Results: The results showed that there was a positive and significant relationship between sleep quality and academic burnout at the level p<0.05 (r=0.38). There was a negative and significant relationship between social intimacy and academic burnout at the level p<0.05 (r=-0.40). Also, the regression results showed that sleep quality and social intimacy were able to predict 37% and 39% of academic burnout respectively. Moreover, the students were divided into two clusters of individuals with high social intimacy and individuals with low social intimacy. No significant difference was found between the two types in terms of the variable of academic burn-out. Conclusion: Based on the research results, it can be stated that the variables of sleep quality and social intimacy are the predictor factors of academic burn

  7. Interpersonal value profiles and analysis of adolescent academic performance and social thinking

    PubMed Central

    Gázquez, José J.; Sainz, Jorge; Pérez-Fuentes, María del C.; Molero, María del M.; Soler, Francisco J.

    2015-01-01

    The purposes of this study were to identify interpersonal value profiles and find out whether there were any differences in academic performance and social thinking. The study sample was 885 high school students of whom 49.8% (N = 441) were boys and 50.2% (N = 444) were girls. The results show that students with low Benevolence and Conformity levels showed higher prevalence of failures and repeated the year more often. Furthermore, students with a high level of Recognition and Leadership and low Conformity and Benevolence are socially incompetent students. Intervention programs should to achieve high levels of kindness and consideration, respect for rules and generosity, and diminish the perception of recognition by others and exertion of authority. Thus, this study shows the values that must be worked on to improve students’ Academic Performance and social competence. PMID:25999891

  8. The wired generation: academic and social outcomes of electronic media use among university students.

    PubMed

    Jacobsen, Wade C; Forste, Renata

    2011-05-01

    Little is known about the influence of electronic media use on the academic and social lives of university students. Using time-diary and survey data, we explore the use of various types of electronic media among first-year students. Time-diary results suggest that the majority of students use electronic media to multitask. Robust regression results indicate a negative relationship between the use of various types of electronic media and first-semester grades. In addition, we find a positive association between social-networking-site use, cellular-phone communication, and face-to-face social interaction. PMID:20961220

  9. Problem-Solving Coping and Social Support as Mediators of Academic Stress and Suicidal Ideation Among Malaysian and Indian Adolescents.

    PubMed

    Khan, Aqeel; Hamdan, Abdul Rahim; Ahmad, Roslee; Mustaffa, Mohamed Sharif; Mahalle, Salwa

    2016-02-01

    This study examined whether productive coping styles and social support were significant mediators of the relationship between academic stress and suicidal ideation. The survey was performed on a sample of 300 Malaysian and 300 Indian college students. The participants completed psychological assessments of productive coping styles, social support, academic stress, and suicidal ideation. Significant cultural and demographic differences emerged. Indian students reported higher suicidal ideation and academic stress than did Malaysian students, and Malaysian students received more social support and had better problem-solving coping styles than did Indian students. Overall, students who were male, non-religious, and from low-income families reported more academic stress and more suicidal ideation. Productive coping styles and overall social support strongly affected the relationship between academic stress and suicidal ideation among both countries' participants. PMID:26499062

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

    PubMed

    Ledford, Jennifer R; Wehby, Joseph H

    2015-06-01

    Students with ASD are often taught in individual instructional arrangements, even when they receive educational services in inclusive settings. Providing intervention in small group arrangements may increase opportunities for social interactions, particularly when these opportunities are systematically planned. In this study, academic instruction was conducted in small groups consisting of one student with ASD and peers who were socially competent but at risk for academic failure. All students learned targeted academic behaviors and increased their use of targeted social behaviors during instructional sessions. Generalization of social behaviors to a less-structured context was variable. Results suggest that small group instruction may be a feasible and preferred alternative to individual instruction for students with ASD. PMID:25409705

  11. You Never Walk Alone: Recommending Academic Events Based on Social Network Analysis

    NASA Astrophysics Data System (ADS)

    Klamma, Ralf; Cuong, Pham Manh; Cao, Yiwei

    Combining Social Network Analysis and recommender systems is a challenging research field. In scientific communities, recommender systems have been applied to provide useful tools for papers, books as well as expert finding. However, academic events (conferences, workshops, international symposiums etc.) are an important driven forces to move forwards cooperation among research communities. We realize a SNA based approach for academic events recommendation problem. Scientific communities analysis and visualization are performed to provide an insight into the communities of event series. A prototype is implemented based on the data from DBLP and EventSeer.net, and the result is observed in order to prove the approach.

  12. Social Constructions of Stigmatizing Discourse Around Type 2 Diabetes Diagnoses in Appalachian Kentucky.

    PubMed

    Della, Lindsay J; Ashlock, Mary Z; Basta, Tania B

    2016-07-01

    Type 2 diabetes is a growing problem among Appalachian Kentucky residents. Several issues contribute to diabetes disparities in the region, including lack of access to health care and geographic isolation. Previous studies also indicate that social stigma may be associated with type 2 diabetes. We used 28 semistructured interviews to explore how stigma is socially constructed across health status (diagnosed/undiagnosed). Perceived severity of the disease is high, yet the etiology of diabetes is not well understood. Thus, onset is perceived to occur "out of the blue," and a positive diagnosis is perceived as having life-threatening consequences. Diagnosed participants, who had learned more about the disease's etiology, prevention, and management, expressed intrapersonal stigma. In interpersonal situations, the visible indicators of a diabetes diagnosis (i.e., physical weight, insulin injection), rather than diagnosis status, tended to evoke stigmatizing interactions. These findings form the foundation for our recommendations for prevention messages in the region. PMID:26605947

  13. Classes within a Class: The Discourses of Race, Ethnicity, Gender, and Socioeconomic Status in a Preschool Classroom

    ERIC Educational Resources Information Center

    Maldonado, Camilo, III

    2013-01-01

    Over the course of 12 months, I conducted an ethnographic study in an urban preschool classroom in the northeastern Unites States. Employing a sociocultural perspective of early childhood development, I investigated the various social and academic discourses related to race and ethnicity, gender, and socioeconomic status (SES) presented in a…

  14. The Nonreciprocating Robot: Effects on Verbal Discourse, Social Play, and Social Referencing at Two Years of Age.

    ERIC Educational Resources Information Center

    Dunham, Philip; And Others

    1991-01-01

    Children who interacted with a robot that spoke reciprocally to them uttered more speech that maintained the topic of conversation, and engaged in more verbally mediated social play than children who interacted with a randomly speaking robot. Gender differences in children's looking at their mother in the room were observed. (BC)

  15. Department-level change: Using social network analysis to map the hidden structure of academic departments

    NASA Astrophysics Data System (ADS)

    Henderson, Charles; Quardokus, Kathleen

    2013-01-01

    Efforts to improve teaching in higher education have often focused on individual faculty. However, there is a growing consensus that the academic department is a more productive focus of change initiatives. Yet, academic departments are not all the same. Understanding the structure of relationships within a department is important for identifying who should be involved in the change effort and in what roles. It is also likely that a successful change effort will modify the structure of relationships within a department. This paper presents the preliminary results from a study of two academic departments at a research university. A social network for each department was constructed based on a web survey that asked faculty to identify colleagues with whom they had teaching-related conversations. We identify characteristics of the individuals and departments and describe how learning about this hidden structure can be beneficial to change agents.

  16. Reciprocity, resources, and relationships: new discourses in healthcare, personal, and social relationships.

    PubMed

    Pound, Carole

    2011-06-01

    Dominant cultural narratives of disability and rehabilitation tend to emphasize a unilateral perspective on need, dependency, and giving. Yet, making a contribution and participating in a two-way process of giving are common features of strong, healthy relationships and community belonging. This paper will explore reciprocity within social relationships and link aspects of making a contribution and taking part to the concept of Active Citizenship. Drawing on theory and research from sociology, psychology, rehabilitation, ageing, and disability studies, the paper will discuss issues for researchers, therapists, support workers, and friends in building more equal relationships between people with communication disability and those they live and work with. Through descriptions of two community building projects developed by people with aphasia at Connect- the communication disability network in the UK, the paper will illuminate what active citizenship means and ways collaborative, user-led projects can promote social capital and leadership by people who live with a communication disability. This is positioned as an alternative to models and mindsets which risk perpetuating careers for people as passive recipients of care and support. The paper concludes by identifying practical implications for clinicians in promoting reciprocal relationships with and between adults with communication impairments. PMID:21563894

  17. Growing better brains? Pregnancy and neuroscience discourses in English social and welfare policies

    PubMed Central

    Lowe, Pam; Lee, Ellie; Macvarish, Jan

    2015-01-01

    In recent years, English welfare and health policy has started to include pregnancy within the foundation stage of child development. The foetus is also increasingly designated as ‘at risk’ from pregnant women. In this article, we draw on an analysis of a purposive sample of English social and welfare policies and closely related advocacy documents to trace the emergence of neuroscientific claims-making in relation to the family. In this article, we show that a specific deterministic understanding of the developing brain that only has a loose relationship with current scientific evidence is an important component in these changes. We examine the ways in which pregnancy is situated in these debates. In these debates, maternal stress is identified as a risk to the foetus; however, the selective concern with women living in disadvantage undermines biological claims. The policy claim of neurological ‘critical windows’ also seems to be influenced by social concerns. Hence, these emerging concerns over the foetus’ developing brain seem to be situated within the gendered history of policing women’s pregnant bodies rather than acting on new insights from scientific discoveries. By situating these developments within the broader framework of risk consciousness, we can link these changes to wider understandings of the ‘at risk’ child and intensified surveillance over family life. PMID:25810690

  18. Students' ratings of teacher support and academic and social-emotional well-being.

    PubMed

    Tennant, Jaclyn E; Demaray, Michelle K; Malecki, Christine K; Terry, Melissa N; Clary, Michael; Elzinga, Nathan

    2015-12-01

    Data on students' perceptions of teacher social support, academic functioning, and social-emotional functioning were collected from a sample of 796 7th and 8th grade middle school students using the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, & Elliott, 2000), Iowa Tests of Basic Skills (ITBS) and school records, and the Behavior Assessment Scale for Children, Second Edition, Adolescent Version, (BASC-2 SRP-A; Reynolds & Kamphaus, 2004). The purpose of the current study was to examine possible gender differences in perceptions of the frequency and importance of different types of teacher support and the related academic and social-emotional outcomes. Girls rated Emotional and Appraisal Support as more important than did boys. Teacher Emotional Support was significantly and positively related to grade point average (GPA) for boys and girls. For girls only, Emotional and Informational Support were significantly related to ITBS Reading scores, and Emotional, Informational, and Instrumental Support were significantly related to ITBS Math scores. Regarding social-emotional variables, Emotional Support was significantly and negatively related to School Problems, Internalizing Problems, Inattention/Hyperactivity, and overall Emotional Symptoms and positively related to Personal Adjustment for both boys and girls. Furthermore, Emotional Support from teachers was more strongly related to Inattention/Hyperactivity for girls than boys. These results emphasize the importance of providing teacher social support, especially emotional support, to students in early adolescence and recognizing gender differences in the function of specific types of teacher support. PMID:25528592

  19. Physical fitness and academic performance in primary school children with and without a social disadvantage.

    PubMed

    de Greeff, J W; Hartman, E; Mullender-Wijnsma, M J; Bosker, R J; Doolaard, S; Visscher, C

    2014-10-01

    This study examined the differences between children with a low socioeconomic status [socially disadvantaged children (SDC)] and children without this disadvantage (non-SDC) on physical fitness and academic performance. In addition, this study determined the association between physical fitness and academic performance, and investigated the possible moderator effect of SDC. Data on 544 children were collected and analysed (130 SDC, 414 non-SDC, mean age = 8.0 ± 0.7). Physical fitness was measured with tests for cardiovascular and muscular fitness. Academic performance was evaluated using scores on mathematics, spelling and reading. SDC did not differ on physical fitness, compared with non-SDC, but scored significantly lower on academic performance. In the total group, multilevel analysis showed positive associations between cardiovascular fitness and mathematics (β = 0.23), and between cardiovascular fitness and spelling (β = 0.16), but not with reading. No associations were found between muscular fitness and academic performance. A significant interaction effect between SDC and cardiovascular fitness was found for spelling. To conclude, results showed a specific link between cardiovascular fitness and mathematics, regardless of socioeconomic status. SDC did moderate the relationship between cardiovascular fitness and spelling. PMID:25092881

  20. Expanding discourse repertoires with hybridity

    NASA Astrophysics Data System (ADS)

    Kelly, Gregory J.

    2012-09-01

    In "Hybrid discourse practice and science learning" Kamberelis and Wehunt present a theoretically rich argument about the potential of hybrid discourses for science learning. These discourses draw from different forms of "talk, social practice, and material practices" to create interactions that are "intertextually complex" and "interactionally dynamic." The hybrid discourse practices are described as involving the dynamic interplay of at least three key elements: "the lamination of multiple cultural frames, the shifting relations between people and their discourse, and the shifting power relations between and among people." Each of these elements requires a respective unit of analysis and are often mutually reinforcing. The authors present a theoretically cogent argument for the study of hybrid discourse practices and identify the potential such discourses may have for science education. This theoretical development leads to an analysis of spoken and written discourse around a set of educational events concerning the investigation of owl pellets by two fifth grade students, their classmates, and teacher. Two discourse segments are presented and analyzed by the authors in detail. The first is a discourse analysis of the dissection of the owl pellet by two students, Kyle and Max. The second analysis examines the science report of these same two students. In this article, I pose a number of questions about the study with the hope that by doing so I expand the conversation around the insightful analysis presented.

  1. Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills.

    PubMed

    Mashburn, Andrew J; Pianta, Robert C; Hamre, Bridget K; Downer, Jason T; Barbarin, Oscar A; Bryant, Donna; Burchinal, Margaret; Early, Diane M; Howes, Carollee

    2008-01-01

    This study examined development of academic, language, and social skills among 4-year-olds in publicly supported prekindergarten (pre-K) programs in relation to 3 methods of measuring pre-K quality, which are as follows: (a) adherence to 9 standards of quality related to program infrastructure and design, (b) observations of the overall quality of classroom environments, and (c) observations of teachers' emotional and instructional interactions with children in classrooms. Participants were 2,439 children enrolled in 671 pre-K classrooms in 11 states. Adjusting for prior skill levels, child and family characteristics, program characteristics, and state, teachers' instructional interactions predicted academic and language skills and teachers' emotional interactions predicted teacher-reported social skills. Findings suggest that policies, program development, and professional development efforts that improve teacher-child interactions can facilitate children's school readiness. PMID:18489424

  2. Public Health, Academic Medicine, and the Alcohol Industry’s Corporate Social Responsibility Activities

    PubMed Central

    Robaina, Katherine

    2013-01-01

    We explored the emerging relationships among the alcohol industry, academic medicine, and the public health community in the context of public health theory dealing with corporate social responsibility. We reviewed sponsorship of scientific research, efforts to influence public perceptions of research, dissemination of scientific information, and industry-funded policy initiatives. To the extent that the scientific evidence supports the reduction of alcohol consumption through regulatory and legal measures, the academic community has come into increasing conflict with the views of the alcohol industry. We concluded that the alcohol industry has intensified its scientific and policy-related activities under the general framework of corporate social responsibility initiatives, most of which can be described as instrumental to the industry’s economic interests. PMID:23237151

  3. Public health, academic medicine, and the alcohol industry's corporate social responsibility activities.

    PubMed

    Babor, Thomas F; Robaina, Katherine

    2013-02-01

    We explored the emerging relationships among the alcohol industry, academic medicine, and the public health community in the context of public health theory dealing with corporate social responsibility. We reviewed sponsorship of scientific research, efforts to influence public perceptions of research, dissemination of scientific information, and industry-funded policy initiatives. To the extent that the scientific evidence supports the reduction of alcohol consumption through regulatory and legal measures, the academic community has come into increasing conflict with the views of the alcohol industry. We concluded that the alcohol industry has intensified its scientific and policy-related activities under the general framework of corporate social responsibility initiatives, most of which can be described as instrumental to the industry's economic interests. PMID:23237151

  4. Discourse Analysis in Career Counseling and Development

    ERIC Educational Resources Information Center

    Stead, Graham B.; Bakker, Terri M.

    2010-01-01

    Discourse analysis can be used to understand and interpret culturally and socially produced meanings regarding work and to outline how specific rules and conventions can configure meaning production of work in context. The implications of some core concepts in discourse analysis pertinent to career counseling are explored, including discourse,…

  5. Critical Instance Analysis of News English Discourse

    ERIC Educational Resources Information Center

    Pang, Hongmei; Wu, Sijun

    2009-01-01

    Critical discourse analysis (CDA) thought that the discourse was concrete social practice, and the language served for the potency, and the discourse embodied the ideology. Two presses about the case that the US Mattel Toy Company recalled toys "Made in China" in Washington Post (newspaper) and New York Times (newspaper) were taken as…

  6. Becoming Discourse Analysts: Constructing Meanings and Identities

    ERIC Educational Resources Information Center

    Rogers, Rebecca

    2011-01-01

    Discourse analysts are concerned with how language both reflects and constructs the social world. As a field of study, there are scores of books, journals, and conferences devoted to the theoretical and methodological issues among the varieties of discourse analysis. Less discussed in the field of discourse studies is how one learns to become a…

  7. Linking parental socialization to interpersonal protective processes, academic self-presentation, and expectations among rural African American youth.

    PubMed

    Murry, Velma McBride; Berkel, Cady; Brody, Gene H; Miller, Shannon J; Chen, Yi-Fu

    2009-01-01

    Data obtained from 2 waves of a longitudinal study of 671 rural African American families with an 11-year-old preadolescent were used to examine pathways through which racial and ethnic socialization influence youth self-presentation, academic expectations, and academic anticipation. Structural equation modeling analyses indicated that racial and ethnic socialization were linked with youth expectations for and anticipation of academic success through youth self-pride, which included racial identity and self-esteem, and through academic self-presentation. The results highlight the need to disaggregate racial and ethnic socialization to attain a better understanding of the ways in which these parenting domains uniquely forecast youth self-pride and academic orientation. PMID:19209975

  8. The discourse of sexual excess as a hallmark of Brazilianness: revisiting Brazilian social thinking in the 1920s and 1930s.

    PubMed

    Oliveira, Cristiane

    2014-01-01

    The objective of this article is to analyze the discourse of sexual excess produced by Brazilian social thinking in the 1920s and 1930s and its dialog with the medical discourse at the time. Inspired by Foucault, it is within the field of the history of knowledge and is supported by sociology and medical documents from the period in question.Within the framework of the twentieth century re-codification of the imagery of Brazilianness, the topic of sexual excess was revisited by local thinkers in the field of sociology and seen either as disturbing the national civilizing project, or as a trait that should be seen in a positive light because it permitted the cultural hybridization of its sources of identity. PMID:25606719

  9. Perceived parenting and social support: can they predict academic achievement in Argentinean college students?

    PubMed

    de la Iglesia, Guadalupe; Freiberg Hoffmann, Agustin; Fernández Liporace, Mercedes

    2014-01-01

    The aim of this study was to test the ability to predict academic achievement through the perception of parenting and social support in a sample of 354 Argentinean college students. Their mean age was 23.50 years (standard deviation =2.62 years) and most of them (83.3%) were females. As a prerequisite for admission to college, students are required to pass a series of mandatory core classes and are expected to complete them in two semesters. Delay in completing the curriculum is considered low academic achievement. Parenting was assessed taking into account the mother and the father and considering two dimensions: responsiveness and demandingness. Perceived social support was analyzed considering four sources: parents, teachers, classmates, and best friend or boyfriend/girlfriend. Path analysis showed that, as hypothesized, responsiveness had a positive indirect effect on the perception of social support and enhanced achievement. Demandingness had a different effect in the case of the mother as compared to the father. In the mother model, demandingness had a positive direct effect on achievement. In the case of the father, however, the effect of demandingness had a negative and indirect impact on the perception of social support. Teachers were the only source of perceived social support that significantly predicted achievement. The pathway that belongs to teachers as a source of support was positive and direct. Implications for possible interventions are discussed. PMID:25258563

  10. Social Risk and Protective Factors for African American Children's Academic Achievement and Adjustment during the Transition to Middle School

    ERIC Educational Resources Information Center

    Burchinal, Margaret R.; Roberts, Joanne E.; Zeisel, Susan A.; Rowley, Stephanie J.

    2008-01-01

    The transition to middle school is often marked by decreased academic achievement and increased emotional stress, and African American children exposed to social risk may be especially vulnerable during this transition. To identify mediators and protective factors, the authors related severity and timing of risk exposure to academic achievement…

  11. The Academic and Social-Emotional Needs of Secondary Latino English Learners: Implications for Screening, Identification, and Instructional Planning

    ERIC Educational Resources Information Center

    Castro-Olivo, Sara M.; Preciado, Jorge A.; Sanford, Amanda K.; Perry, Valerie

    2011-01-01

    Nationwide statistics show that English Learners in grades 6-12 are often among the lowest performing students in all academic areas and have some of the highest rates of dropout. Their academic deficiencies are usually attributed to their limited English language proficiency, often ignoring the social-emotional, behavioral, and cognitive problems…

  12. Predictors of Academic-Related Stress in College Students: An Examination of Coping, Social Support, Parenting, and Anxiety

    ERIC Educational Resources Information Center

    Smith, Tara; Renk, Kimberly

    2007-01-01

    This study examined potential predictors of the academic-related stress experienced by college students. In particular, the relationships among the coping strategies used by college students, social support, the parenting style used by college students' mothers and fathers, college students' experience of anxiety, and academic-related stress were…

  13. The Effects of GIS on Students' Academic Achievement and Motivation in Seventh-Grade Social Studies Lessons in Turkey

    ERIC Educational Resources Information Center

    Aladag, Elif

    2010-01-01

    This study sought to determine the effect of Geographic Information Systems (GIS) on the academic achievement and motivation of seventh-grade students. The study used a quasi-experimental design and a set of social studies lessons. The study was conducted over the 2006-2007 academic year on the students of a primary school at Ankara, Turkey's…

  14. The Effect of the Single-Parent Family on the Academic, Emotional, and Social Achievement of the Elementary School Child.

    ERIC Educational Resources Information Center

    DiSibio, Robert A.

    Literature is reviewed to identify findings indicating the effects of the one-parent family on the elementary school child's academic achievement and social and emotional development. While findings are contradictory in the area of academic achievement, it is concluded that disruption in home life accompanying death, separation, or divorce is…

  15. Effectiveness of skills for academic and social success (SASS) with Portuguese adolescents.

    PubMed

    Vagos, Paula; Pereira, Anabela; Warner, Carrie Masia

    2015-01-01

    Social fears are common among adolescents and may considerably impair their lives. Even so, most adolescents do not seek professional help for these difficulties, making it important to promote evidence-based and preventive interventions in community samples. This research presents the effectiveness of an intervention with a group of five female adolescents who reported serious interference of their social fears in their daily life. At post-intervention, effectiveness was noticeable by high recovery, reliable individual change, and intragroup statistical change. The intervention showed impact for measures of social anxiety, avoidance, and assertiveness, and such impact was steady at 3-month follow-up. These findings add to the cumulative and transcultural evidence on the effectiveness of Skills for Academic and Social Success (SASS). PMID:25513945

  16. The enduring predictive significance of early maternal sensitivity: social and academic competence through age 32 years.

    PubMed

    Raby, K Lee; Roisman, Glenn I; Fraley, R Chris; Simpson, Jeffry A

    2015-01-01

    This study leveraged data from the Minnesota Longitudinal Study of Risk and Adaptation (N = 243) to investigate the predictive significance of maternal sensitivity during the first 3 years of life for social and academic competence through age 32 years. Structural model comparisons replicated previous findings that early maternal sensitivity predicts social skills and academic achievement through midadolescence in a manner consistent with an enduring effects model of development and extended these findings using heterotypic indicators of social competence (effectiveness of romantic engagement) and academic competence (educational attainment) during adulthood. Although early socioeconomic factors and child gender accounted for the predictive significance of maternal sensitivity for social competence, covariates did not fully account for associations between early sensitivity and academic outcomes. PMID:25521785

  17. Discourse, Opinions, and Ideologies.

    ERIC Educational Resources Information Center

    van Dijk, Teun A.

    1995-01-01

    Attempts to demonstrate the linkage between opinions, attitudes, and ideologies and to look for ways of explaining variation in opinions as well as in shared social dimensions of evaluative beliefs. The article argues that theories of discourse and ideologies, as well as the cognitive aspects of ideologies, should not be reduced to any partial…

  18. Global Academe: Engaging Intellectual Discourse

    ERIC Educational Resources Information Center

    Nagy-Zekmi, Silvia, Ed.; Hollis, Karyn, Ed.

    2012-01-01

    The representation of the economic, political, cultural and, more importantly, global interrelations between agents involved in the process of intellectual activity is at the core of the inquiry in this volume that scrutinizes a distinct transformation occurring in the modalities of intellectual production also detectable in the changing role of…

  19. Do academic knowledge brokers exist? Using social network analysis to explore academic research-to-policy networks from six schools of public health in Kenya

    PubMed Central

    Jessani, Nasreen S; Boulay, Marc G; Bennett, Sara C

    2016-01-01

    The potential for academic research institutions to facilitate knowledge exchange and influence evidence-informed decision-making has been gaining ground. Schools of public health (SPHs) may play a key knowledge brokering role—serving as agencies of and for development. Understanding academic-policymaker networks can facilitate the enhancement of links between policymakers and academic faculty at SPHs, as well as assist in identifying academic knowledge brokers (KBs). Using a census approach, we administered a sociometric survey to academic faculty across six SPHs in Kenya to construct academic-policymaker networks. We identified academic KBs using social network analysis (SNA) in a two-step approach: First, we ranked individuals based on (1) number of policymakers in their network; (2) number of academic peers who report seeking them out for advice on knowledge translation and (3) their network position as ‘inter-group connectors’. Second, we triangulated the three scores and re-ranked individuals. Academic faculty scoring within the top decile across all three measures were classified as KBs. Results indicate that each SPH commands a variety of unique as well as overlapping relationships with national ministries in Kenya. Of 124 full-time faculty, we identified 7 KBs in 4 of the 6 SPHs. Those scoring high on the first measure were not necessarily the same individuals scoring high on the second. KBs were also situated in a wide range along the ‘connector/betweenness’ measure. We propose that a composite score rather than traditional ‘betweenness centrality’, provides an alternative means of identifying KBs within these networks. In conclusion, SNA is a valuable tool for identifying academic-policymaker networks in Kenya. More efforts to conduct similar network studies would permit SPH leadership to identify existing linkages between faculty and policymakers, shared linkages with other SPHs and gaps so as to contribute to evidence-informed health

  20. Do academic knowledge brokers exist? Using social network analysis to explore academic research-to-policy networks from six schools of public health in Kenya.

    PubMed

    Jessani, Nasreen S; Boulay, Marc G; Bennett, Sara C

    2016-06-01

    The potential for academic research institutions to facilitate knowledge exchange and influence evidence-informed decision-making has been gaining ground. Schools of public health (SPHs) may play a key knowledge brokering role-serving as agencies of and for development. Understanding academic-policymaker networks can facilitate the enhancement of links between policymakers and academic faculty at SPHs, as well as assist in identifying academic knowledge brokers (KBs). Using a census approach, we administered a sociometric survey to academic faculty across six SPHs in Kenya to construct academic-policymaker networks. We identified academic KBs using social network analysis (SNA) in a two-step approach: First, we ranked individuals based on (1) number of policymakers in their network; (2) number of academic peers who report seeking them out for advice on knowledge translation and (3) their network position as 'inter-group connectors'. Second, we triangulated the three scores and re-ranked individuals. Academic faculty scoring within the top decile across all three measures were classified as KBs. Results indicate that each SPH commands a variety of unique as well as overlapping relationships with national ministries in Kenya. Of 124 full-time faculty, we identified 7 KBs in 4 of the 6 SPHs. Those scoring high on the first measure were not necessarily the same individuals scoring high on the second. KBs were also situated in a wide range along the 'connector/betweenness' measure. We propose that a composite score rather than traditional 'betweenness centrality', provides an alternative means of identifying KBs within these networks. In conclusion, SNA is a valuable tool for identifying academic-policymaker networks in Kenya. More efforts to conduct similar network studies would permit SPH leadership to identify existing linkages between faculty and policymakers, shared linkages with other SPHs and gaps so as to contribute to evidence-informed health policies. PMID

  1. Cohesion in Written Business Discourse: Some Contrasts.

    ERIC Educational Resources Information Center

    Johns, Ann M.

    1980-01-01

    Describes study to determine whether "constellations" of cohesive items occur in letters, reports, and textbooks. Concludes cohesive elements can be identified in each type of discourse but generalizations cannot be made about cohesive features in broad classes of applied and academic English for Business and Economics (EBE) discourse. (Author/BK)

  2. Social jetlag, academic achievement and cognitive performance: Understanding gender/sex differences.

    PubMed

    Díaz-Morales, Juan F; Escribano, Cristina

    2015-01-01

    Adolescents in high school suffer from circadian misalignment, undersleeping on weekdays and oversleeping on weekends. Since high schools usually impose early schedules, adolescents suffer from permanent social jetlag (SJL) and thus are a suitable population to study the effects of SJL on both academic and cognitive performance. In this study, 796 adolescents aged 12-16 years reported information about their sleep habits, morningness-eveningness (M-E), cognitive abilities and grade point average (GPA). Time in bed on both weekdays and weekends was not related to cognitive abilities, and only time in bed on weekdays was related to academic achievement. SJL was negatively related to academic achievement, cognitive abilities (except for vocabulary and verbal fluency abilities) and general cognitive ability (g), whereas M-E was slightly positively related to academic achievement and marginally negatively related to inductive reasoning. Results separated by sex/gender indicated that SJL may be more detrimental to girls' performance, as it was negatively related to a greater number of cognitive abilities and GPA. PMID:26061587

  3. Adolescents' fear of social consequences of academic success as a function of age and sex.

    PubMed

    Ishiyama, F I; Chabassol, D J

    1985-02-01

    The Fear of Success Consequence Scale (FOSC) was used to assess adolescents' fears of potential social consequences of academic success in three dimensions, i.e., negative social reaction, positive peer reaction, and increased pressure and responsibility for continuous success. Subjects were 360 students in early adolescence (grades 7-9) and mid-adolescence (grades 10-12) in three urban British Columbia areas. Two hypotheses were supported: (1) that fear of academic success is higher among early adolescents than among mid-adolescents; (2) that girls generally have higher fear of academic success than do boys. Significant sex differences were found among early adolescents but not among mid-adolescents. While general sex differences were consistent with Horner's prediction, the findings of lower fear of success consequences among older adolescents than among younger ones, and the absence of significant sex difference among mid-adolescents, were contrary to Horner's prediction. Possible explanations for these findings are considered. Suggestions for further research are mentioned. PMID:24301042

  4. Academic and social dimensions of student experience: The high school science classroom

    NASA Astrophysics Data System (ADS)

    Longo, Ellen O'neil

    In this study I asked how classroom participants defined and acted on academic and social dimensions of classroom life. Because little is known about how students think and feel about classroom experience (Erickson & Schultz, 1992), I focused on their perspectives. In attempting to sort out and report student perspectives, I used a case of one high school science classroom, Mr. Dansen's. Approaching the study of that case much like an anthropologist would, I treated the classroom as a "local world of science with characteristic habits of mind, behaviors, and meaning systems" (Page, 1994, p. 6). I assumed the centrality of meaning in guiding human behavior, accordingly, I used a social constructivist or interpretive theoretical lens. Ethnographic methods were used to document participants' views across a range of strategies: Classroom observations, interviews, a student focus group, a brief questionnaire, and the collection of school and classroom documents. I concluded that curriculum meaning-making is a series of balancing acts. In lessons teachers and students juggle diverse often contradictory academic and social relations. All of the situated activity constructs a fundamental imbalance in classroom experience. Students react to that perceived imbalance. Specifically, three categories of student response were ascertained. One, student isolates or those who withdraw significantly on some academic or social measure, about 45% of students in his class. Two, student enthusiasts; or those most enthusiastic about science and their science teacher, only 5% of students. Three, students who are ambivalent and waffle between engagement and withdrawal, about 50% of students. In sum, students withdrew in large numbers from the educational encounter. The major implication of this research is that students are clear-headed in their assessments of classroom life. Students' interpretations, in turn, directly influence whether or why they find school knowledge important. Thus

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

    ERIC Educational Resources Information Center

    Ledford, Jennifer R.; Wehby, Joseph H.

    2015-01-01

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

  6. College Success: First Year Seminar's Effectiveness on Freshmen Academic and Social Integration, Impact on Academic Achievement and Retention at a Southern Institution

    ERIC Educational Resources Information Center

    Malik, Tarun

    2011-01-01

    Increasing student retention and improving graduation rates continues to remain a critical issue for undergraduate institutions. Previous research suggests that student attrition is predominantly voluntary, and is influenced by institutional characteristics. The importance of academic and social integration as a strategy to reduce attrition is…

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

    PubMed

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

    2010-08-01

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

  8. Uniting postcolonial, discourse, and linguistic theory to explore participation of African Americans in cancer research as an effect of social and historical race relationships.

    PubMed

    Somayaji, Darryl; Cloyes, Kristin Gates

    2014-01-01

    This article uses a historical framework of postcolonialism; discourse analytic concepts (significance, identity, and relationships); and 5 social and cultural linguistic principles of emergence, positionality, indexicality, relationality, and partialness as a theoretical and methodological triangulation approach to data analysis of focus group discussion. Exemplars of focus group data from a study exploring African American participation in research demonstrate the application of this combined framework as a useful tool for analysis. This approach allows for examination of identity and interaction and generates a more rigorous and complete understanding of how individuals use language to construct identity as participants or nonparticipants in research. PMID:24469087

  9. Towards a Social Networks Model for Online Learning & Performance

    ERIC Educational Resources Information Center

    Chung, Kon Shing Kenneth; Paredes, Walter Christian

    2015-01-01

    In this study, we develop a theoretical model to investigate the association between social network properties, "content richness" (CR) in academic learning discourse, and performance. CR is the extent to which one contributes content that is meaningful, insightful and constructive to aid learning and by social network properties we…

  10. Use of Resources in Second Language Writing Socialization

    ERIC Educational Resources Information Center

    Nam, Miyoung; Beckett, Gulbahar H.

    2011-01-01

    This study investigated five Korean ESL graduate students' access to and utilization of professional and social resources in the process of socializing into American academic writing discourse. As a pilot study for a larger scale research study, data for the present study were collected during a four-month period through interviews. Findings…

  11. Linking Parental Socialization to Interpersonal Protective Processes, Academic Self-Presentation, and Expectations among Rural African American Youth

    PubMed Central

    Murry, Velma McBride; Berkel, Cady; Brody, Gene H.; Miller, Shannon J.; Chen, Yi-fu

    2008-01-01

    Data obtained from two waves of a longitudinal study of 671 rural African American families, with an 11-year-old preadolescent, were examined to test pathways through which racial and ethnic socialization influence youth's self-presentation and academic expectation and anticipation through the enhancement of youth self-pride. Structural equation modeling analyses indicated that racial and ethnic socialization was linked with youth's expectation and anticipation for academic success, through youth self-pride, including racial identity and self-esteem, and academic self-presentation. The results highlight the need to disaggregate racial and ethnic socialization in order to better understand how these parenting domains uniquely forecast youth self-pride, as well as their orientation to education and academic success. PMID:19209975

  12. Literacy Experiences and Disciplinary Socialization of Second Language Students in an M.A. TESOL Program

    ERIC Educational Resources Information Center

    Tseng, Chi-Chih

    2013-01-01

    This dissertation uncovered how a group of second language (L2) students, including international and immigrant students, became socialized into American academic discourse through the writing that they did as graduate students in the context of their academic field. In particular, this study focused on Mandarin Chinese-speaking graduate students…

  13. Aligning Research and Policy on Social-Emotional and Academic Competence for Young Children

    PubMed Central

    Nadeem, Erum; Maslak, Kristi; Chacko, Anil; Hoagwood, Kimberly Eaton

    2014-01-01

    Research Findings The purpose of this article is to describe current education policies as they relate to the promotion of social, emotional, and academic (SEA) development and competence for young children. Academic and social–emotional competencies are described and conceptualized as developmentally linked, reciprocal processes that should be supported by education in an integrated, holistic manner. Practice or Policy The article reviews major public policies and national initiatives that have implications for the education of young children (e.g., Head Start, No Child Left Behind, IDEA) and highlights opportunities within these policies to promote programs that can support SEA competencies, as well as the limitations of these policies. The article also includes a review of the limitations of existing resources available to educators to identify evidence-based programs that support SEA competencies and concludes with recommendations for better alignment between research and policy to support SEA competencies. PMID:25632216

  14. Undisciplined beginnings, academic success, and discursive psychology.

    PubMed

    Billig, Michael

    2012-09-01

    This paper reflects on the conditions under which Discourse and social psychology, Common knowledge, and the author's Arguing and thinking were written. These books, which were independently conceived, were not specifically written as contributions to 'discursive psychology', for discursive psychology did not exist at that time. Their authors were rejecting conventional approaches to doing psychological research. The paper discusses what it takes for a new academic movement, such as discursive psychology, to be successfully established in the current climate of 'academic capitalism'. Two requirements are particularly mentioned: the necessity for a label and the necessity for adherents to be recruited. Of the three books, only Discourse and social psychology was outwardly recruiting its readers to a new way of doing social psychology. Arguing and thinking, with its celebration of ancient rhetoric, was much more ambiguous in its aims. It was turning away from present usefulness towards the past. By claiming to be 'an antiquarian psychologist' the author was rejecting disciplinary thinking. The paper also considers the intellectual costs of establishing a new specialism or sub-discipline. The 'first generation' may have freedom, but success can bring about a narrowing of perspectives and the development of orthodoxies for subsequent academic generations. This applies as much to the development of experimental social psychology as to discursive psychology. These processes are particular enhanced in the present socio-economic situation of contemporary universities, which make it more difficult for young academics to become, in the words of William James, 'undisciplinables'. PMID:22283746

  15. Power, Discourse, and Learning Global Citizenship: A Case Study of International NGOs and a Grassroots Movement in the Narmada Valley, India

    ERIC Educational Resources Information Center

    Shukla, Natasha

    2009-01-01

    The field of transnational contestation conceptualized as global civil society (GCS) is gaining academic interest as a political "counter-force" against the exigencies of globalization. However, social actors within GCS occupy unequal positions of power in relation to each other. This article examines how the discourses of transnational action…

  16. Discourses of the Good Early Childhood Educator in Professional Training: Reproducing Marginality or Working toward Social Change

    ERIC Educational Resources Information Center

    Langford, Rachel

    2006-01-01

    This research explores connections between the ways in which an early childhood educator (ECE) identity is discursively formed within professional training and the marginalization of the ECE workforce. The underlying premise was that pedagogical discourses of the ECE regarded as "good" contribute to the formation of a particular kind of worker who…

  17. Frameworks for Understanding the Nature of Interactions, Networking, and Community in a Social Networking Site for Academic Practice

    ERIC Educational Resources Information Center

    Conole, Grainne; Galley, Rebecca; Culver, Juliette

    2011-01-01

    This paper describes a new social networking site, Cloudworks, which has been developed to enable discussion and sharing of learning and teaching ideas/designs and to promote reflective academic practice. The site aims to foster new forms of social and participatory practices (peer critiquing, sharing, user-generated content, aggregation, and…

  18. Advanced Placement (AP) Social Studies Teachers' Use of Academic Course Blogs as a Supplemental Resource for Student Learning

    ERIC Educational Resources Information Center

    Alper, Seth M.

    2013-01-01

    This mixed-methods study investigated the relationship between Advanced Placement (AP) social studies teachers' utilization of academic course blogs and student achievement. Simultaneously, the study examined the participating teachers' perceptions on the use of course blogs and other social media as supplemental learning resources. The…

  19. A Study on the Efficacy of Project-Based Learning Approach on Social Studies Education: Conceptual Achievement and Academic Motivation

    ERIC Educational Resources Information Center

    Ilter, Ilhan

    2014-01-01

    In this research, an experimental study was carried out in social studies 4th grade students to develop students' conceptual achievement and motivation to succeed academically. The study aims to investigate the effectiveness of project-based learning (PBL) in social studies. A quasi-experimental research design (pre- and posttest) was used in…

  20. The Relationship of Academic and Social Cognition to Behaviour in Bullying Situations among Greek Primary School Children

    ERIC Educational Resources Information Center

    Andreou, Eleni; Metallidou, Panagiota

    2004-01-01

    This research explored links between cognition (both social and academic) and children's behaviour in a bullying situation (participant roles). Participants were 186 fourth to sixth grade boys and girls from four primary schools in central Greece. Six categories of social cognition (self-efficacy for assertion, self-efficacy for aggression,…

  1. Pre-Kindergarten and Kindergarten Classroom Quality and Children's Social and Academic Skills in Early Elementary Grades

    ERIC Educational Resources Information Center

    Mokrova, Irina; Broekhuizen, Martine; Burchinal, Margaret

    2015-01-01

    A growing body of research has shown that high quality early care and education (ECE) is positively related to the development of children's social and academic skills (e.g., Barnett, 2011; Lamb & Ahnert, 2006; NICHD ECCRN, 2006). There is evidence that high quality ECE experiences can improve children's levels of social adjustment (Bierman et…

  2. Social Adjustment, Academic Adjustment, and the Ability to Identify Emotion in Facial Expressions of 7-Year-Old Children

    ERIC Educational Resources Information Center

    Goodfellow, Stephanie; Nowicki, Stephen, Jr.

    2009-01-01

    The authors aimed to examine the possible association between (a) accurately reading emotion in facial expressions and (b) social and academic competence among elementary school-aged children. Participants were 840 7-year-old children who completed a test of the ability to read emotion in facial expressions. Teachers rated children's social and…

  3. The Evocative Influence of Child Academic and Social-Emotional Adjustment on Parent Involvement in Inner-City Schools

    ERIC Educational Resources Information Center

    Hoglund, Wendy L. G.; Jones, Stephanie M.; Brown, Joshua L.; Aber, J. Lawrence

    2015-01-01

    The current study examines 3 alternative conceptual models of the directional associations between parent involvement in schooling (homework assistance, home-school conferencing, school-based support) and child adjustment (academic and social competence, aggressive behaviors). The parent socialization model tests the hypothesis that parent…

  4. Three Year Cumulative Impacts of the 4Rs Program on Children's Social-Emotional, Behavioral, and Academic Outcomes

    ERIC Educational Resources Information Center

    Jones, Stephanie M.; Brown, Joshua L.; Aber, J. Lawrence

    2010-01-01

    Over the last two decades, developmental science has made significant progress in understanding children's trajectories toward social-emotional and academic outcomes. At the same time, there has been dramatic growth in the design, implementation, and rigorous evaluation of school-based interventions to promote positive social-emotional development…

  5. Social Skills and Problem Behaviors as Mediators of the Relationship between Behavioral Self-Regulation and Academic Achievement

    ERIC Educational Resources Information Center

    Montroy, Janelle J.; Bowles, Ryan P.; Skibbe, Lori E.; Foster, Tricia D.

    2014-01-01

    Early behavioral self-regulation is an important predictor of the skills children need to be successful in school. However, little is known about the mechanism(s) through which self-regulation affects academic achievement. The current study investigates the possibility that two aspects of children's social func- tioning, social skills and problem…

  6. Promoting Social and Academic Integration into Higher Education by First-Year Student Nurses: The APPL Project

    ERIC Educational Resources Information Center

    Fergy, Sue; Marks-Maran, Di; Ooms, Ann; Shapcott, Jean; Burke, Linda

    2011-01-01

    The Academic, Personal and Professional Learning (APPL) model of support for student nurses was developed and implemented as a pilot project in the Faculty of Health and Social Care Sciences of a university in response to a number of internal and external drivers. The common theme across these drivers was the enhancement of the social, academic…

  7. Social and academic impairment in youth with ADHD, predominately inattentive type and sluggish cognitive tempo.

    PubMed

    Marshall, Stephen A; Evans, Steven W; Eiraldi, Ricardo B; Becker, Stephen P; Power, Thomas J

    2014-01-01

    Sluggish cognitive tempo (SCT) was originally identified as a construct that characterized the inattention problems of some children with attention deficit disorder (ADD). Research has indicated that using SCT symptoms to identify a subset of youth with attention-deficit/hyperactivity disorder, predominately inattentive type (ADHD-IT) may elucidate distinct patterns of impairment and thereby improve the external validity of ADHD subtypes. The objective of the current study was to investigate whether youth with clinically-assessed ADHD-IT and high levels of SCT exhibit unique social and academic impairments. In a clinic-referred sample of youth (N = 209; 23 % female) aged 6 to 17 years, participants who met criteria for three different groups were identified: ADHD, Combined Type (ADHD-CT; n = 80), ADHD-IT with low SCT symptoms (n = 74), and ADHD-IT with high SCT symptoms (n = 55). These groups were compared on indicators of social and academic functioning while considering the effects of co-occurring internalizing and disruptive behavior disorders. Youth with ADHD-IT high in SCT exhibited uniquely elevated withdrawal, as well as low leadership and low peer-directed relational and overt aggression, which were not accounted for by co-occurring disorders. This high-SCT group was also the only group to have more homework problems than the ADHD-CT group, but only when other disruptive behavior disorders were absent. The distinctiveness of the high-SCT group, which was primarily evident in social as opposed to academic functioning, provides partial support for the external validity and clinical utility of SCT. PMID:23709343

  8. Can Explicit Instruction in Social and Emotional Learning Skills Benefit the Social-Emotional Development, Well-Being, and Academic Achievement of Young Children?

    ERIC Educational Resources Information Center

    Ashdown, Daniela Maree; Bernard, Michael E.

    2012-01-01

    This study investigated the effect of a social and emotional learning skills curriculum, the "You Can Do It! Early Childhood Education Program" (YCDI), on the social-emotional development, well-being, and academic achievement of 99 preparatory and grade 1 students attending a Catholic school in Melbourne, Australia. One preparatory and one grade 1…

  9. Modeling the Relationship between Lexico-Grammatical and Discourse Organization Skills in Middle Grade Writers: Insights into Later Productive Language Skills That Support Academic Writing

    ERIC Educational Resources Information Center

    Galloway, Emily Phillips; Uccelli, Paola

    2015-01-01

    Learning to write in middle school requires the expansion of sentence-level and discourse-level language skills. In this study, we investigated later language development in the writing of a cross-sectional sample of 235 upper elementary and middle school students (grades 4-8) by examining the use of (1) lexico-grammatical forms that support…

  10. Brief Report: How Do They Manage Social Interaction? The Influence of Concealing Academic Achievement Information on Self-Monitoring by Adolescents with Low Achievement

    ERIC Educational Resources Information Center

    Zhang, Baoshan; Zhao, Jun-Yan; Yu, Guoliang

    2010-01-01

    During social interactions people self-monitor their behavior at least partially to conceal socially devalued characteristics. This study examined the influences of concealing academic achievement on self-monitoring in an academically-relevant social interaction. An interview paradigm called for school-aged adolescent participants (total N = 86)…

  11. Developmental antecedents and social and academic consequences of stereotype-consciousness in middle childhood.

    PubMed

    McKown, Clark; Strambler, Michael J

    2009-01-01

    The present study, which included 124 children ages 5-11, examined developmental antecedents and social and academic consequences of stereotype-consciousness, defined as awareness of others' stereotypes. Greater age and more frequent parent-reported racial socialization practices were associated with greater likelihood of stereotype-consciousness. Children who knew of broadly held stereotypes more often explained hypothetical negative interracial encounters between White actors and Black targets as discriminatory. In addition, among African American and Latino children who knew about broadly held stereotypes, diagnostic testing conditions led to stereotype threat effects on a standardized working memory task. Findings are discussed in terms of the contribution to our understanding of children's developing thinking about and response to stereotypes and related phenomena. PMID:19930343

  12. Discourse Analysis: Its Development and Application to the Structure of News.

    ERIC Educational Resources Information Center

    Dijk, Teun A. van

    1983-01-01

    Summarizes basic principles for analyzing discourse. Focuses on discourse in the press, analyzing various levels, units, dimensions, modes, and social contexts. Discusses the relevance of discourse analysis to mass communication research. (PD)

  13. Femininities/Masculinities and a Sense Self: Thinking Gendered Academic Identities and the Intellectual Self

    ERIC Educational Resources Information Center

    Clegg, Sue

    2008-01-01

    This paper draws on the theoretical resources offered by feminist scholarship to enquire into the discourse of the intellectual and how women do being an academic. My starting points are threefold: Val Hey's interrogation of Butler's work and her emphasis on the importance of sociality; Carrie Paechter's exploration of the available personal sets…

  14. Relational Networks, Social Trust, and Norms: A Social Capital Perspective on Students' Chances of Academic Success.

    ERIC Educational Resources Information Center

    Goddard, Roger D.

    2003-01-01

    Elaborated a theoretical rationale for relational networks, norms, and trust as structural and functional norms of social capital that facilitate student achievement. Results of hierarchical generalized linear modeling show that the odds of fourth graders passing state-mandated assessments are modestly increased in urban schools (n=49)…

  15. Beyond Grade Retention and Social Promotion: Promoting the Social and Academic Competence of Students

    ERIC Educational Resources Information Center

    Jimerson, Shane R.; Pletcher, Sarah M. W.; Graydon, Kelly; Schnurr, Britton L.; Nickerson, Amanda B.; Kundert, Deborah K.

    2006-01-01

    During the past decade, amidst the current context emphasizing educational standards and accountability, the practice of grade retention has increased. The call for an end to social promotion has generated a variety of recommendations and legislation regarding promotion policies. This context has served as a catalyst for numerous debates regarding…

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

    PubMed

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

    2015-09-01

    This study evaluated the results of a social and emotional learning (SEL) program on academic achievement among students attending a large, urban, high-risk school district. Using a cluster-randomized design, 24 elementary schools were assigned to receive either the intervention curriculum (Promoting Alternative Thinking Strategies, or PATHS) or a curriculum that delivered few if any SEL topics (i.e., the control group). In addition to state mastery test scores, demographic data, school attendance, and dosage information were obtained from 705 students who remained in the same group from the 3rd to the 6th grade. Analyses of odds ratios revealed that students enrolled in the intervention schools demonstrated higher levels of basic proficiency in reading, writing, and math at some grade levels. Although these between-groups differences held for race/ethnicity, gender, and socioeconomic status, significant within-group differences also were noted across these variables. Collectively, these findings indicated that social development instruction may be a promising approach to promote acquisition of academic proficiency, especially among youth attending high-risk school settings. Implications of these findings with respect to SEL programs conclude the article. PMID:25485463

  17. Social and academic implications of acoustically hostile classrooms for hard of hearing children

    NASA Astrophysics Data System (ADS)

    Jamieson, Janet R.

    2005-04-01

    The correlation between lowered academic achievement and classroom noise has been demonstrated for normally hearing children (Shield and Dockrell, 2003). However, the implications of poor classroom acoustics on the socialization and academic performance of children who are hard of hearing have not been examined. Eleven hard of hearing students in one school district, ranging from kindergarten to grade 7, were the foci of the present study. Acoustic measurements of each of the 11 classrooms in both unoccupied and occupied conditions revealed that all classrooms were acoustically challenging for the hard of hearing students, particularly at transition times, when ventilation was operational, and in the primary grades, when language learning needs are greatest. Interviews with parents and teachers underscored the difficulty these students experienced in comprehending teacher instructions and participating in group work. The students seldom initiated conversation or seatwork independently, but, rather, followed the lead of their peers. The hard of hearing students experienced frequent difficulties in understanding or participating in informal peer-to-peer conversations in the classroom, and parents and teachers attributed the children's frequent social isolation and withdrawal at school to the combined effects of poor hearing abilities and hostile classroom acoustics. [Work supported by Hampton Research Fund.

  18. Effects of academic-industry relations on the professional socialization graduate science students

    NASA Astrophysics Data System (ADS)

    Holleman, Margaret Ann Phillippi

    This study asks if there has been a change in graduate student socialization in the biological sciences given the increased commercialism of life sciences. Drawing on the work of Steven Brint (1994) and Sheila Slaughter and Larry Leslie (1997) and Sheila Slaughter and Gary Rhoades (2004), this study asks if graduate student socialization has shifted emphasis from the social and moral dimensions of work (social trustee professionalism) to the practical, technical, and commercial dimensions (expert professionalism). Building on the survey results of the Acadia Project (Swazey, Louis, & Anderson, 1994; Louis, Anderson & Rosenberg, 1995), this qualitative study uses interviews with 25 graduate science students at two A.A.U. research universities that have been heavily involved in academic-industry relations to see how the students were professionally socialized throughout their educational careers. The student configuration compares males and females, U.S. and international students, and those funded by the government versus those receiving at least partial support from industry. It uses critical professionalization theory as a framework. The study found that students' career goals and values were usually set before graduate school primarily by females in non-elite institutions, such as community colleges, women's and liberal arts colleges, and non-flagship state universities. Also, university science faculty tend to continue to socialize students---even those planning to go into industry---for the professoriate, as their prestige is based on placing proteges into other elite schools. U.S. females and most students going into academics or government labs had the values of social trustee professionals while those going into industry held those of expert professionals. The former were more likely to recognize situations involving conflicts of interest or commitment. Almost all the students were disillusioned by the grants and promotion and tenure systems. They feel both

  19. Gender, Ethnicity, and Social Cognitive Factors Predicting the Academic Achievement of Students in Engineering.

    ERIC Educational Resources Information Center

    Hackett, Gail; And Others

    1992-01-01

    Examined relationships of measures of occupational and academic self-efficacy; vocational interests; outcome expectations; academic ability; and perceived stress, support, and coping to academic achievement of engineering/science majors (n=197). Self-efficacy for academic milestones, in combination with other academic and support variables, was…

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

    PubMed Central

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

    2014-01-01

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

  1. Academic and social integration on campus among sexual minority students: the impacts of psychological and experiential campus climate.

    PubMed

    Woodford, Michael R; Kulick, Alex

    2015-03-01

    A heterosexist campus climate can increase risk for mental health problems for sexual minority students; however, the relationship between campus climate for sexual minorities and academic outcomes remains understudied. Using a sample of sexual minority respondents extracted from a campus climate survey conducted at a large university in the Midwest, we examine relationships between multiple dimensions of psychological and experiential campus climate for sexual minorities with academic integration (academic disengagement, grade-point average [GPA]) and social integration (institutional satisfaction, acceptance on campus). We also investigate the protective role of engagement with informal academic and peer-group systems. Findings suggest campus climate affects sexual minority students' integration. In multivariate analyses, perceptions of whether lesbian, gay, and bisexual (LGB) people could be open about their sexual identity was positively associated with acceptance on campus; personal heterosexist harassment was positively associated with academic disengagement and negatively with GPA. Students' informal academic integration (instructor relations) and informal social integration (LGB friends) demonstrated influential main effects but did not moderate any of the climate-outcome relationships. Researchers should further explore the relationships between climate and academic outcomes among sexual minority students, both collectively and among specific sub-groups, and address the role of other protective factors. PMID:25367265

  2. The Influence of Social Class on Academic Outcomes: A Structural Equation Model Examining the Relationships between Student Dependency Style, Student-Academic Environment Fit, and Satisfaction on Academic Outcomes

    ERIC Educational Resources Information Center

    Nadler, Dustin R.

    2013-01-01

    The purpose of this study was to investigate the relationship between college students' social class and their academic outcomes. A structural equation model was proposed, hypothesizing that a student's socioeconomic status (SES) is related to their motives for attending college, thus influencing their perception of fit at the university, their…

  3. Racial Socialization, Racial Identity, and Academic Attitudes Among African American Adolescents: Examining the Moderating Influence of Parent-Adolescent Communication.

    PubMed

    Tang, Sandra; McLoyd, Vonnie C; Hallman, Samantha K

    2016-06-01

    A significant gap remains in our understanding of the conditions under which parents' racial socialization has consequences for adolescents' functioning. The present study used longitudinal data to examine whether the frequency of communication between African American parents and adolescents (N = 504; 49 % female) moderates the association between parent reports of racial socialization (i.e., cultural socialization and preparation for bias) at 8th grade and adolescent reports of racial identity (perceived structural discrimination, negative public regard, success-oriented centrality) at 11th grade, and in turn, academic attitudes and perceptions. Parents' racial socialization practices were significant predictors of multiple aspects of adolescents' racial identity in families with high levels of communication, but they did not predict any aspects of adolescents' racial identity in families with low levels of communication. Results highlight the importance of including family processes when examining the relations between parents' racial socialization and adolescents' racial identity and academic attitudes and perceptions. PMID:26369349

  4. Positioning Personal Discourse Professionally.

    ERIC Educational Resources Information Center

    McGann, Patrick

    Although a Ph.D. candidate feels pressured to take sides in the discursive war in academe between social-epistemics and expressionists, he finds it difficult to do so. W. Ross Winterowd, a "spokesperson" for social-epistemic rhetoric, makes distinctions between the two camps, maintaining a discursive dichotomy between what he calls the New…

  5. Health risks, social relations and class: an analysis of occupational health discourse in Finnish newspaper and women's magazine articles 1961-2008.

    PubMed

    Varje, Pekka; Väänänen, Ari

    2016-03-01

    In this article we examine the treatment of psychosocial risks in public occupational health discourse in Finnish newspaper and magazine articles between the 1960s and 2000s, using discourse analysis. Building on class theories, our aim is to investigate how class expectations have been linked with the redefinition of occupational health risks during this period. Our results suggest that as social relations at the workplace became problematised in the occupational health discussions after the 1970s, the image of the hierarchical and naturally conflictual organisation was replaced by idealised middle-class notions of smoothly functioning, harmonious organisations that offered rewarding work experiences. However, this same period since the late 1970s has also been characterised by increasing economic competition and neoliberal market ideology. We conclude that the concern about work-related psychosocial risks and health problems expressed in Finnish newspaper and magazine articles during the last three decades has been shaped in many respects by a collision between the dominant middle-class expectations of harmony and equality and the neoliberal production of competition and inequality. PMID:26547280

  6. Augmenting the Cartesian medical discourse with an understanding of the person's lifeworld, lived body, life story and social identity.

    PubMed

    Sunvisson, Helena; Habermann, Barbara; Weiss, Sara; Benner, Patricia

    2009-10-01

    Using three paradigm cases of persons living with Parkinson's Disease (PD) the authors make a case for augmenting and enriching a Cartesian medical account of the pathophysiology of PD with an enriched understanding of the lived body experience of PD, the lived implications of PD for a particular person's concerns and coping with the illness. Linking and adding a thick description of the lived experience of PD can enrich caregiving imagination and attunement to the patient's possibilities, concerns and constraints. The work of Merleau-Ponty is used to articulate the middle terms of the lived experience of dwelling in a lifeworld. Examining lived experience of embodied intentionality, skilled bodily capacities as highlighted in Merleau-Ponty's non-mechanistic physiology opens new therapeutic, coping and caregiving possibilities. Matching temporal rhythms can decrease the stress of being assisted with activities of daily living. For example, caregivers and patients alike can be taught strategies for extending their lived bodily capacities by altering rhythms, by shifting hyperactivity to different parts of the body and other strategies that change the perceptual experience associated with walking in different environment. A medical account of the pathophysiology of PD is nessessary and useful, but not sufficient for designing caregiving in ways that enrich and extend the existential skills of dwelling of persons with PD. The dominance of mechanistic physiology makes caregivers assume that it is the 'real discourse' about the disease, causing researchers and caregivers alike to overlook the equally real lived experience of the patient which requires different descriptive discourses and different sources of understanding. Lack of dialogue between the two discourses is tragic for patients because caregivers need both in order to provide attuned, effective caregiving. PMID:19743968

  7. Behavioral and emotional adjustment, family functioning, academic performance, and social relationships in children with selective mutism.

    PubMed

    Cunningham, Charles E; McHolm, Angela; Boyle, Michael H; Patel, Sejal

    2004-11-01

    This study addressed four questions which parents of children with selective mutism (SM) frequently ask: (1) Is SM associated with anxiety or oppositional behavior? (2) Is SM associated with parenting and family dysfunction? (3) Will my child fail at school? and (4) Will my child make friends or be teased and bullied? In comparison to a sample of 52 community controls, 52 children with SM were more anxious, obsessive, and prone to somatic complaints. In contrast, children with SM were less oppositional and evidenced fewer attentional difficulties at school. We found no group differences in family structure, economic resources, family functioning, maternal mood difficulties, recreational activities, or social networks. While parents reported no differences in parenting strategies, children with SM were described as less cooperative in disciplinary situations. The academic (e.g., reading and math) and classroom cooperative skills of children with SM did not differ from controls. Parents and teachers reported that children with SM had significant deficits in social skills. Though teachers and parents rated children with SM as less socially assertive, neither teachers nor parents reported that children with SM were victimized more frequently by peers. PMID:15482497

  8. Engagement in Structured Social Space: An Investigation of Teachers' Online Peer-to-Peer Interaction

    ERIC Educational Resources Information Center

    Robson, James

    2016-01-01

    With a growing number of teachers engaging online with their peers, online social spaces are increasingly highlighted as playing a key role in teachers' professional learning and development. However, while academic and professional discourses tend to focus on the benefits and weaknesses of teachers' engagement in online social spaces, little…

  9. Beyond knowledge transfer: The social construction of autonomous academic science in university-industry agricultural biotechnology research collaborations

    NASA Astrophysics Data System (ADS)

    Biscotti, Dina Louise

    Autonomy is a social product. Although some might view autonomy as the absence of social interference in individual action, it is in fact produced through social institutions. It enables social actors to act; it is the justification for the allocation of enormous public resources into institutions classified as "public" or "nonprofit;" it can lead to innovation; and, significantly, it is key to the public acceptance of new technologies. In this dissertation, I analyze the social construction of autonomy for academic science in U.S. university-industry agricultural biotechnology research collaborations. University-industry relationships (UIRs) are a site of concern about the influence of commercial interests on academic science. Agricultural biotechnology is a contentious technology that has prompted questions about the ecological and public health implications of genetically-modified plants and animals. It has also spurred awareness of the industrialization of agriculture and accelerating corporate control of the global food system. Through analysis of in-depth interviews with over 200 scientists and administrators from nine U.S. research universities and thirty agricultural biotechnology companies, I find that both the academy and industry have a vested interest in the social construction of the academy as an autonomous space from which claims to objective, disinterested scientific knowledge can be made. These claims influence government regulation, as well as grower and public acceptance of agricultural biotechnology products. I argue that the social production of autonomy for academic science can be observed in narratives and practices related to: (1) the framing of when, how and why academic scientists collaborate with industry, (2) the meanings ascribed to and the uses deemed appropriate for industry monies in academic research, and (3) the dissemination of research results into the public domain through publications and patents. These narratives and practices

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

    NASA Astrophysics Data System (ADS)

    Carr, Bruce Henry

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

  11. Children's Perceptions of the Classroom Environment and Social and Academic Performance: A Longitudinal Analysis of the Contribution of the "Responsive Classroom" Approach

    ERIC Educational Resources Information Center

    Brock, Laura L.; Nishida, Tracy K.; Chiong, Cynthia; Grimm, Kevin J.; Rimm-Kaufman, Sara E.

    2008-01-01

    This study examines the contribution of the "Responsive Classroom" (RC) Approach, a set of teaching practices that integrate social and academic learning, to children's perceptions of their classroom, and children's academic and social performance over time. Three questions emerge: (a) What is the concurrent and cumulative relation between…

  12. It's Not Just What You Know, It's Who You Know: Testing a Model of the Relative Importance of Social Networks to Academic Performance

    ERIC Educational Resources Information Center

    Rizzuto, Tracey E.; LeDoux, Jared; Hatala, John Paul

    2009-01-01

    Applying three mathematical modeling techniques, this study proposes and tests the fit of an academic performance model, and then estimates the relative importance of four performance predictors: academic ability, performance goal orientation, educational technology use, and social network density. Drawing on social network theory, findings from…

  13. Advancing the Africentric Paradigm Shift Discourse: Building toward Evidence-Based Africentric Interventions in Social Work Practice with African Americans

    ERIC Educational Resources Information Center

    Gilbert, Dorie J.; Harvey, Aminifu R.; Belgrave, Faye Z.

    2009-01-01

    For over a decade, a number of social work scholars have advocated for an Africentric paradigm shift in social work practice with African Americans; yet the paradigm shift has been slow in coming with respect to infusing Africentric theory and interventions into social work practice, education, and research. Interventions that infuse Africentric…

  14. Language Background and Early Academic Achievement: Disentangling Language-Minority Status, Social Background, and Academic Engagement. CSE Technical Report 679

    ERIC Educational Resources Information Center

    Paret, Marcel

    2006-01-01

    Research shows that language-minority students both do poorly on standardized tests, and receive low academic ratings from their teachers (August & Hakuta, 1998). Explanations for the low performance, however, are limited. This is at least partially due to the fact that language-minority status is intimately entangled with issues related to…

  15. The Relationship between Financial Strain, Perceived Stress, Psychological Symptoms, and Academic and Social Integration in Undergraduate Students

    ERIC Educational Resources Information Center

    Adams, Danielle R.; Meyers, Steven A.; Beidas, Rinad S.

    2016-01-01

    Objective: Financial strain may directly or indirectly (i.e., through perceived stress) impact students' psychological symptoms and academic and social integration, yet few studies have tested these relationships. The authors explored the mediating effect of perceived stress on the relationship between financial strain and 2 important outcomes:…

  16. School-Based Intervention for Children with Attention Deficit Hyperactivity Disorder: Effects on Academic, Social, and Behavioural Functioning

    ERIC Educational Resources Information Center

    DuPaul, George J.; Weyandt, Lisa L.

    2006-01-01

    Children with Attention Deficit Hyperactivity Disorder (ADHD) exhibit significant academic, social, and behavioural difficulties in school settings. This article reviews empirical findings regarding the effects of classroom interventions for students with ADHD. Three major types of interventions are reviewed including behavioural (e.g., token…

  17. Investigating Teachers' Approval and Disapproval Behaviors Towards Academic and Social Behaviors of Students with and without Special Needs

    ERIC Educational Resources Information Center

    Sazak-Pinar, Elif; Guner-Yildiz, Nevin

    2013-01-01

    The present study was designed to (a) investigate teachers' approval and disapproval behaviors towards academic and social behaviors of students in mainstreaming classrooms and (b) determine whether or not having special needs be a predictor of teachers' approval and disapproval behaviors. The study group consisted of 43 teachers who…

  18. Contextual Influences on the Implementation of a Schoolwide Intervention to Promote Students' Social, Emotional, and Academic Learning

    ERIC Educational Resources Information Center

    Anyon, Yolanda; Nicotera, Nicole; Veeh, Christopher A.

    2016-01-01

    Schoolwide interventions are among the most effective approaches for improving students' behavioral and academic outcomes. However, researchers have documented consistent challenges with implementation fidelity and have argued that school social workers should be engaged in efforts to improve treatment integrity. This study examines contextual…

  19. The Influence of Academic, Cultural, and Social Factors on the Matriculation of Latina/o Students in Higher Education

    ERIC Educational Resources Information Center

    Belasco, Elizabeth Mathison

    2010-01-01

    Bayesian statistical inference within structural equation modeling was used to examine the influence of hypothetical constructs on the successful persistence of college freshmen to degree completion. The affects of three latent variables: (a) academic capital; (b) cultural capital; and, (c) social capital were compared between White/Caucasian…

  20. Discipline Policies in Early Childhood Care and Education Programs: Building an Infrastructure for Social and Academic Success

    ERIC Educational Resources Information Center

    Longstreth, Sascha; Brady, Sharon; Kay, Adam

    2013-01-01

    Research Findings: Preventing challenging behavior in young children is a national priority. The number of young children with behavioral problems is on the rise. Discipline policies can help early childhood programs build an infrastructure that promotes social and academic success. This study sought to document the extent to which existing early…

  1. Do Social Self-Efficacy and Self-Esteem Moderate the Relationship between Peer Victimization and Academic Performance?

    ERIC Educational Resources Information Center

    Raskauskas, Juliana; Rubiano, Sherry; Offen, Ilanit; Wayland, Ann Kathleen

    2015-01-01

    Victimization by peers has been associated with low academic performance and internalizing problems. Still, not all students who experience peer victimization report a reduction in performance. The current study examines the potential protective nature of self-esteem and social self-efficacy in the relationship between peer victimization and…

  2. A Program for Training Special Education Consultants in Remediating Academic and Social Behaviors of Handicapped Children. Final Report.

    ERIC Educational Resources Information Center

    Harris, Jasper W.; And Others

    Presented is the final report of a 4-year project to develop and evaluate a prototype program for training special education consultants who are qualified to assist school personnel and parents in remediating academic and social behaviors of handicapped children in the Kansas City (Missouri) area. An overview and introduction are provided in the…

  3. Two Measures of Self-Regulation for Young Adults and Late Adolescents in the Academic and Social Domains

    ERIC Educational Resources Information Center

    Geldhof, John; Little, Todd D.; Hawley, Patricia H.

    2012-01-01

    In this paper we present domain-specific measures of academic and social self-regulation in young adults. We base our scales on Baltes and colleagues' Selection, Optimization, and Compensation (SOC) model, and establish the factor structure of our new measures using data collected from a sample of 152 college students. We then compare the…

  4. A Multilevel Analysis of Student Perceptions of School Climate: The Effect of Social and Academic Risk Factors

    ERIC Educational Resources Information Center

    Fan, Weihua; Williams, Cathy M.; Corkin, Danya Marie

    2011-01-01

    This multilevel study examines the extent to which individual- and school-level variables are predictive of three aspects of students' perceived school climate (order, safety, and discipline; fairness and clarity of school rules; and teacher-student relationship) by using a nationally representative sample. A wide range of social and academic risk…

  5. The Effects of Doing Part-Time Jobs on College Student Academic Performance and Social Life in a Chinese Society

    ERIC Educational Resources Information Center

    Wang, Hongyu; Kong, Miosi; Shan, Wenjing; Vong, Sou Kuan

    2010-01-01

    Student employment has been treated as a homogeneous category in studying the effects of doing part-time jobs on student academic performance or social life. In the present study, using data collected from a well-known public university in Macau, we treat student employment as a heterogeneous experience and compare the relative importance of…

  6. An Empirical Study into Gender Differences in the Relationships among Academic, Social and Psychological Adjustments of University Support

    ERIC Educational Resources Information Center

    Yau, Hon Keung; Cheng, Alison Lai Fong

    2014-01-01

    There are three dimensions through which to measure university support for students' transition to university life: academic adjustment, social adjustment and psychological adjustment. Previous research studies show that there are relationships among those adjustments. However, less is known about gender differences in these relationships.…

  7. "Only Connect": Mixed Methods Study of How First-Year Students Create Residential Academic and Social Networks

    ERIC Educational Resources Information Center

    Smith, Rachel Anne

    2010-01-01

    A key component in the success of students' first-year experience is their successful academic and social integration into the college environment (Tinto, 1993). Researchers have specified integration in terms of student behaviors and perceptions (Berger & Milem, 1999; Hurtado & Carter, 1997) and also studied it in terms of engagement (Kuh, 2009)…

  8. Classroom Karaoke: A Social and Academic Transition Strategy to Enhance the First-Year Experience of Youth Studies Students

    ERIC Educational Resources Information Center

    Baker, Sarah

    2012-01-01

    An innovative icebreaker initiative--"classroom karaoke"--was deployed at the beginning of a first-year undergraduate course in youth studies at an Australian university. The study used karaoke as a social and academic transition strategy to enhance students' first-year experience at university. Students responded positively to this lecture-based…

  9. Perceptions of Racism and Depressive Symptoms in African American Adolescents: The Role of Perceived Academic and Social Control

    ERIC Educational Resources Information Center

    Lambert, Sharon F.; Herman, Keith C.; Bynum, Mia Smith; Ialongo, Nicholas S.

    2009-01-01

    Experiences with racism are a common occurrence for African American youth and may result in negative self perceptions relevant for the experience of depressive symptoms. This study examined the longitudinal association between perceptions of racism and depressive symptoms, and whether perceived academic or social control mediated this…

  10. The Impact of Childhood Obesity upon Academic, Personal/Social, and Career Development: Implications for Professional School Counselors

    ERIC Educational Resources Information Center

    Ballard, Mary B.; Alessi, Hunter D.

    2006-01-01

    This article examines the impact of childhood obesity upon the academic, career, and personal/social development of students. The four components of the American School Counselor Association's (ASCA) delivery model, (classroom guidance, consultation, responsive services, and system support), are utilized to offer suggestions to the professional…

  11. Academic Achievements, Behavioral Problems, and Loneliness as Predictors of Social Skills among Students with and without Learning Disorders

    ERIC Educational Resources Information Center

    Zach, Sima; Yazdi-Ugav, Orly; Zeev, Aviva

    2016-01-01

    This study aimed to examine to what extent academic achievements, learning disorders, behavior problems and loneliness explain the variance of students' social skills. The differences between students diagnosed with learning disorders and students without learning disorders in all four variables were examined. Participants were 733 elementary…

  12. Locus of Control, Social Interdependence, Academic Preparation, Age, Study Time, and the Study Skills of College Students.

    ERIC Educational Resources Information Center

    Jones, Craig H.; Slate, John R.; Marini, Irmo

    1995-01-01

    The relationship of students' study skills to their locus of control, social interdependence, academic preparation, age, and study time was studied with 266 college students. Study skills were related to locus of control, age, expected course grade, and study time. The need to address attitudinal and motivational variables in study skills programs…

  13. Countering Insularity in Teacher Education: Academic Work on Pre-Service Courses in Nursing, Social Work and Teacher Education

    ERIC Educational Resources Information Center

    Murray, Jean

    2007-01-01

    This article compares the practices of teacher educators with those of academics working as educators on pre-service courses for nurses and social workers. It includes a framework for analyzing professional education work, which conceptualizes the educators as "second order practitioners." The findings of the study show that similar missions,…

  14. The Prevalence of Cyber Bullying Victimization and Its Relationship to Academic, Social, and Emotional Adjustment among College Students

    ERIC Educational Resources Information Center

    Beebe, Jennifer Elizabeth

    2010-01-01

    The current study investigated the prevalence and frequency of cyber bullying victimization and examined the impact of cyber bullying on academic, social, and emotional college adjustment. Participants were recruited from two universities in the United States. Participants completed the Revised Cyber Bullying Survey (Kowalski & Limber, 2007) and…

  15. Quality of Social and Physical Environments in Preschools and Children's Development of Academic, Language, and Literacy Skills

    ERIC Educational Resources Information Center

    Mashburn, Andrew J.

    2008-01-01

    This study examined associations between quality of social and physical environments in preschools and children's development of academic, language, and literacy skills, and the extent to which preschool quality moderated the associations between child risk and development. Participants were a diverse sample of 540 four-year-old children in…

  16. An Assessment of a Social-Cognitive Model of Academic Performance in Mathematics in Argentinean Middle School Students

    ERIC Educational Resources Information Center

    Cupani, Marcos; de Minzi, Maria Cristina Richaud; Perez, Edgardo Raul; Pautassi, Ricardo Marcos

    2010-01-01

    This study tested a set of hypotheses derived from the model of academic achievement in mathematics of the Social Cognitive Career Theory in a sample of Argentinean middle school students. To this aim, 277 students (male and female; age: 13-15 years) were assessed using the following instruments: logical-mathematical self-efficacy scale,…

  17. It Takes Two: Sensitive Caregiving across Contexts and Children's Social, Emotional, and Academic Outcomes

    ERIC Educational Resources Information Center

    Vesely, Colleen K.; Brown, Elizabeth Levine; Mahatmya, Duhita

    2013-01-01

    Research Findings: Using longitudinal survey data from the Welfare, Children, and Families Study: A Three-City Study ("n" = 135), this study examines how congruence in maternal and child care provider sensitivities contributes to young children's social, emotional, and academic outcomes among low-income minority families. Congruence…

  18. The Enduring Predictive Significance of Early Maternal Sensitivity: Social and Academic Competence through Age 32 Years

    ERIC Educational Resources Information Center

    Raby, K. Lee; Roisman, Glenn I.; Fraley, R. Chris; Simpson, Jeffry A.

    2015-01-01

    This study leveraged data from the Minnesota Longitudinal Study of Risk and Adaptation (N = 243) to investigate the predictive significance of maternal sensitivity during the first 3 years of life for social and academic competence through age 32 years. Structural model comparisons replicated previous findings that early maternal sensitivity…

  19. Responding to the Academic and Social Needs of English Language Learners in High Schools with Shifting Demographics

    ERIC Educational Resources Information Center

    Bosworth, Tina M.

    2012-01-01

    The purpose of this study is to examine how high schools with shifting demographics respond to the academic and social needs of English language learners. Increasingly schools and teachers are asked to teach students who come from homes where English is not the primary language. The implications of shifting demographics impacts high school…

  20. The Influence of Achievement Goals and Social Goals on Help-Seeking from Peers in an Academic Context

    ERIC Educational Resources Information Center

    Roussel, Peggy; Elliot, Andrew J.; Feltman, Roger

    2011-01-01

    The influence of achievement goals and social goals on help-seeking from peers in an academic context was examined in two studies. A total of 551 high school students participated in the two studies. The results across the studies demonstrated strong convergence, revealing that mastery-approach, mastery-avoidance, and friendship-approach goals…

  1. On Being Gifted, but Sad and Misunderstood: Social, Emotional, and Academic Outcomes of Gifted Students in the Wollongong Youth Study

    ERIC Educational Resources Information Center

    Vialle, Wilma; Heaven, Patrick C. L.; Ciarrochi, Joseph

    2007-01-01

    This research examined the relationships among personality factors, social support, emotional well-being, and academic achievement in 65 gifted secondary students, a sample drawn from a longitudinal study of over 950 students. The research demonstrated that, compared to their nongifted peers, gifted students had significantly higher academic…

  2. The Impact of Students' Perceived Emotional Intelligence, Social Attitudes and Teacher Expectations on Academic Performance

    ERIC Educational Resources Information Center

    Jimenez-Morales, M. Isabel; Lopez-Zafra, Esther

    2013-01-01

    Introduction: The aim of this study is to analyze the role that Perceived Emotional Intelligence and social competences have on academic performance. Furthermore, we analyze the role of teacher's expectancies on performance in secondary school students. Method: One hundred ninety three students (50.7% male and 49.3 % female) from the first…

  3. Social Integration as a Factor in Academic Achievements of Children: A Case Study of African Immigrants in Louisville, Kentucky

    ERIC Educational Resources Information Center

    Odetunde, Florence Olayinka

    2013-01-01

    This study explored how social integration of African immigrants in the Louisville metropolitan area of Kentucky could be a factor in the academic achievements of their children. It involved critically investigating how the process of their adjustments as immigrants might have been shaped by various personal and environmental factors such as…

  4. Personal and Social-Contextual Factors in K-12 Academic Performance: An Integrative Perspective on Student Learning

    ERIC Educational Resources Information Center

    Lee, Jihyun; Shute, Valerie J.

    2010-01-01

    Our extensive literature review in the fields of educational, social, and cognitive psychology has led us to identify about a dozen variables that demonstrate direct empirical links to academic achievement at the K-12 level. Those variables are grouped into four major categories: student engagement, learning strategies, school climate, and…

  5. Social, Emotional, and Academic Competence among Children Who Have Had Contact with Child Protective Services: Prevalence and Stability Estimates

    ERIC Educational Resources Information Center

    Jaffee, Sara R.; Gallop, Robert

    2007-01-01

    Objective: To estimate the prevalence and stability of social, emotional, and academic competence in a nationally representative sample of children involved with child protective services. Method: Children were assessed as part of the National Survey of Child and Adolescent Well-Being. Children (N = 2,065) ranged in age from 8 to 16 years and were…

  6. Academic and Social Status of Hearing, Deaf, and Hard of Hearing Students Participating in a Co-Enrolled Classroom

    ERIC Educational Resources Information Center

    McCain, Kathleen G.; Antia, Shirin D.

    2005-01-01

    The researchers examined the communication participation, academic achievement, and social behavior of five Deaf or Hard-of-Hearing (DHH) students, five DHH students with additional disabilities (DHH-D), and 18 nondisabled, hearing peers in a co-enrolled, Grade 3-4-5 combination classroom. DHH students were not significantly different from their…

  7. African-American Parents' Racial and Ethnic Socialization and Adolescent Academic Grades: Teasing out the Role of Gender

    ERIC Educational Resources Information Center

    Brown, Tiffany L.; Linver, Miriam R.; Evans, Melanie; DeGennaro, Donna

    2009-01-01

    This study examined the relationship of racial and ethnic socialization and academic achievement in a sample of 218 African American adolescents (grades 9-12; 52% girls) attending a public high school in the northeastern United States. Researchers were particularly interested in whether adolescent gender moderated the relationship between racial…

  8. Perceptions of Secondary School Students with Mild Disabilities to the Academic and Social Support Mechanisms Implemented in Regular Classrooms

    ERIC Educational Resources Information Center

    O'Rourke, John; Houghton, Stephen

    2008-01-01

    The Student Perceptions of Classroom Support Scale (SPCS), which measures the perceptions of students with mild disabilities of academic and social support mechanisms implemented in regular classrooms, was administered to 60 secondary school-aged students. Data were obtained with reference to curricular, instructional, physical and peer support…

  9. Predicting Early Adolescents' Academic Achievement, Social Competence, and Physical Health from Parenting, Ego Resilience, and Engagement Coping

    ERIC Educational Resources Information Center

    Swanson, Jodi; Valiente, Carlos; Lemery-Chalfant, Kathryn; O'Brien, T. Caitlin

    2011-01-01

    This study examined ego resilience and engagement coping as mediators of the relationships between supportive and controlling parenting practices and early adolescents' academic achievement, social competence, and physical health. Participants were 240 predominantly Mexican American early adolescents, their parents, and their teachers. There were…

  10. Focusing on the Sophomores: Characteristics Associated with the Academic and Social Involvement of Second-Year College Students

    ERIC Educational Resources Information Center

    Wang, Xueli; Kennedy-Phillips, Lance

    2013-01-01

    Research has long suggested that an optimal level of involvement in academic and social activities positively affects student development and outcomes. However, many second-year students experience the "sophomore slump." For this study, guided by both prior literature and theoretical perspectives, a survey instrument was developed to…

  11. The Perception of Belonging: Latino Undergraduate Students Participation in the Social and Academic Life at a Predominantly White Private University

    ERIC Educational Resources Information Center

    Valdes Ingelmo, Jose Joaquin, Jr.

    2012-01-01

    This study explores the perception of belonging by Latino undergraduate students attending a predominantly White private university by documenting, in their "own voices," the extent of their participation in the social and academic life of the campus. [The dissertation citations contained here are published with the permission of…

  12. European-American and African-American Mothers' Emotion Socialization Practices Relate Differently to Their Children's Academic and Social-Emotional Competence

    ERIC Educational Resources Information Center

    Nelson, Jackie A.; Leerkes, Esther M.; Perry, Nicole B.; O'Brien, Marion; Calkins, Susan D.; Marcovitch, Stuart

    2013-01-01

    The current study examines whether the relation between mothers' responses to their children's negative emotions and teachers' reports of children's academic performance and social-emotional competence are similar or different for European-American and African-American families. Two hundred mothers (137 European-American, 63…

  13. The Role of Social Identification as University Student in Learning: Relationships between Students' Social Identity, Approaches to Learning, and Academic Achievement

    ERIC Educational Resources Information Center

    Bliuc, Ana-Maria; Ellis, Robert A.; Goodyear, Peter; Hendres, Daniela Muntele

    2011-01-01

    This article describes research exploring the relationship between students' self-perceptions in the context of university learning (i.e. student social identity), their approaches to learning, and academic achievement. The exploration of these inter-related aspects requires a mix of theoretical approaches, that is, in this research both social…

  14. The Role of Institutional, Family and Peer-Based Discourses and Practices in the Construction of Students' Socio-Academic Trajectories

    ERIC Educational Resources Information Center

    Poveda, David; Jociles, Maria Isabel; Franze, Adela; Moscoso, Maria Fernanda; Calvo, Albano

    2012-01-01

    In this article, we discuss findings from multi-level ethnography conducted in a secondary school located in Madrid (Spain). The study focuses on the variety of institutional, family and peer-based factors that contribute to the construction of students' socio-academic trajectories. In particular, we attempt to understand the role these social…

  15. Science Learning in the Context of Discourse

    ERIC Educational Resources Information Center

    do Nascimento, Silvania Sousa

    2013-01-01

    The original article by Kamberelis and Wehunt (2012) discusses an interesting and important research subject in science education as it focus on classroom interactions and the characteristics of the discourse production of interlocutors. The authors start from the premise that discourse heterogeneity is constitutive of social activities, which is…

  16. Links between Parenting Styles, Parent-Child Academic Interaction, Parent-School Interaction, and Early Academic Skills and Social Behaviors in Young Children of English-Speaking Caribbean Immigrants

    ERIC Educational Resources Information Center

    Roopnarine, Jaipaul L.; Krishnakumar, Ambika; Metindogan, Aysegul; Evans, Melanie

    2006-01-01

    This study examined the influence of parenting styles, parent-child academic involvement at home, and parent-school contact on academic skills and social behaviors among kindergarten-age children of Caribbean immigrants. Seventy immigrant mothers and fathers participated in the study. Hierarchical regression analyses revealed that fathers'…

  17. No Child Left Behind: A Neoliberal Repackaging of Social Darwinism

    ERIC Educational Resources Information Center

    Leyva, Rodolfo

    2009-01-01

    It is widely believed that the end of Nazism, and the postwar era brought an end to academic theories and discourses regarding inherent racial inferiority. There was little tolerance Hawkins (1997) argues, for biological justifications for racism, war, and exploitation. The infamous Social Darwinism of key intellectual Herbert Spencer, and its…

  18. Socialization Environments of Chinese and Euro-American Middle-Class Babies: Parenting Behaviors, Verbal Discourses and Ethnotheories

    ERIC Educational Resources Information Center

    Keller, Heidi; Abels, Monika; Borke, Jorn; Lamm, Bettina; Su, Yanjie; Wang, Yifang; Lo, Wingshan

    2007-01-01

    Children's socialization environments reflect cultural models of parenting. In particular, Euro-American and Chinese families have been described as following different socialization scripts. The present study assesses parenting behaviors as well as parenting ethnotheories with respect to three-month-old babies in middle-class families in Los…

  19. Exploring the Construction of Social Class in Educational Discourse: The Rational Order of the Nation State versus Global Uncertainties

    ERIC Educational Resources Information Center

    Rassool, Naz

    2004-01-01

    This article aims to create intellectual space in which issues of social inequality and education can be analyzed and discussed in relation to the multifaceted and multi-levelled complexities of the modern world. It is divided into three sections. Section One locates the concept of social class in the context of the modern nation state during the…

  20. The Social Support for International Graduate Students to Obtain Academic Success

    ERIC Educational Resources Information Center

    He, Ping

    2013-01-01

    Previous studies suggest that international graduate students' academic success is significantly associated with the average grade point (GPA), and this measure is closely related with international graduate students' received academic and financial supports. However, international graduate students' academic success can involve a multidimensional…