Science.gov

Sample records for academic skill areas

  1. Longitudinal associations between executive functioning and academic skills across content areas.

    PubMed

    Fuhs, Mary Wagner; Nesbitt, Kimberly Turner; Farran, Dale Clark; Dong, Nianbo

    2014-06-01

    This study assessed 562 four-year-old children at the beginning and end of their prekindergarten (pre-k) year and followed them to the end of kindergarten. At each time point children were assessed on 6 measures of executive function (EF) and 5 subtests of the Woodcock-Johnson III academic achievement battery. Exploratory factor analyses yielded EF and achievement factor scores. We examined the longitudinal bidirectional associations between these domains as well as the bidirectional associations among the separate content areas and the EF factor. In the pre-k year, strong bidirectional associations were found for EF skills and mathematics and oral comprehension skills but not for literacy skills. After controlling for pre-k gains in both EF and achievement, EF skills continued to be strong predictors of gains in mathematics in kindergarten and a more moderate predictor of kindergarten language gains. These results provide important information on the interrelationship of the developmental domains of EF and achievement as well as support for efforts to determine effective pre-k activities and/or curricula that can improve children's EF skills. They also suggest that mathematics activities may be a possible avenue for improving EF skills in young children. PMID:24749550

  2. Contributions of Study Skills to Academic Competence.

    ERIC Educational Resources Information Center

    Gettinger, Maribeth; Seibert, Jill K.

    2002-01-01

    Study skills are fundamental to academic competence. Effective study skills are associated with positive outcomes across multiple academic content areas and for diverse learners. The purpose of this article is to describe an information-processing perspective on the contribution of study skills to academic competence, and to identify…

  3. Using the Academic Skills Inventory to Assess the Biology Major

    ERIC Educational Resources Information Center

    Seifert, Kyle; Hurney, Carol A.; Wigtil, Clifton J.; Sundre, Donna L.

    2009-01-01

    The Academic Skills Inventory (Kruger and Zechmeister, 2001) was developed at Loyola University of Chicago and originally designed for use with psychology majors. It was later extended for use in a variety of academic programs. The Academic Skills Inventory (ASI) assesses student self-reports of behaviors in 10 skill areas: (1) written and oral…

  4. Academic Skills Rovers: A Just in Time Peer Support Initiative for Academic Skills and Literacy Development

    ERIC Educational Resources Information Center

    Copeman, Peter; Keightley, Polly

    2014-01-01

    In 2013 the University of Canberra (UC) initiated a program of peer-assisted academic skills help, the Academic Skills Rovers program, with the goal of providing drop-in peer learning support to students at campus locations where they congregate to study. The Academic Skills Rovers were initially recruited from the teacher education discipline,…

  5. Kindergarten Readiness Skills: Predictors of Academic Potential

    ERIC Educational Resources Information Center

    Rawlings, Jennifer

    2011-01-01

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

  6. Relationships between study skills and academic performance

    NASA Astrophysics Data System (ADS)

    Md Rahim, Nasrudin; Meon, Hasni

    2013-04-01

    Study skills play an important role in influencing academic performance of university students. These skills, which can be modified, can be used as an indicator on how a student would perform academically in his course of study. The purpose of the study is to determine the study skills profile among Universiti Selangor's (Unisel) students and to find the relationships of these skills with student's academic performance. A sample of seventy-eight (78) foundation studies and diploma students of Unisel were selected to participate in this study. Using Study Skills Inventory instrument, eight skills were measured. They are note taking; test taking; textbook study; concentration and memory; time management; analytical thinking and problem solving; nutrition; and vocabulary. Meanwhile, student's academic performance was measured through their current Grade Point Average (GPA). The result showed that vocabulary skill scored the highest mean with 3.01/4.00, followed by test taking (2.88), analytical thinking and problem solving (2.80), note taking (2.79), textbook study (2.58), concentration and memory (2.54), time management (2.25) and nutrition (2.21). Correlation analysis showed that test taking (r=0.286, p=0.011), note taking (r=0.224, p=0.048), and analytical thinking and problem solving (r=0.362, p=0.001) skills were positively correlated with GPA achievement.

  7. A Guide to Physical Skill Requirements in Academic Programs.

    ERIC Educational Resources Information Center

    Keane, Willard; Peel, Mark

    As a reference guide for handicapped students at Delhi College, this handbook provides information relative to and identifies the physical skills necessary for the completion of core courses in 37 academic programs in the areas of agriculture and life sciences, engineering technologies, business and management, vocational education, and general…

  8. Academic Skills Problems Workbook. Revised Edition

    ERIC Educational Resources Information Center

    Shapiro, Edward S.

    2004-01-01

    An ideal companion to "Academic Skills Problems, Third Edition," this user-friendly workbook offers numerous opportunities for practicing and mastering direct assessment and intervention procedures. Practice exercises and forms--some of which are reprinted from the text--are presented in a convenient 8 1/2" x 11" format with permission to…

  9. Effects of Self-Determination Interventions on the Academic Skills of Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Konrad, Moira; Fowler, Catherine H.; Walker, Allison R.; Test, David W.; Wood, Wendy M.

    2007-01-01

    Given the importance of both academic and self-determination skills for students with disabilities, it is important to identify efficient ways to deliver instruction in these essential areas. This literature review synthesizes intervention research that has examined the effects of self-determination interventions on academic skills for students…

  10. Core Academic Language Skills: Moving beyond Vocabulary Knowledge to Predict Reading Comprehension

    ERIC Educational Resources Information Center

    Uccelli, Paola; Galloway, Emily Phillips; Kim, Ha Yeon; Barr, Christopher D.

    2015-01-01

    Despite a longstanding awareness of academic language as a pedagogically-relevant research area, the construct of academic language proficiency--understood as a more comprehensive set of skills than just academic vocabulary--has remained only vaguely specified. This study examines the potential--for both research and practice--of a more inclusive…

  11. Academic Skills of Boys With Fragile X Syndrome: Profiles and Predictors

    ERIC Educational Resources Information Center

    Roberts, Jane E.; Schaaf, Jennifer M.; Skinner, Martie; Wheeler, Anne; Hooper, Stephen; Hatton, Deborah D.; Bailey, Donald B., Jr.

    2005-01-01

    The academic achievement of boys with fragile X syndrome and the relation between several predictive factors and academic performance are reported. Boys with fragile X syndrome displayed significant deficits in all academic skill areas. Relative strengths were observed in general knowledge, reflecting the ability to integrate experiential…

  12. Study Skills Course Impact on Academic Self-Efficacy

    ERIC Educational Resources Information Center

    Wernersbach, Brenna M.; Crowley, Susan L.; Bates, Scott C.; Rosenthal, Carol

    2014-01-01

    Although study skills courses improve student retention, the impact of study skills courses on students' academic self-efficacy has not been investigated. The present study examined pre- and posttest levels of academic self-efficacy in college students enrolled in a study skills course (n = 126) compared to students enrolled in a general education…

  13. Applied Academic & Workplace Skills for Collision Repair & Refinish Technicians.

    ERIC Educational Resources Information Center

    National Automotive Technicians Education Foundation, Herndon, VA.

    This task list of workplace skills for collision repair and refinish technicians resulted from grant from the U.S. Department of Education to the National Automotive Technician Education Foundation (NATEF) of the National Institute for Automotive Service Excellence. The skills list is integrated with academic skills. This document lists the…

  14. Developing Skills for Effective Academic Presentations in EAP

    ERIC Educational Resources Information Center

    Bankowski, Elizabeth

    2010-01-01

    This study focused on training students in skills essential to making oral presentations based on original and independent research work as part of their English for Academic Purposes (EAP) course. As a result of the training, students showed an increase in the successful use of research-related skills and a great improvement in their ability to…

  15. Effect of Hypertextual Reading on Academic Success and Comprehension Skills

    ERIC Educational Resources Information Center

    Durukan, Erhan

    2014-01-01

    As computer technology developed, hypertexts emerged as an influential environment for developing language skills. This study aims to evaluate a text prepared in a hypertextual environment and its effects on academic success and comprehension skills. In this study, "preliminary test final test control group experimental pattern" was used…

  16. Teaching Library Skills to Academically Unprepared College Freshmen.

    ERIC Educational Resources Information Center

    Hooks, James D.

    This study compared the effectiveness of the traditional library lecture and computer-assisted instruction (CAI) in scheduled credit classes in library skills. Subjects were 18 college freshman attending branch campuses who were academically underprepared for college level study and who also lacked basic library skills. Eleven students were taught…

  17. English Academic Language Skills: Perceived Difficulties by Undergraduate and Graduate Students, and Their Academic Achievement.

    ERIC Educational Resources Information Center

    Berman, Robert; Cheng, Liying

    2001-01-01

    An English for academic purposes needs survey conducted at a Canadian university among first-year Bachelor's and Master's level students reveals native speakers (NS) and nonnative speakers (NNS) of English perceive that the language skills necessary for academic study are of different levels of difficulty. English language difficulties appear to…

  18. Life Skills Yield Stronger Academic Performance

    ERIC Educational Resources Information Center

    Lindsey, Tommie, Jr.; Mabie, Benjamin

    2012-01-01

    After one failed attempt to buttress the prospects of black males at a racially diverse high school, teachers fashioned a life skills class that was heavy on racial pride and personal insight. In so doing they borrowed liberally from the Motivational Framework for Culturally Responsive Teaching by Margery Ginsberg and Raymond Wlodkowski that leans…

  19. Developing Academic Skills through Multigenre Autobiography

    ERIC Educational Resources Information Center

    Bickens, Sarah; Bittman, Franny; Connor, David J.

    2013-01-01

    This article provides an overview of the Autobiography Project, listing the topics of the ten chapters and the targeted skills that accompany them. The authors discuss the purposes of each chapter and describe the methods incorporated to promote the four broad components of literacy. This unit also addresses almost all components of the Common…

  20. 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…

  1. Early Academic Skills and Childhood Experiences across the Urban-Rural Continuum

    ERIC Educational Resources Information Center

    Miller, Portia; Votruba-Drzal, Elizabeth

    2013-01-01

    The urban-rural continuum provides unique contexts for development. Differences in access to resources and childrearing norms and practices in urban, suburban, and rural areas may be linked to disparities in early achievement. Yet, few studies examine associations between urbanicity and children's early academic skills. Using nationally…

  2. 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…

  3. Family Structure and Academic Skills among Finnish Adolescents

    ERIC Educational Resources Information Center

    Bjorn, Piia Maria; Kyttala, Minna

    2011-01-01

    This study investigated whether family structure accounts for adolescent academic performance in Finland in the analysis. The thirteen- to fourteen-year-old (grade 8) students' (N = 171) literacy skills were measured and their mathematical performance was tested. Information about family structure was gathered via a questionnaire sent to their…

  4. Knowledge, Skills and Attributes for Academic Reference Librarians

    ERIC Educational Resources Information Center

    Haddow, Gaby

    2012-01-01

    A survey of Australian academic reference librarians was conducted as part of an international collaboration seeking to identify the most important knowledge, skills and attributes now and for the next ten years. Librarians working in or managing reference-related services at university and vocational education and training institutions…

  5. The Teaching of Critical Thinking Skills by Academic Librarians.

    ERIC Educational Resources Information Center

    Goetzfridt, Nicholas J.

    Teaching critical thinking is a relatively new dimension of bibliographic instruction (BI) in the academic environment. It marks a departure from the teaching of "user skills" in which the primary concern is enabling library patrons to determine the appropriateness of reference tools and to use those tools effectively. This report assembles a…

  6. Nonsimulation Academic Games and the Teaching of Language Usage Skills.

    ERIC Educational Resources Information Center

    Lewis, J. Richard

    The effectiveness of certain nonsimulation academic games in a gaming system called Teams-Games-Tournaments (TGT) was investigated as a method of teaching the skills of capitalization and punctuation. A sample of 138 eighth-grade students participated in an 18-day experiment comparing three teaching methods: gaming, in which students were taught…

  7. Supporting Academic Persistence in Low-Skilled Adult Learners

    ERIC Educational Resources Information Center

    O'Neill, Susan; Thomson, Margareta Maria

    2013-01-01

    The current literature review explores the factors that contribute to academic persistence for adult learners. The aim of the study is to identify current research-based strategies aimed at supporting learner persistence, particularly for low-skilled adults. Elements of three theoretical frameworks, namely, expectancy-value theory (EVT), goal…

  8. When Academics Integrate Research Skill Development in the Curriculum

    ERIC Educational Resources Information Center

    Willison, J. W.

    2012-01-01

    This study considered outcomes when 27 academics explicitly developed and assessed student research skills in 28 regular (non-research methods) semester-length courses. These courses ranged from small (n = 17) to medium-large (n = 222) and included those from first year to masters in business, engineering, health science, humanities and science,…

  9. Identifying Academic Skill and Performance Deficits: The Experimental Analysis of Brief Assessments of Academic Skills. General Articles

    ERIC Educational Resources Information Center

    Duhon, Gary J.; Noell, George H.; Witt, Joseph C.; Freeland, Jennifer T.; Dufrene, Brad A.; Gilbertson, Donna N.

    2004-01-01

    This study examined an approach for assessing and intervening with academic concerns that is conceptually derived from the distinction between skill deficits and performance deficits. A class-wide assessment was used to describe the students' functioning in the context of their peers and to help select a target concern for intervention. An…

  10. Relationships between Time-Management Skills, Facebook Interpersonal Skills and Academic Achievement among Junior High School Students

    ERIC Educational Resources Information Center

    Tsai, Hsien-Chang; Liu, Shih-Hsiung

    2015-01-01

    Effective time-management skills and interpersonal interactions with familiar friends for learning matters on Facebook are desired characteristics for adolescents attempting to improve their academic achievements. This study identifies the relationships between time-management skills and Facebook interpersonal skills with the academic achievement…

  11. 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…

  12. Verbal and Academic Skills in Children with Early-Onset Type 1 Diabetes

    ERIC Educational Resources Information Center

    Hannonen, Riitta; Komulainen, Jorma; Eklund, Kenneth; Tolvanen, Asko; Riikonen, Raili; Ahonen, Timo

    2010-01-01

    Aim: Basic verbal and academic skills can be adversely affected by early-onset diabetes, although these skills have been studied less than other cognitive functions. This study aimed to explore the mechanism of learning deficits in children with diabetes by assessing basic verbal and academic skills in children with early-onset diabetes and in…

  13. 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…

  14. Associations of Emotion-Related Regulation with Language Skills, Emotion Knowledge, and Academic Outcomes

    ERIC Educational Resources Information Center

    Eisenberg, Nancy; Sadovsky, Adrienne; Spinrad, Tracy L.

    2005-01-01

    Research suggests that the development of emotional regulation in early childhood is interrelated with emotional understanding and language skills. Heuristic models are proposed on how these factors influence children's emerging academic motivation and skills. (Contains 2 figures.)

  15. 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

  16. Improving the Academic Outcomes of Undergraduate ESL Students: The Case for Discipline-Based Academic Skills Programs

    ERIC Educational Resources Information Center

    Baik, Chi; Greig, Joan

    2009-01-01

    This article examines the impact of an adjunct English language tutorial program on the academic performance of first-year Architecture students. With increasing numbers of international students enrolling in Australian universities, language and academic skills programs have shifted from generic to more discipline-specific models; however, there…

  17. The Effect of Curriculum for Developing Efficient Studying Skills on Academic Achievements and Studying Skills of Learners

    ERIC Educational Resources Information Center

    Demir, Semra; Kilinc, Mehmet; Dogan, Ali

    2012-01-01

    Purpose of this study is to examine the effect of "Development of Efficient Studying Skills Curriculum" on academic achievements and studying skills of 7th grade primary school students. In this study, pre-test post-test from experiment models and semi-experimental model with control group were preferred. The reason for the preference is…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  19. Academics' Reflections on the Use of ePortfolio Documentation of Pedagogical Skills: A Pilot Study

    ERIC Educational Resources Information Center

    Sjogren, Elaine; Ragnemalm, Eva L.; Tingstrom, Pia; Uhlin, Lars; Abrandt Dahlgren, Madeleine

    2012-01-01

    Evaluation of university teachers' performativity has become a common feature of university policies. The Swedish Higher Education Ordinance states that equal attention should be paid to pedagogical skills and research skills when appointing academic staff. Hence, the definition and documentation of pedagogical skills have become increasingly…

  20. Academic Remedial Training: A Language Skills Development Program for U.S. Navy Recruits.

    ERIC Educational Resources Information Center

    Bowman, Harry L.; And Others

    Noting that the program is primarily a reading and verbal skills program for adult learners, this paper describes the Academic Remedial Training (ART) Program of the U.S. Navy. The first section of the paper discusses the historical background of the program. The second section describes the reading skills component and the verbal skills component…

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

    ERIC Educational Resources Information Center

    Areepattamannil, Shaljan; Freeman, John G.

    2008-01-01

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

  2. School Climate, Teacher-Child Closeness, and Low-Income Children’s Academic Skills in Kindergarten

    PubMed Central

    Lowenstein, Amy E.; Friedman-Krauss, Allison H.; Raver, C. Cybele; Jones, Stephanie M.; Pess, Rachel A.

    2015-01-01

    In this study we used data on a sample of children in the Chicago Public Schools in areas of concentrated poverty-related disadvantage to examine associations between school climate and low-income children’s language/literacy and math skills during the transition to kindergarten. We also explored whether teacher-child closeness moderated these associations. Multilevel modeling analyses conducted using a sample of 242 children nested in 102 elementary schools revealed that low adult support in the school was significantly associated with children’s poorer language/literacy and math skills in kindergarten. Teacher-child closeness predicted children’s higher language/literacy and math scores and moderated the association between low adult support and children’s academic skills. Among children who were high on closeness with their teacher, those in schools with high levels of adult support showed stronger language/literacy and math skills. There were no significant associations between adult support and the academic skills of children with medium or low levels of teacher-child closeness. Results shed light on the importance of adult support at both school and classroom levels in promoting low-income children’s academic skills during the transition to kindergarten. PMID:26925186

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

    PubMed Central

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

    2015-01-01

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

  4. Exploring Academic Entrepreneurship in the Milan Area

    ERIC Educational Resources Information Center

    Colapinto, Cinzia

    2011-01-01

    Academic entrepreneurship has become an increasingly important means by which universities can contribute to the economic development of a country. In Italy, universities have produced more than 700 academic spin-off companies in the last ten years. This paper uses case studies to develop an understanding of the key factors that underpin the…

  5. Assessment of Academic Literacy Skills: Preparing Minority and LEP (Limited English Proficient) Students for Postsecondary Education.

    ERIC Educational Resources Information Center

    Kuehn, Phyllis

    Addressing the problem of the language-related barriers to successful postsecondary education for underprepared college students, an assessment of academic language proficiency and a curriculum to help students improve their academic language skills were developed. The nature of the language tasks required in the undergraduate curriculum was…

  6. Measuring the Academic Skills of University Students: Evaluation of a Diagnostic Procedure

    ERIC Educational Resources Information Center

    Erling, Elizabeth J.; Richardson, John T. E.

    2010-01-01

    Measuring the Academic Skills of University Students is a procedure developed in the 1990s at the University of Sydney's Language Centre to identify students in need of academic writing development by assessing examples of their written work against five criteria. This paper reviews the literature relating to the development of the procedure with…

  7. Using Socialization to Increase Academic Skills in a Pre-School Classroom

    ERIC Educational Resources Information Center

    Saunders, Ashley N.

    2010-01-01

    Recent research has shown that students who enter kindergarten with prior academic knowledge are more successful later in their school careers. Yet, pre-school teachers face the problem of limited time in a day to focus on the academic skills of students, as well as work on their basic needs. The goal of this study was to find out if students can…

  8. The Relation between Time Management Skills and Academic Achievement of Potential Teachers

    ERIC Educational Resources Information Center

    Cemaloglu, Necati; Filiz, Sevil

    2010-01-01

    The aim of this study is to determine the relationship between the time management skills and academic achievement of students who are potential teachers studying in faculties of education. The research was conducted in the 2007-08 academic term among 849 graduate students in the Faculty of Education at Gazi University. The "Time Management…

  9. Language, Content and Skills in the Testing of English for Academic Purposes.

    ERIC Educational Resources Information Center

    Gamaroff, R.

    1998-01-01

    A study investigated the consistency of criteria for academic English skills as applied by teachers of academic English and science lecturers in a South African historically black university. Both groups were asked to evaluate first-year students' essays on the greenhouse effect. Results indicated a wide variation in scores and judgments within…

  10. An Examination of the Relationship between SkillsUSA Student Contest Preparation and Academics

    ERIC Educational Resources Information Center

    Threeton, Mark D.; Pellock, Cynthia

    2010-01-01

    Career and Technical Student Organizations (CTSOs) assert they are assisting students in developing leadership, teamwork, citizenship, problem solving, communication, and academic skills for workplace success, but with limited research on their outcomes, are these empty claims? With integration of academics being a major Career and Technical…

  11. Teacher (Mis)Perceptions of Preschoolers' Academic Skills: Predictors and Associations with Longitudinal Outcomes

    ERIC Educational Resources Information Center

    Baker, Courtney N.; Tichovolsky, Marianne H.; Kupersmidt, Janis B.; Voegler-Lee, Mary Ellen; Arnold, David H.

    2015-01-01

    Preschool teachers have important impacts on children's academic outcomes, and teachers' misperceptions of children's academic skills could have negative consequences, particularly for low-income preschoolers. This study utilized data gathered from 123 preschool teachers and their 760 preschoolers from 70 low-income, racially diverse centers.…

  12. Positive Teacher and Peer Relations Combine to Predict Primary School Students' Academic Skill Development

    ERIC Educational Resources Information Center

    Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Poskiparta, Elisa; Ahonen, Timo; Poikkeus, Anna-Maija; Nurmi, Jari-Erik

    2015-01-01

    This study examined cross-lagged associations between positive teacher and peer relations and academic skill development. Reading and math skills were tested among 625 students in kindergarten and Grade 4. Teacher reports of positive affect toward each student and classmate reports of peer acceptance were gathered in Grades 1-3. The results…

  13. Elementary School Teachers Adapt Their Instructional Support According to Students' Academic Skills

    ERIC Educational Resources Information Center

    Kiuru, Noona; Nurmi, Jari-Erik; Leskinen, Esko; Torppa, Minna; Poikkeus, Anna-Maija; Lerkkanen, Marja-Kristiina; Niemi, Pekka

    2015-01-01

    This study examined the longitudinal associations between children's academic skills and the instructional support teachers gave individual students. A total of 253 Finnish children were tested on reading and math skills twice in the first grade and once in the second grade. The teachers of these children rated the instructional support that they…

  14. Right from the Start: A Rationale for Embedding Academic Literacy Skills in University Courses

    ERIC Educational Resources Information Center

    Gunn, Cathy; Hearne, Shari; Sibthorpe, Julie

    2011-01-01

    This paper summarizes relevant research concepts, and then describes a case where online tutorials were used to integrate one generic academic skill--information literacy--into first year business courses. Tutorials covering the skills and information required to complete course assignments were designed so the content can be easily modified for…

  15. Classrooms that Work: Teaching Generic Skills in Academic and Vocational Settings.

    ERIC Educational Resources Information Center

    Stasz, Cathleen; And Others

    This report documents the second of two studies on teaching and learning generic skills in high schools. It extends the earlier work by providing a model for designing classroom instruction in both academic and vocational classrooms where teaching generic skills is an instructional goal. Ethnographic field methods were used to observe, record, and…

  16. Enhancing Basic Academic Skills with Audio-Recordings: A Review of the Literature

    ERIC Educational Resources Information Center

    Taylor, Emily P.; Skinner, Christopher H.; McCallum, Elizabeth; Poncy, Brian C.; Orsega, Mike

    2013-01-01

    Because teacher-to-student ratios often make it difficult for teachers to work individually with students on skill-building activities, educators and researchers have developed and evaluated procedures in which audio-recordings are used to improve basic academic skills. In the current paper, we describe and analyze reading, math, and spelling…

  17. "QuickSmart": A Basic Academic Skills Intervention for Middle School Students with Learning Difficulties

    ERIC Educational Resources Information Center

    Graham, Lorraine; Bellert, Anne; Thomas, Jenny; Pegg, John

    2007-01-01

    "QuickSmart" is a basic academic skills intervention designed for persistently low-achieving students in the middle years of schooling that aims to improve the automaticity of basic skills to improve higher-order processes, such as problem solving and comprehension, as measured on standardized tests. The "QuickSmart" instructional program consists…

  18. The Relationship between Gross Motor Skills and Academic Achievement in Children with Learning Disabilities

    ERIC Educational Resources Information Center

    Westendorp, Marieke; Hartman, Esther; Houwen, Suzanne; Smith, Joanne; Visscher, Chris

    2011-01-01

    The present study compared the gross motor skills of 7- to 12-year-old children with learning disabilities (n = 104) with those of age-matched typically developing children (n = 104) using the Test of Gross Motor Development-2. Additionally, the specific relationships between subsets of gross motor skills and academic performance in reading,…

  19. Motor-Academic-Perceptual (M-A-P) Skill Development Checklist.

    ERIC Educational Resources Information Center

    Smith, Donna K., Comp.

    Presented is the M-A-P (motor, academic, and perceptual) skill development checklist, said to be designed to provide the teacher of young handicapped children with a behavior oriented evaluation of the child's skills leading to the provision of appropriate learning objectives. The checklist is designed to be completed as a result of teacher…

  20. College-Level Academic Skills Test. Statewide and Institutional Report of Results, 1993-1994.

    ERIC Educational Resources Information Center

    Florida State Dept. of Education, Tallahassee.

    The College-Level Academic Skills Test (CLAST), mandated as part of Florida's system of educational accountability, is an achievement test that measures students' attainment of the college-level communication and mathematics skills that have been identified by the faculties of community colleges and state universities. The essay subtest examines…

  1. College-Level Academic Skills Test. Statewide and Institutional Report of Results, 1992-1993.

    ERIC Educational Resources Information Center

    Florida State Dept. of Education, Tallahassee.

    The College-Level Academic Skills Test (CLAST) is mandated as part of Florida's system of educational accountability. The CLAST is an achievement test that measures students' attainment of the college-level communication and mathematics skills that have been identified by the faculties of community colleges and state universities. Four subtests…

  2. Kindergarten Teachers Adjust Their Teaching Practices in Accordance with Children's Academic Pre-Skills

    ERIC Educational Resources Information Center

    Pakarinen, Eija; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Siekkinen, Martti; Nurmi, Jari-Erik

    2011-01-01

    This study examined the extent to which kindergarten children's academic pre-skills are associated with their teachers' subsequent teaching practices. The pre-skills in reading and math of 1268 children (655 boys, 613 girls) were measured in kindergarten in the fall. A pair of trained observers used the Classroom Assessment Scoring System…

  3. 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…

  4. Multivariate genetic analysis of academic skills of the Queensland core skills test and IQ highlight the importance of genetic g.

    PubMed

    Wainwright, Mark A; Wright, Margaret J; Luciano, Michelle; Geffen, Gina M; Martin, Nicholas G

    2005-12-01

    This study examined the genetic and environmental relationships among 5 academic achievement skills of a standardized test of academic achievement, the Queensland Core Skills Test (QCST; Queensland Studies Authority, 2003a). QCST participants included 182 monozygotic pairs and 208 dizygotic pairs (mean 17 years +/- 0.4 standard deviation). IQ data were included in the analysis to correct for ascertainment bias. A genetic general factor explained virtually all genetic variance in the component academic skills scores, and accounted for 32% to 73% of their phenotypic variances. It also explained 56% and 42% of variation in Verbal IQ and Performance IQ respectively, suggesting that this factor is genetic g. Modest specific genetic effects were evident for achievement in mathematical problem solving and written expression. A single common factor adequately explained common environmental effects, which were also modest, and possibly due to assortative mating. The results suggest that general academic ability, derived from genetic influences and to a lesser extent common environmental influences, is the primary source of variation in component skills of the QCST. PMID:16354502

  5. Improving Generalization of Academic Skills: Commentary on the Special Issue

    ERIC Educational Resources Information Center

    Skinner, Christopher H.; Daly, Edward J., III

    2010-01-01

    Behavior analysts have long been interested in developing and promoting the use of effective generalization strategies for behavioral interventions. Perhaps because research on academic performance has lagged behind in the field of applied behavior analysis, far less research on this topic has been conducted for academic performance problems. The…

  6. Improving Academic and Behavior Skills through Self-Management Procedures.

    ERIC Educational Resources Information Center

    Prater, Mary Anne

    1994-01-01

    Techniques for developing self-management skills in students with learning and/or behavioral difficulties are explained, including self-monitoring and self-instruction. Development of self-management skills is seen to facilitate mainstreaming and provide prereferral intervention assistance. (DB)

  7. Teaching Academic Discussion Skills with a Card Game

    ERIC Educational Resources Information Center

    Reese, Curt; Wells, Terri

    2007-01-01

    This article describes a game used for teaching discussion skills to English as a Second Language (ESL) students. It was originally designed for students wanting to prepare for graduate study at U.S. universities has been since used for other ESL students wanting to improve conversation skills. The game focuses on common phrases helpful for…

  8. The relationship between gross motor skills and academic achievement in children with learning disabilities.

    PubMed

    Westendorp, Marieke; Hartman, Esther; Houwen, Suzanne; Smith, Joanne; Visscher, Chris

    2011-01-01

    The present study compared the gross motor skills of 7- to 12-year-old children with learning disabilities (n = 104) with those of age-matched typically developing children (n = 104) using the Test of Gross Motor Development-2. Additionally, the specific relationships between subsets of gross motor skills and academic performance in reading, spelling, and mathematics were examined in children with learning disabilities. As expected, the children with learning disabilities scored poorer on both the locomotor and object-control subtests than their typically developing peers. Furthermore, in children with learning disabilities a specific relationship was observed between reading and locomotor skills and a trend was found for a relationship between mathematics and object-control skills: the larger children's learning lag, the poorer their motor skill scores. This study stresses the importance of specific interventions facilitating both motor and academic abilities. PMID:21700421

  9. An Exploratory Study of the Relationship between Academic Library Work Experience and Perceptions of Leadership Skill Development Relevant to Academic Library Directorship

    ERIC Educational Resources Information Center

    Harris-Keith, Colleen Susan

    2015-01-01

    Though research into academic library director leadership has established leadership skills and qualities required for success, little research has been done to establish where in their career library directors were most likely to acquire those skills and qualities. This research project surveyed academic library directors at Carnegie-designated…

  10. Academic performance and self-regulatory skills in elite youth soccer players.

    PubMed

    Jonker, Laura; Elferink-Gemser, Marije T; Toering, Tynke T; Lyons, James; Visscher, Chris

    2010-12-01

    Although elite athletes have been reported to be high academic achievers, many elite soccer players struggle with a stereotype of being low academic achievers. The purpose of this study was to compare the academic level (pre-university or pre-vocational) and self-regulatory skills (planning, self-monitoring, evaluation, reflection, effort, and self-efficacy) of elite youth soccer players aged 12-16 years (n = 128) with those of 164 age-matched controls (typical students). The results demonstrate that the elite youth soccer players are more often enrolled in the pre-university academic system, which means that they are high academic achievers, compared with the typical student. The elite players also report an increased use of self-regulatory skills, in particular self-monitoring, evaluation, reflection, and effort. In addition, control students in the pre-university system had more highly developed self-regulatory skills than those in the pre-vocational system, whereas no difference was observed within the soccer population. This suggests that the relatively stronger self-regulatory skills reported by the elite youth soccer players may be essential for performance at the highest levels of sport competition and in academia. PMID:21104520

  11. Comparison of communication skills between medical students admitted after interviews or on academic merits

    PubMed Central

    2012-01-01

    Background Selection of the best medical students among applicants is debated and many different methods are used. Academic merits predict good academic performance, but students admitted by other pathways need not be less successful. The aim of this study, was to compare communication skills between students admitted to medical school through interviews or on academic merits, respectively. Methods A retrospective cohort study. Communication skills at a surgical OSCE in 2008 were assessed independently by two observers using an evaluative rating scale. Correlations, t-tests and multivariate analyses by logistic regressions were employed. Academic merits were defined as upper secondary school grade point average (GPA) or scores from the Swedish Scholastic Assessment Test (SweSAT). Results The risk of showing unsatisfactory communicative performance was significantly lower among the students selected by interviews (OR 0.32, CI95 0.12-0.83), compared to those selected on the basis of academic merits. However, there was no significant difference in communication skills scores between the different admission groups; neither did the proportion of high performers differ. No difference in the result of the written examination was seen between groups. Conclusions Our results confirm previous experience from many medical schools that students selected in different ways achieve comparable results during the clinical semesters. However, selection through interview seems to reduce the number of students who demonstrate inferior communication skills at 4th year of medical school. PMID:22726308

  12. Academic Underachievement: The Relationship between Motivation and Study Skills

    ERIC Educational Resources Information Center

    Melton, Rebecca Mindigo

    2013-01-01

    Research indicates that students underachieve in college settings, in spite of intellect and other abilities. This research tested the likelihood of self-efficacy for learning, conscientiousness, impulsivity, procrastination and temporal discounting to predict academic achievement in an online competency-based university. Undergraduate students (N…

  13. Embedding Academic Literacy Skills: Towards a Best Practice Model

    ERIC Educational Resources Information Center

    McWilliams, Robyn; Allan, Quentin

    2014-01-01

    Learning advisors provide academic literacy development support in a variety of configurations, ranging from one-on-one consultations through to large-scale lectures. Such lectures can be generic, stand-alone modules or embedded within a discipline-specific course. Pragmatic and institutional considerations suggest that a generic model of delivery…

  14. 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

  15. Does Special Education Improve Preschoolers' Academic Skills? Research Brief

    ERIC Educational Resources Information Center

    Sullivan, Amanda L.; Field, Samuel

    2013-01-01

    This study investigated associations between enrollment in preschool special education and school readiness skills for children with mild to moderate delays. Findings indicated that on average, children who received preschool special education services had lower scores in reading and math in kindergarten than similar children who did not receive…

  16. Linking Developmental Working Memory and Early Academic Skills

    ERIC Educational Resources Information Center

    Decker, Janice E.

    2011-01-01

    Brain-based initiatives and school readiness mandates in education have prompted researchers to examine the biological mechanisms associated with learning in the hope that understanding empirical evidence can maximize learning potential. Current research has examined working memory skills in relationship to early learning. The function of working…

  17. Combined Training of One Cognitive and One Metacognitive Strategy Improves Academic Writing Skills

    PubMed Central

    Wischgoll, Anke

    2016-01-01

    Academic writing is a challenging task. Expert writers apply various writing skills as they anticipate the reader’s view of their text while paying attention to structure and content. Research in the high school setting shows that the acquisition of writing skills can be supported by single-strategy training. However, research in higher education is scarce. We tested whether the development of academic writing skills can also be effectively supported by training single strategies or even combined strategies. As metacognition is an important skill for advanced and adult learners, we focused in this study on the benefit of combined cognitive strategies with and without a metacognitive strategy. An experiment including three conditions was conducted (N = 60 German-speaking psychology undergraduates, M = 22.8, SD = 4.4), which lasted for three hours. Each group received a modeling intervention of a basic cognitive strategy on the application of text structure knowledge. Two groups received an additional modeling intervention with either a cognitive strategy treatment on text summarization or a metacognitive strategy treatment on self-monitoring the writing process. One group received no further strategy treatment. Prior knowledge and learning outcomes were measured with a specially developed test on academic writing skills. In addition, all participants wrote an abstract of an empirical article. We found that learners who received the additional self-monitoring strategy intervention benefited significantly more in terms of acquisition of academic writing skills and the quality of their texts than learners who did not receive this intervention. Thus, the results underline the importance of self-monitoring strategies in academic writing. Implications and further research opportunities are discussed. PMID:26941671

  18. Combined Training of One Cognitive and One Metacognitive Strategy Improves Academic Writing Skills.

    PubMed

    Wischgoll, Anke

    2016-01-01

    Academic writing is a challenging task. Expert writers apply various writing skills as they anticipate the reader's view of their text while paying attention to structure and content. Research in the high school setting shows that the acquisition of writing skills can be supported by single-strategy training. However, research in higher education is scarce. We tested whether the development of academic writing skills can also be effectively supported by training single strategies or even combined strategies. As metacognition is an important skill for advanced and adult learners, we focused in this study on the benefit of combined cognitive strategies with and without a metacognitive strategy. An experiment including three conditions was conducted (N = 60 German-speaking psychology undergraduates, M = 22.8, SD = 4.4), which lasted for three hours. Each group received a modeling intervention of a basic cognitive strategy on the application of text structure knowledge. Two groups received an additional modeling intervention with either a cognitive strategy treatment on text summarization or a metacognitive strategy treatment on self-monitoring the writing process. One group received no further strategy treatment. Prior knowledge and learning outcomes were measured with a specially developed test on academic writing skills. In addition, all participants wrote an abstract of an empirical article. We found that learners who received the additional self-monitoring strategy intervention benefited significantly more in terms of acquisition of academic writing skills and the quality of their texts than learners who did not receive this intervention. Thus, the results underline the importance of self-monitoring strategies in academic writing. Implications and further research opportunities are discussed. PMID:26941671

  19. Associations between Low-Income Children's Fine Motor Skills in Preschool and Academic Performance in Second Grade

    ERIC Educational Resources Information Center

    Dinehart, Laura; Manfra, Louis

    2013-01-01

    Research Findings: Given the growing literature pertaining to the importance of fine motor skills for later academic achievement (D. W. Grissmer, K. J. Grimm, S. M. Aiyer, W. M. Murrah, & J. S. Steele, 2010), the current study examines whether the fine motor skills of economically disadvantaged preschool students predict later academic performance…

  20. Gender Differences in the Relationship between Attention Problems and Expressive Language and Emerging Academic Skills in Preschool-Aged Children

    ERIC Educational Resources Information Center

    Zevenbergen, Andrea A.; Ryan, Meghan M.

    2010-01-01

    This study examined the relationship between attention problems and expressive language and academic readiness skills in preschool-aged children from middle-class families. Forty-three children (44% female) were assessed individually for expressive language skills and knowledge of basic academic concepts (e.g. colours, letters and numbers). The…

  1. Predicting College Students' First Year Success: Should Soft Skills Be Taken into Consideration to More Accurately Predict the Academic Achievement of College Freshmen?

    ERIC Educational Resources Information Center

    Powell, Erica Dion

    2013-01-01

    This study presents a survey developed to measure the skills of entering college freshmen in the areas of responsibility, motivation, study habits, literacy, and stress management, and explores the predictive power of this survey as a measure of academic performance during the first semester of college. The survey was completed by 334 incoming…

  2. Techniques for Remediation: Peer Tutoring. BASICS: Bridging Vocational and Academic Skills.

    ERIC Educational Resources Information Center

    Pritz, Sandra G.; Crowe, Michael R.

    This guide focuses on the application of peer tutoring as a strategy for remediation of basic skills in secondary vocational settings. Additional benefits of using a joint vocational-academic approach are highlighted. The guide is part of BASICS, a package of integrated materials developed to assist teachers, administrators, and counselors in…

  3. Challenging Behavior and Early Academic Skill Development: An Integrated Approach to Assessment and Intervention

    ERIC Educational Resources Information Center

    Hojnoski, Robin L.; Wood, Brenna K.

    2012-01-01

    This article discusses an approach to assessment and intervention of challenging behavior in early education settings that integrates a focus on instructional conditions and early academic skill development. The authors suggest this approach allows for a better understanding of the relationship between social behavior and child performance with…

  4. The Relationship of Academic Courses to Skills Required of Automobile Repair Technicians

    ERIC Educational Resources Information Center

    Freund, Stephen H.

    2013-01-01

    The primary objective was to show the important need of academic skills, specifically general education coursework, to the effectiveness of the technician's expertise in the field of automobile repair. Additionally, I emphasized that one of the keys to the quality of the technician's education is the method of instruction analyzed…

  5. Texas Assessment of Academic Skills 1997-98 Report. Publication Number 97.12.

    ERIC Educational Resources Information Center

    Austin Independent School District, TX. Office of Program Evaluation.

    The Texas Assessment of Academic Skills (TAAS) is a state-mandated, criterion-referenced or mastery test that has been administered since the 1990-91 school year. The TAAS measures student mastery of the statewide curriculum in reading and mathematics at grades 3 through 8 and at the exit level, and in writing at grades 4 and 8 and at the exit…

  6. Connected Mathematics and the Texas Assessment of Academic Skills. What Works Clearinghouse Brief Study Report

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2004

    2004-01-01

    Schneider found no statistically significant differences between the intervention and comparison groups on the school-level Texas Assessment of Academic Skills (TAAS) analyzed in the study. The findings may have been affected by only three schools implementing more than one-third of the total math problems in each year and grade. In addition, the…

  7. Connected Mathematics and the Texas Assessment of Academic Skills. What Works Clearinghouse Detailed Study Report

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2004

    2004-01-01

    Schneider found no statistically significant differences between the intervention and comparison groups on the school-level Texas Assessment of Academic Skills (TAAS) analyzed in the study. The findings may have been affected by only three schools implementing more than one-third of the total math problems in each year and grade. In addition, the…

  8. Texas Trends in Education: Texas Assessment of Academic Skills, 1994-1997.

    ERIC Educational Resources Information Center

    Smith, Nancy J.

    The Texas Assessment of Academic Skills (TAAS) study describes either 3- or 4-year trends in average campus-level passing rates on TAAS at all grade levels. It discusses student, teacher, campus, and district characteristics as they may relate to student success on TAAS by looking at data for students in grades 4, 8, and 10 for four consecutive…

  9. The Importance of Academic Deans' Interpersonal/Negotiating Skills as Leaders

    ERIC Educational Resources Information Center

    Wepner, Shelley B.; Henk, William A.; Clark Johnson, Virginia; Lovell, Sharon

    2014-01-01

    Four academic deans investigated when and how they used interpersonal/negotiating skills to function effectively in their positions. For two full weeks, the deans coded their on-the-job interactions during scheduled meetings, informal meetings, spontaneous encounters/meetings, telephone calls, and select email. Analyses revealed that the…

  10. Everyday Scholars: Framing Informal Learning in Terms of Academic Disciplines and Skills

    ERIC Educational Resources Information Center

    Jubas, Kaela

    2011-01-01

    This article discusses shopping, especially critical shopping, as a process of informal and incidental adult learning about the intersecting politics of globalization and consumption. The author uses academic skills and disciplines as a metaphor to respond to an emerging conceptual question: To what extent can formality, informality, and…

  11. The Authors of Academic Library Home Pages: Their Identity, Training and Dissemination of Web Construction Skills.

    ERIC Educational Resources Information Center

    Evans, Beth

    1999-01-01

    Reports on a study designed to identify the authors of academic library home pages and to investigate the nature of their training and their use of newly-acquired Web-design skills. Considers professional identity, length of service, current job title, prior education, and institutional support. Contains 34 references. (Author/LRW)

  12. 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…

  13. Related Core Academic Knowledge and Skills. Georgia Core Standards for Occupational Clusters.

    ERIC Educational Resources Information Center

    Georgia Univ., Athens. Dept. of Occupational Studies.

    This document lists the industry-identified core academic knowledge and skills that should be possessed by all Georgia students who are enrolled in occupational cluster programs and are preparing to enter the work force or continue their occupational specialization at the postsecondary level. First, 63 related communications competencies are…

  14. Four Language Skills Performance, Academic Achievement, and Learning Strategy Use in Preservice Teacher Training Programs

    ERIC Educational Resources Information Center

    Shawer, Saad Fathy

    2016-01-01

    This article examines the differences in language learning strategies (LLS) use between preservice teachers of English as a foreign language (EFL) and Arabic as a second language (ASL). It also examines the relationship between LLS use and language performance (academic achievement and four language skills) among ASL students. The study made use…

  15. A Scaffolded Approach to Discussion Board Use for Formative Assessment of Academic Writing Skills

    ERIC Educational Resources Information Center

    Horstmanshof, Louise; Brownie, Sonya

    2013-01-01

    Mastery of academic writing skills remains one of the greatest challenges for university students, especially in the first year. Amongst the reasons offered for the challenges are lack of clarity about the university's expectations and low levels of teacher feedback on work submitted, a failure to engage, and low levels of contact with teaching…

  16. Integrating Vocational-Technical Education and Basic Academic Skills. A Status Report.

    ERIC Educational Resources Information Center

    Losh, Charles; And Others

    A study examined the degree to which states are working on integrating vocational-technical education and instruction in basic academic skills. Usable information was provided by 29 of the 30 states contacted. Nearly all of the states belong to one or more of the various consortia developing the applied math, communications, principles of…

  17. Classroom Quality and Academic Skills: Approaches to Learning as a Moderator

    ERIC Educational Resources Information Center

    Meng, Christine

    2015-01-01

    The purpose of this study was to examine whether approaches to learning moderated the association between child care classroom environment and Head Start children's academic skills. The data came from the Head Start Family and Child Experiences Survey (FACES-2003 Cohort). The dataset is a nationally representative longitudinal study of Head Start…

  18. Self-Assessment of Employability Skill Outcomes among Undergraduates and Alignment with Academic Ratings

    ERIC Educational Resources Information Center

    Jackson, Denise

    2014-01-01

    Despite acknowledgement of the benefits of self-assessment in higher education, disparity between student and academic assessments, with associated trends in overrating and underrating, plagues its meaningful use, particularly as a tool for formal assessment. This study examines self-assessment of capabilities in certain employability skills in…

  19. Cognitive Skills Training Improves Listening and Visual Memory for Academic and Career Success.

    ERIC Educational Resources Information Center

    Erland, Jan

    The Mem-ExSpan Accelerative Cognitive Training System (MESACTS) is described as a cognitive skills training program for schools, businesses, and industry. The program achieves extraordinary academic results in reading and mathematics with 1 semester of input 4 days a week for 30 minutes a day. Intensive versions of the program accelerate…

  20. Academic Progress Depending on the Skills and Qualities of Learning in Students of a Business School

    ERIC Educational Resources Information Center

    de Jesús, Araiza Vázquez María; Claudia, Dörfer; Rosalinda, Castillo Corpus

    2015-01-01

    This research was to establish the relationship between qualities of learning; learning skills and academic performance in undergraduate students. 310 undergraduates participated in this research of which 72% are female and 28% male. All responded Scale Learning Strategies of Roman and Gallego (1994) and Questionnaire Learning Styles of…

  1. 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…

  2. The Attention Skills and Academic Performance of Aggressive/Rejected and Low Aggressive/Popular Children

    ERIC Educational Resources Information Center

    Wilson, Beverly J.; Petaja, Holly; Mancil, Larissa

    2011-01-01

    Research Findings: Aggressive/rejected children are at risk for continuing conduct and school problems. Some limited research indicates that these children have attention problems. Previous research has linked attention problems with academic performance. The current study investigated group differences in attention skills and the role of these…

  3. Transactional Development of Parental Beliefs and Academic Skills in Primary School

    ERIC Educational Resources Information Center

    Kikas, Eve; Mägi, Katrin

    2015-01-01

    This study examined transactional development of mothers' beliefs (self-efficacy, success attributions of a child's success to maternal effort) and children's academic skills. Six hundred sixty-eight children and their mothers were evaluated twice: at the beginning of the first grade and at the end of the third grade. Mothers' beliefs were…

  4. Learning Skills Instruction Improves Student Retention and Academic Performance (ERIC/RCS).

    ERIC Educational Resources Information Center

    Johnson, David E.

    1989-01-01

    Examines the effectiveness of five college level learning skills centers on grade improvement and retention. Finds successful programs are well structured, link with academic courses students take concurrently, stress a supportive relationship with the instructor, include behavioral counseling, are interwoven with other services and programs, and…

  5. Foreign Language Skills and Academic Library Job Announcements: A Survey and Trends Analysis, 1966-2006

    ERIC Educational Resources Information Center

    Zhang, Li

    2008-01-01

    This study examines academic and research librarian positions that require foreign language skills. Technical and public services are most likely to require language knowledge, while administrator and system librarian positions are the least likely. Overall, the requirements show a continued rise until the mid-1980s and a declining trend after…

  6. Spaces for Dynamic Bilingualism in Read-Aloud Discussions: Developing and Strengthening Bilingual and Academic Skills

    ERIC Educational Resources Information Center

    Worthy, Jo; Durán, Leah; Hikida, Michiko; Pruitt, Alina; Peterson, Katie

    2013-01-01

    A substantial body of research has collectively concluded that encouraging students to draw flexibly on multiple aspects of their linguistic repertoires is positively associated with developing bilingualism, metalinguistic awareness, and academic skills. However, most bilingual education programs--including transitional and dual-language--limit,…

  7. A Survey of New Zealand Academic Reference Librarians: Current and Future Skills and Competencies

    ERIC Educational Resources Information Center

    Chawner, Brenda; Oliver, Gillian

    2013-01-01

    A survey of New Zealand academic subject/reference librarians was conducted in mid-2011 to identify the most highly valued knowledge, skills and competencies of reference librarians working in libraries in the tertiary sector. The project was part of an international collaborative project involving 13 countries. The results from New Zealand show…

  8. 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…

  9. Developing Research-Ready Skills: Preparing Early Academic Students for Participation in Research Experiences

    NASA Astrophysics Data System (ADS)

    Charlevoix, D. J.; Morris, A. R.

    2015-12-01

    Engaging lower-division undergraduates in research experiences is a key but challenging aspect of guiding talented students into the geoscience research pipeline. UNAVCO conducted a summer internship program to prepare first and second year college students for participation in authentic, scientific research. Many students in their first two years of academic studies do not have the science content knowledge or sufficient math skills to conduct independent research. Students from groups historically underrepresented in the geosciences may face additional challenges in that they often have a less robust support structure to help them navigate the university environment and may be less aware of professional opportunities in the geosciences.UNAVCO, manager of NSF's geodetic facility, hosted four students during summer 2015 internship experience aimed to help them develop skills that will prepare them for research internships and skills that will help them advance professionally. Students spent eight weeks working with UNAVCO technical staff learning how to use equipment, prepare instrumentation for field campaigns, among other technical skills. Interns also participated in a suite of professional development activities including communications workshops, skills seminars, career circles, geology-focused field trips, and informal interactions with research interns and graduate student interns at UNAVCO. This presentation will outline the successes and challenges of engaging students early in their academic careers and outline the unique role such experiences can have in students' academic careers.

  10. Effects of simulated interventions to improve school entry academic skills on socioeconomic inequalities in educational achievement.

    PubMed

    Chittleborough, Catherine R; Mittinty, Murthy N; Lawlor, Debbie A; Lynch, John W

    2014-01-01

    Randomized controlled trial evidence shows that interventions before age 5 can improve skills necessary for educational success; the effect of these interventions on socioeconomic inequalities is unknown. Using trial effect estimates, and marginal structural models with data from the Avon Longitudinal Study of Parents and Children (n = 11,764, imputed), simulated effects of plausible interventions to improve school entry academic skills on socioeconomic inequality in educational achievement at age 16 were examined. Progressive universal interventions (i.e., more intense intervention for those with greater need) to improve school entry academic skills could raise population levels of educational achievement by 5% and reduce absolute socioeconomic inequality in poor educational achievement by 15%. PMID:25327718

  11. Effects of Simulated Interventions to Improve School Entry Academic Skills on Socioeconomic Inequalities in Educational Achievement

    PubMed Central

    Chittleborough, Catherine R; Mittinty, Murthy N; Lawlor, Debbie A; Lynch, John W

    2014-01-01

    Randomized controlled trial evidence shows that interventions before age 5 can improve skills necessary for educational success; the effect of these interventions on socioeconomic inequalities is unknown. Using trial effect estimates, and marginal structural models with data from the Avon Longitudinal Study of Parents and Children (n = 11,764, imputed), simulated effects of plausible interventions to improve school entry academic skills on socioeconomic inequality in educational achievement at age 16 were examined. Progressive universal interventions (i.e., more intense intervention for those with greater need) to improve school entry academic skills could raise population levels of educational achievement by 5% and reduce absolute socioeconomic inequality in poor educational achievement by 15%. PMID:25327718

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

    PubMed Central

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

    2015-01-01

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

  13. 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…

  14. Defense Intelligence: Foreign Area/Language Needs and Academe.

    ERIC Educational Resources Information Center

    SRI International, Menlo Park, CA.

    The Department of Defense's (DOD) need for foreign language/area expertise was assessed, along with opportunities for the academic community to supplement government training. In addition to interviewing intelligence managers, questionnaires were administered to defense analysts to determine their background, training, and use of external…

  15. Crosstown Connections: Academic Plan for the Twin Cities Metropolitan Area.

    ERIC Educational Resources Information Center

    Minnesota State Colleges and Universities System, St. Paul.

    This report presents Minnesota State Colleges and Universities System's (MnSCU's) academic plan for the Twin Cities metropolitan area. Included are the Metro Alliance's vision, mission, and goals for its eleven institutions. Goal one is to establish program and service alignment among the institutions. Goal two is to increase enrollment by 10…

  16. Immigration and the interplay of parenting, preschool enrollment, and young children's academic skills.

    PubMed

    Ansari, Arya; Crosnoe, Robert

    2015-06-01

    This study tested a conceptual model of the reciprocal relations among parents' support for early learning and children's academic skills and preschool enrollment. Structural equation modeling of data from 6,250 children (Ages 2 to 5) and parents in the nationally representative Early Childhood Longitudinal Study-Birth Cohort revealed that parental support for early learning was associated with gains in children's academic skills, which, in turn, were associated with their likelihood of preschool attendance. Preschool experience then was associated with further gains in children's early academic competencies, which were then associated with increased parental support. These patterns varied by parents' nativity status. Specifically, foreign-born parents' support for early learning was directly linked with preschool enrollment, and the association between the academic skills of children and parental support was also stronger for foreign-born parents. These immigration-related patterns were primarily driven by immigrant families who originated from Latin America, rather than Asia, and did not vary by immigrants' socioeconomic circumstances. Together, these results underscore the value of considering the synergistic relations between the home and school systems, as well as "child effects" and population diversity, in developmental research. PMID:25938712

  17. Immigration and the Interplay of Parenting, Preschool Enrollment, and Young Children's Academic Skills

    PubMed Central

    Ansari, Arya; Crosnoe, Robert

    2015-01-01

    This study tested a conceptual model of the reciprocal relations among parents’ support for early learning and children's academic skills and preschool enrollment. Structural equation modeling of data from 6,250 children (ages 2-5) and parents in the nationally representative Early Childhood Longitudinal Study-Birth Cohort (ECLS-B) revealed that parental support for early learning was associated with gains in children's academic skills, which, in turn, were associated with their likelihood of preschool attendance. Preschool experience then was associated with further gains in children's early academic competencies, which were then associated with increased parental support. These patterns varied by parents' nativity status. Specifically, foreign-born parents' support for early learning was directly linked with preschool enrollment and the association between the academic skills of children and parental support was also stronger for foreign-born parents. These immigration-related patterns were primarily driven by immigrant families who originated from Latin America, rather than Asia and did not vary by immigrants’ socioeconomic circumstances. Together, these results underscore the value of considering the synergistic relations between the home and school systems as well as “child effects” and population diversity in developmental research. PMID:25938712

  18. Selection of medical students on the basis of non-academic skills: is it worth the trouble?

    PubMed

    Niessen, A Susan M; Meijer, Rob R

    2016-08-01

    In this article, we discuss the practical usefulness of selecting future medical students on the basis of increasingly popular non-academic tests (eg multiple mini-interviews, situational judgment tests) in addition to academic tests. Non-academic tests assess skills such as ethical decision making, communication and collaboration skills, or traits such as conscientiousness. Although other studies showed that performance on non-academic tests could have a positive relationship with future professional performance, we argue that this relationship should be interpreted in the context of the base rate (the proportion of suitable candidates in the applicant pool) and the selection ratio (the proportion of selected applicants from the applicant pool). We provide some numerical examples in the context of medical student selection. Finally, we suggest that optimising training in non-academic skills may be a more successful alternative than selecting students on the basis of these skills. PMID:27481377

  19. The positive impact of a facilitated peer mentoring program on academic skills of women faculty

    PubMed Central

    2012-01-01

    Background In academic medicine, women physicians lag behind their male counterparts in advancement and promotion to leadership positions. Lack of mentoring, among other factors, has been reported to contribute to this disparity. Peer mentoring has been reported as a successful alternative to the dyadic mentoring model for women interested in improving their academic productivity. We describe a facilitated peer mentoring program in our institution's department of medicine. Methods Nineteen women enrolled in the program were divided into 5 groups. Each group had an assigned facilitator. Members of the respective groups met together with their facilitators at regular intervals during the 12 months of the project. A pre- and post-program evaluation consisting of a 25-item self-assessment of academic skills, self-efficacy, and academic career satisfaction was administered to each participant. Results At the end of 12 months, a total of 9 manuscripts were submitted to peer-reviewed journals, 6 of which are in press or have been published, and another 2 of which have been invited to be revised and resubmitted. At the end of the program, participants reported an increase in their satisfaction with academic achievement (mean score increase, 2.32 to 3.63; P = 0.0001), improvement in skills necessary to effectively search the medical literature (mean score increase, 3.32 to 4.05; P = 0.0009), an improvement in their ability to write a comprehensive review article (mean score increase, 2.89 to 3.63; P = 0.0017), and an improvement in their ability to critically evaluate the medical literature (mean score increased from 3.11 to 3.89; P = 0.0008). Conclusions This facilitated peer mentoring program demonstrated a positive impact on the academic skills and manuscript writing for junior women faculty. This 1-year program required minimal institutional resources, and suggests a need for further study of this and other mentoring programs for women faculty. PMID:22439908

  20. Student Learning through Service Learning: Effects on Academic Development, Civic Responsibility, Interpersonal Skills and Practical Skills

    ERIC Educational Resources Information Center

    Hébert, Ali; Hauf, Petra

    2015-01-01

    Although anecdotal evidence and research alike espouse the benefits of service learning, some researchers have suggested that more rigorous testing is required in order to determine its true effect on students. This is particularly true in the case of academic development, which has been inconsistently linked to service learning. It has been…

  1. Consulting with Teachers Regarding Academic Skills: Problem Solving for Basic Skills

    ERIC Educational Resources Information Center

    Gansle, Kristin A.; Noell, George H.

    2008-01-01

    A number of issues must be addressed in order to intervene with academic problems within classrooms . These issues include screening, problem specification, problem function, solving the problem, and subsequent problem evaluation. Although the addition of a consultant will allow services to be delivered to greater numbers of children than could be…

  2. [Acupuncturists and their academic contributions in Lingnan area: a review].

    PubMed

    Bi, Wen-Qing; Zhuang, Li-Xing

    2014-06-01

    The academic thoughts of Lingnan acupuncture and moxibustion have been an essential part of Lingnan medicine. By exploration and arrangement of Lingnan medicine and books, journals and literatures regarding acupuncture and moxibustion, the ancient and modern acupuncturists and their academic contributions in Lingnan area were reviewed. As a result, the number of Lingnan acupuncturists and their works was low before Qing Dynasty, while from the Republic of China era to People's Republic of China, a considerable amount of acupuncturists emerged with quite a lot of works. By exploration and arrangement of Lingnan acupuncturists and their works and academic opinion, the acupuncture-moxibustion school characterized by Lingnan could be formed and developed. PMID:25112107

  3. Promoting Academic Achievement in the Middle School Classroom: Integrating Effective Study Skills Instruction

    ERIC Educational Resources Information Center

    Thorpe, Christin

    2010-01-01

    This study aimed to discover what study skills are most useful for middle school students, as well as strategies for integrating study skills instruction into the four main content area classrooms (English, math, science, and social studies) at the middle school level. Twenty-nine in-service middle school teachers participated in the study by…

  4. Fostering Dental Students' Academic Achievements and Reflection Skills Through Clinical Peer Assessment and Feedback.

    PubMed

    Tricio, Jorge A; Woolford, Mark J; Escudier, Michael P

    2016-08-01

    Peer assessment is increasingly being encouraged to enhance dental students' learning. The aim of this study was to evaluate the educational impact in terms of academic achievements and reflective thinking of a formative prospective peer assessment and feedback protocol. Volunteer final-year dental students at King's College London Dental Institute, UK, received training on peer assessment, peer feedback, and self-reflection. At the beginning (baseline) and end (resultant) of the 2012-13 academic year, 86 students (55% of the year group) completed a reflection questionnaire (RQ). Sixty-eight of those students used a modified Direct Observation of Procedural Skills (DOPS) as a framework for peer assessment and peer feedback during a complete academic year. End-of-year, high-stakes examination grades and RQ scores from the participants and nonparticipants were statistically compared. The participants completed 576 peer DOPS. Those 22 students who peer assessed each other ≥10 times exhibited highly statistically significant differences and powerful positive effect sizes in their high-stakes exam grades (p=0.0001, d=0.74) and critical reflection skills (p=0.005, d=1.41) when compared to those who did not assess one another. Furthermore, only the same 22 students showed a statistically significant increase and positive effect size in their critical reflection skills from baseline to resultant (p=0.003, d=1.04). The results of this study suggest that the protocol used has the potential to impact dental students' academic and reflection skills, provided it is practiced in ten or more peer encounters and ensuring peer feedback is provided followed by self-reflection. PMID:27480702

  5. Life-skills as a predictor of academic success: an exploratory study.

    PubMed

    Currie, Lacy K; Pisarik, Christopher T; Ginter, Earl J; Glauser, Ann Shanks; Hayes, Christopher; Smit, Julian C

    2012-08-01

    Traditional predictors of academic performance in college, such as measures of verbal and mathematical abilities [i.e., Scholastic Aptitude Test (SAT)] and academic achievement (i.e., high school GPA), often account for less than 25% of the variance in college performance, thus leaving a considerable amount of variance unexplained. The primary goal of this study was to examine developmental variables that may account for academic achievement beyond the traditional indices mentioned. Specifically, the relationships among four categories of life-skills and cumulative GPA were examined. A hierarchical multiple-regression analysis revealed that the four life-skills categories predicted an additional 9.4% of the variance in cumulative GPA beyond high school GPA and SAT scores. Of the four categories, physical fitness/health maintenance skills made a statistically significant, unique contribution to predicting cumulative GPA. Because of the exploratory nature of the current study, suggestions are made for conducting future research in light of the study's limitations. PMID:23045857

  6. Strategies for Improving Maintenance and Generalization of Academic Skills--So Students "Don't Leave Class without It."

    ERIC Educational Resources Information Center

    Gable, Robert A.; And Others

    1992-01-01

    An instructional process for facilitating maintenance and generalization of academic skills is presented, using the ABCD'S (Antecedent Events, Behavior, Consequent Events, Data, and Setting Events) Generalization Intervention Model. (JDD)

  7. 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…

  8. Teaching Academic Skills as an Answer to Behavioural Problems of Students with Emotional or Behavioural Disorders: A Review

    ERIC Educational Resources Information Center

    van der Worp-van der Kamp, Lidy; Pijl, Sip Jan; Bijstra, Jan O.; van den Bosch, Els J.

    2014-01-01

    Academic learning has always been a serious issue for students with emotional and behavioural disorders (EBD) and their teachers. However, teaching academic skills could be an important protective and curative factor for the problem behaviour of these students. The current review was conducted to study the effect of interventions developed to…

  9. Exploring the Relationship between Time Management Skills and the Academic Achievement of African Engineering Students--A Case Study

    ERIC Educational Resources Information Center

    Swart, Arthur James; Lombard, Kobus; de Jager, Henk

    2010-01-01

    Poor academic success by African engineering students is currently experienced in many higher educational institutions, contributing to lower financial subsidies by local governments. One of the contributing factors to this low academic success may be the poor time management skills of these students. This article endeavours to explore this…

  10. A Survey of Academic Demands Related to Listening Skills. Test of English as a Foreign Language Research Reports Number 20.

    ERIC Educational Resources Information Center

    Powers, Donald E.

    Undergraduate English faculty and faculty in six graduate fields were surveyed about students' academic listening needs. The objectives were (1) to obtain perceptions of the importance to academic success of various listening skills and activities, (2) to assess the degree to which both native and non-native speakers experience difficulties with…

  11. Foreign Language Teachers' Perceptions of Students' Academic Skills, Affective Characteristics, and Proficiency: Replication and Follow-up Studies

    ERIC Educational Resources Information Center

    Sparks, Richard L.; Ganschow, Leonore; Artzer, Marjorie E.; Siebenhar, David; Plageman, Mark

    2004-01-01

    Two studies explore the relationship between foreign language teachers' perceptions of their students' academic skills and affective characteristics and their native language skills, foreign language aptitude, and oral and written foreign language proficiency. In Study I (replication), students who scored significantly lower on native language and…

  12. Texas Assessment of Academic Skills and TEAMS Exit Level. Student Performance Results, October 1990. Volume 2. Performance by School District.

    ERIC Educational Resources Information Center

    Texas Education Agency, Austin.

    This report of the Texas Assessment of Academic Skills (TAAS) Student Performance Results lists performance results on the TAAS and the Texas Educational Assessment of Minimum Skills (TEAMS), an exit examination, alphabetically by school district for each grade level tested (grades 3, 5, 7, 9, 11 for the TAAS and grades 11 and 12 for the initial…

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

    NASA Astrophysics Data System (ADS)

    Murrah, William M., III

    The achievement score gaps between advantaged and disadvantaged children at school entry is a major problem in education today. Identifying the skills critical for school readiness is an important step in developing interventions aimed at addressing these score gaps. The purpose of this study is to compare a number of school readiness skills with an eye toward finding out which are the best predictors of later academic achievement in math, reading, and science. The predictors were early reading, math, general knowledge, socioemotional skills, and motor skills. Data were obtained from the Early Childhood Longitudinal Study of 1998 (NCES, 1998) database. While controlling for an extensive set of family characteristics, predictions were made across five years - from the end of kindergarten to the end of fifth grade. Consistent with current findings, reading and math skills predicted later achievement. Interestingly, general knowledge, attention, and fine motor skills also proved to be important predictors of later academic achievement, but socioemotional skills were not. The findings were interpreted from a neurobiological perspective involving the development of self-regulation. These school entry skills are used to predict later achievement in reading, math, and science. I argued that in addition to acquiring early academic knowledge, children need to regulate the use of this knowledge to meet academic goals.

  14. Dumbing down or Beefing up the Curriculum? Integrating an "Academic Skills Framework" into a First Year Sociology Programme

    ERIC Educational Resources Information Center

    Keating, Mike; O'Siochru, Cathal; Watt, Sal

    2009-01-01

    This article describes a C-SAP-funded project evaluating the introduction of a new tutorial programme for first year Sociology students, which sought to integrate a "skills framework" to enable students to develop a range of academic skills alongside their study of the subject. The pegagogical and institutional background to the decision to adopt…

  15. Presenting Chained and Discrete Tasks as Non-Targeted Information when Teaching Discrete Academic Skills through Small Group Instruction

    ERIC Educational Resources Information Center

    Falkenstine, Karen Jones; Collins, Belva C.; Schuster, John W.; Kleinert, Harold

    2009-01-01

    Special education teachers often search for effective strategies to teach a variety of skills to students with moderate to severe disabilities through small group instruction. The investigators examined the acquisition of academic skills as well as chained and discrete tasks presented as nontargeted information by a small group of students with…

  16. The Cross-Lagged Relations between Children's Academic Skill Development, Task-Avoidance, and Parental Beliefs about Success

    ERIC Educational Resources Information Center

    Magi, Katrin; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Rasku-Puttonen, Helena; Nurmi, Jari-Erik

    2011-01-01

    This longitudinal study investigated the cross-lagged associations between children's academic skill development, task-avoidant behaviour in the context of homework, and parental beliefs about their child's success from kindergarten to Grade 2. The participants were 1267 children. The children's pre-skills were assessed at the end of the…

  17. Computer Simulations in the High School: Students' Cognitive Stages, Science Process Skills and Academic Achievement in Microbiology.

    ERIC Educational Resources Information Center

    Huppert, J.; Lomask, S. Michal; Lazarowitz, R.

    2002-01-01

    Investigates the impact of computer simulation on students' academic achievement and their mastery of science process skills with regard to their cognitive stages. Based on the computer simulation program "The Growth Curve of Microorganisms" which requires 10th grade biology students to use problem solving skills while simultaneously manipulating…

  18. 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…

  19. e-Support4U: An evaluation of academic writing skills support in practice.

    PubMed

    Griffiths, Lauren; Nicolls, Barbara

    2010-11-01

    The Faculty of Society and Health at Buckinghamshire New University is committed to the widening participation agenda and to providing support that enables our students to achieve the requirements of the programme and registration. Literacy and numeracy skill development is an integral part of the academic modules of our current pre-registration curriculum. E-Support4U was launched in semester two of 2008 with the aim of extending academic writing support beyond the confines of the University and into the practice arena. Evaluation of the project tentatively suggests that the scaffold approach to academic writing, based on Salmon's 5-stage framework, may have contributed to a 100% pass rate for the reflective practice-based assignment for this cohort of students. However, participants experienced issues around access; differing levels of IT skills, dispersed placements that contributed to a lack of active collaboration within the group. Recommendations include early introduction of blended learning and incorporation of web 2.0 technology into the curriculum. PMID:20471319

  20. QuickSmart: a basic academic skills intervention for middle school students with learning difficulties.

    PubMed

    Graham, Lorraine; Bellert, Anne; Thomas, Jenny; Pegg, John

    2007-01-01

    QuickSmart is a basic academic skills intervention designed for persistently low-achieving students in the middle years of schooling that aims to improve the automaticity of basic skills to improve higher-order processes, such as problem solving and comprehension, as measured on standardized tests. The QuickSmart instructional program consists of three structured, teacher- or teacher aide-directed, 30-minute, small-group lessons each week for approximately 26 weeks. In this study, 42 middle school students experiencing learning difficulties (LD) completed the QuickSmart reading program, and a further 42 students with LD took part in the QuickSmart mathematics program. To investigate the effects of the intervention, comparisons were made between the reading and mathematics progress of the intervention group and a group of 10 high-achieving and 10 average-achieving peers. The results indicated that although the standardized reading comprehension and mathematics scores of QuickSmart students remained below those of comparison students, they improved significantly from pretest to posttest. In contrast, the standardized scores of comparison students were not significantly different from pretest to posttest. On measures of response speed and accuracy gathered using the Cognitive Aptitude Assessment System (CAAS), QuickSmart students were able to narrow the gap between their performance and that of their high- and average-achieving peers. Implications are drawn regarding the importance of interventions that emphasize the automaticity of basic academic skills for students with learning difficulties. PMID:17915495

  1. Associations of Physical Activity and Sedentary Behavior with Academic Skills – A Follow-Up Study among Primary School Children

    PubMed Central

    Haapala, Eero A.; Poikkeus, Anna-Maija; Kukkonen-Harjula, Katriina; Tompuri, Tuomo; Lintu, Niina; Väistö, Juuso; Leppänen, Paavo H. T.; Laaksonen, David E.; Lindi, Virpi; Lakka, Timo A.

    2014-01-01

    Background There are no prospective studies that would have compared the relationships of different types of physical activity (PA) and sedentary behavior (SB) with academic skills among children. We therefore investigated the associations of different types of PA and SB with reading and arithmetic skills in a follow-up study among children. Methods The participants were 186 children (107 boys, 79 girls, 6–8 yr) who were followed-up in Grades 1–3. PA and SB were assessed using a questionnaire in Grade 1. Reading fluency, reading comprehension and arithmetic skills were assessed using standardized tests at the end of Grades 1–3. Results Among all children more recess PA and more time spent in SB related to academic skills were associated with a better reading fluency across Grades 1–3. In boys, higher levels of total PA, physically active school transportation and more time spent in SB related to academic skills were associated with a better reading fluency across the Grades 1–3. Among girls, higher levels of total PA were related to worse arithmetic skills across Grades 1–3. Moreover, total PA was directly associated with reading fluency and arithmetic skills in Grades 1–3 among girls whose parents had a university degree, whereas these relationships were inverse in girls of less educated parents. Conclusions Total PA, physically active school transportation and SB related to academic skills may be beneficial for the development of reading skills in boys, whereas factors that are independent of PA or SB may be more important for academic skills in girls. Trial Registration ClinicalTrials.gov: NCT01803776 PMID:25207813

  2. Academic Self-Efficacy in Study-Related Skills and Behaviours: Relations with Learning-related Emotions and Academic Success

    ERIC Educational Resources Information Center

    Putwain, Dave; Sander, Paul; Larkin, Derek

    2013-01-01

    Background: Academic self-efficacy, when operationalized as mastery over domain-specific knowledge, has been found to be a predictor of academic achievement and emotions. Although academic emotions are also a predictor of academic achievement, there is limited evidence for reciprocal relations with academic achievement. Aims: To examine whether…

  3. Postgraduate nursing student knowledge, attitudes, skills, and confidence in appropriately referencing academic work.

    PubMed

    Greenwood, Melanie; Walkem, Kerrie; Smith, Lindsay Mervyn; Shearer, Toniele; Stirling, Christine

    2014-08-01

    Preventing plagiarism is an ongoing issue for higher education institutions. Although plagiarism has been traditionally seen as cheating, it is increasingly thought to be the result of poor referencing, with students reporting difficulties citing and referencing bibliographic sources. This study examined the academic knowledge, attitude, skills, and confidence of students in a school of nursing to understand poor referencing. A cross-sectional quantitative and qualitative survey was distributed to postgraduate (N = 1,000) certificate, diploma, and master's students. Quantitative data gathered demographics, cultural and linguistic background, and use of technology. Thematic analysis discovered patterns and themes. Results showed participants understood requirements for referencing; half indicated poor referencing was due to difficulty referencing Internet sources or losing track of sources, and many lacked confidence in key referencing tasks. Despite this, 50% did not make use of referencing resources. Overall, these data suggest incorrect referencing is rarely intentional and predominantly caused by skills deficit. PMID:25054474

  4. Executive function skills and academic achievement gains in prekindergarten: Contributions of learning-related behaviors.

    PubMed

    Nesbitt, Kimberly Turner; Farran, Dale Clark; Fuhs, Mary Wagner

    2015-07-01

    Although research suggests associations between children's executive function skills and their academic achievement, the specific mechanisms that may help explain these associations in early childhood are unclear. This study examined whether children's (N = 1,103; M age = 54.5 months) executive function skills at the beginning of prekindergarten (pre-K) predict their learning-related behaviors in the classroom and whether these behaviors then mediate associations between children's executive function skills and their pre-K literacy, language, and mathematic gains. Learning-related behaviors were quantified in terms of (a) higher levels of involvement in learning opportunities; (b) greater frequency of participation in activities that require sequential steps; (c) more participation in social-learning interactions; and (d) less instances of being unoccupied, disruptive, or in time out. Results indicated that children's learning-related behaviors mediated associations between executive function skills and literacy and mathematics gains through children's level of involvement, sequential learning behaviors, and disengagement from the classroom. The implications of the findings for early childhood education are discussed. PMID:26010383

  5. Adolescents' self-perceptions of competence in life skill areas.

    PubMed

    Poole, M E; Evans, G T

    1989-04-01

    The perceptions of a sample of 1061 adolescents of their own competence in a number of life-skill areas were assessed. Three sets of scales were used-those concerned with competence viewed as efficacy in various life areas and situations, those concerned with competence as the satisfaction of goals based on Maslow's hierarchy of needs, and assessments of the structural complexity of performance on a short essay task. In addition to comparisons among self-perceptions for different areas, a number of major comtextual and personal variables was studied for differences in self-perceptions-course type, school type, state, career aspirations and expectations, major life concerns, age, and gender. There were strong gender differences that suggested that females generally underrated their own competence. The major educational or work contexts reflected important differences in patterns of self perceptions of skill. Differences between those with different major life concerns and career hopes and expectations aligned with course type differences. Finally, there were strong indications that the self-perceptions of competence that were reported formed a strong general factor, favoring the notion of generic over domain specific self-perceptions. PMID:24271684

  6. Classroom quality and academic skills: Approaches to learning as a moderator.

    PubMed

    Meng, Christine

    2015-12-01

    The purpose of this study was to examine whether approaches to learning moderated the association between child care classroom environment and Head Start children's academic skills. The data came from the Head Start Family and Child Experiences Survey (FACES-2003 Cohort). The dataset is a nationally representative longitudinal study of Head Start children. The sample was selected using the stratified 4-stage sampling procedure. Data was collected in fall 2003, spring 2004, spring 2005, and spring 2006 in the first year of kindergarten. Participants included 3- and 4-year-old Head Start children (n = 786; 387 boys, 399 girls; 119 Hispanic children, 280 African American children, 312 Caucasian children). Head Start children's academic skills in letter-word identification, dictation/spelling, and mathematics at the 4 time points were measured by the Woodcock-Johnson Achievement Battery tests. Approaches to learning in fall 2003 was measured by the teacher report of the Preschool Learning Behaviors Scale. Child care classroom quality in fall 2003 was measured by the revised Early Childhood Environment Rating Scale. Results of the linear mixed effects models demonstrated that approaches to learning significantly moderated the effect of child care classroom quality on Head Start children's writing and spelling. Specifically, positive approaches to learning mitigated the negative effect of lower levels of classroom quality on dictation/spelling. Results underscore the important role of approaches to learning as a protective factor. Implications for early childhood educators with an emphasis on learning goals for disengaged children are discussed. PMID:25528589

  7. Academic Outcomes of the Chicago School Readiness Project in First Grade: Do Children's Approaches to Learning Mediate Treatment Effects on Academic Skills?

    ERIC Educational Resources Information Center

    Li-Grining, Christine; Haas, Kelly

    2010-01-01

    The Chicago School Readiness Project (CSRP), a randomized, classroom-based mental health intervention, aimed to improve teachers' behavior management of preschoolers' dysregulated behavior. The current follow-up study examines potential impacts on academic skills of first graders by enhancing their ATL. This investigation seeks to answer three…

  8. The Effect of Scratch- and Lego Mindstorms Ev3-Based Programming Activities on Academic Achievement, Problem-Solving Skills and Logical-Mathematical Thinking Skills of Students

    ERIC Educational Resources Information Center

    Korkmaz, Özgen

    2016-01-01

    The aim of this study was to investigate the effect of the Scratch and Lego Mindstorms Ev3 programming activities on academic achievement with respect to computer programming, and on the problem-solving and logical-mathematical thinking skills of students. This study was a semi-experimental, pretest-posttest study with two experimental groups and…

  9. 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

  10. Motor Skills and Exercise Capacity Are Associated with Objective Measures of Cognitive Functions and Academic Performance in Preadolescent Children

    PubMed Central

    Thomas, Richard; Larsen, Malte Nejst; Dahn, Ida Marie; Andersen, Josefine Needham; Krause-Jensen, Matilde; Korup, Vibeke; Nielsen, Claus Malta; Wienecke, Jacob; Ritz, Christian; Krustrup, Peter; Lundbye-Jensen, Jesper

    2016-01-01

    Objective To investigate associations between motor skills, exercise capacity and cognitive functions, and evaluate how they correlate to academic performance in mathematics and reading comprehension using standardised, objective tests. Methods This cross-sectional study included 423 Danish children (age: 9.29±0.35 years, 209 girls). Fine and gross motor skills were evaluated in a visuomotor accuracy-tracking task, and a whole-body coordination task, respectively. Exercise capacity was estimated from the Yo-Yo intermittent recovery level 1 children's test (YYIR1C). Selected tests from the Cambridge Neuropsychological Test Automated Battery (CANTAB) were used to assess different domains of cognitive functions, including sustained attention, spatial working memory, episodic and semantic memory, and processing speed. Linear mixed-effects models were used to investigate associations between these measures and the relationship with standard tests of academic performance in mathematics and reading comprehension. Results Both fine and gross motor skills were associated with better performance in all five tested cognitive domains (all P<0.001), whereas exercise capacity was only associated with better sustained attention (P<0.046) and spatial working memory (P<0.038). Fine and gross motor skills (all P<0.001), exercise capacity and cognitive functions such as working memory, episodic memory, sustained attention and processing speed were all associated with better performance in mathematics and reading comprehension. Conclusions The data demonstrate that fine and gross motor skills are positively correlated with several aspects of cognitive functions and with academic performance in both mathematics and reading comprehension. Moreover, exercise capacity was associated with academic performance and performance in some cognitive domains. Future interventions should investigate associations between changes in motor skills, exercise capacity, cognitive functions, and academic

  11. A Comparison of Career Technical Education--16 Career Pathway High School Participants with Non-Participants on Academic Achievement, School Engagement, and Development of Technical Skills

    ERIC Educational Resources Information Center

    Orozco, Edith Aimee

    2010-01-01

    The objective of this research was to compare Career Technical Education--16 Career Pathway high school participants with non-participants on academic achievement, development of technical skills and school engagement. Academic achievement was measured by Exit Level Math and English Language Arts Texas Assessment of Knowledge and Skills (TAKS)…

  12. The Impact of Cooperative Learning on Developing the Sixth Grade Students Decision-Making Skill and Academic Achievement

    ERIC Educational Resources Information Center

    Asha, Intisar K.; Al Hawi, Asma M.

    2016-01-01

    This study aimed at investigating the effect of cooperative learning on developing the sixth graders' decision making skill and their academic achievement. The study sample, which was selected randomly, consisted of (46) students and divided into two groups: the experimental group that taught using the cooperative learning strategy and the control…

  13. Reviewing to Learn: Graduate Student Participation in the Professional Peer-Review Process to Improve Academic Writing Skills

    ERIC Educational Resources Information Center

    Chittum, Jessica R.; Bryant, Lauren H.

    2014-01-01

    Although expectations for graduate students' writing abilities are high, their actual writing skills are often subpar (Cuthbert & Spark, 2008; Singleton-Jackson, Lumsden, & Newson, 2009), even though academic writing is considered integral to graduate education and necessary for career preparedness (e.g., Mullen, 2006; Stevens, 2005).…

  14. A Report on Using General-Case Programming to Teach Collateral Academic Skills to a Student in a Postsecondary Setting

    ERIC Educational Resources Information Center

    Chezan, Laura C.; Drasgow, Erik; Marshall, Kathleen J.

    2012-01-01

    The authors' purpose in this report is to examine the application of general-case programming to teach collateral academic skills to a student with pervasive developmental disorder-not otherwise specified (PDD-NOS) and with a mild intellectual disability who was attending college. The authors use data drawn from their work with Tom to explain and…

  15. 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.…

  16. 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…

  17. 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…

  18. Correlates of Study Skills and Academic Performance of Secretarial Studies Student Teachers of Rivers State University of Science and Technology.

    ERIC Educational Resources Information Center

    Ojoko, Sydney; Koko, Maureen

    1994-01-01

    A study was conducted to determine correlates of study skills and academic performance of high and low achievers among secretarial studies student teachers at a Nigerian university. Results with 21 high and 21 low achievers demonstrate personality and study habits differences among the groups. (SLD)

  19. Perception of Teachers' Knowledge, Attitude and Teaching Skills as Predictor of Academic Performance in Nigerian Secondary Schools

    ERIC Educational Resources Information Center

    Adediwura, A. A.; Tayo, Bada

    2007-01-01

    The study investigated the relationship/effect of students' perception of teachers' knowledge of subject matter, attitude to work and teaching skills on students' academic performance. The population consisted of senior secondary three (SS.III) students in the South West Nigeria senior secondary schools. The study sample consisted of 1600…

  20. Adaptation of the Kaufman Survey of Early Academic and Language Skills to Turkish Children Aged 61 to 72 Months

    ERIC Educational Resources Information Center

    Uyanik, Ozgun; Kandir, Adalet

    2014-01-01

    The aim of this research is s to adapt and apply t the Kaufman Survey of Early Academic and Language Skills (K-SEALS) to Turkish children in the city of Ankara. In the study, a descriptive screening model was used. The population of the study consisted of children who showed normal developmental characteristics and who were enrolled at public…

  1. 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…

  2. Cognitive Flexibility and Planning Skills as Predictors of Social-Academic Resilience in Hispanic-American Elementary School Children

    ERIC Educational Resources Information Center

    Acevedo, Maria

    2010-01-01

    Hispanic-American students have the highest high school drop-out rate and as a group are considered to be at-risk for academic failure due to issues of poverty, immigration, language barriers, discrimination, and acculturative stress. This study empirically tested the extent to which cognitive flexibility and planning skills predicted…

  3. A Review of Technology-Based Interventions to Teach Academic Skills to Students with Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Knight, Victoria; McKissick, Bethany R.; Saunders, Alicia

    2013-01-01

    A comprehensive review of the literature was conducted for articles published between 1993 and 2012 to determine the degree to which technology-based interventions can be considered an evidence-based practice to teach academic skills to individuals with Autism Spectrum Disorder (ASD). Criteria developed by Horner et al. ("Except Child"…

  4. Goal Setting, Decision-Making Skills and Academic Performance of Undergraduate Distance Learners: Implications for Retention and Support Services

    ERIC Educational Resources Information Center

    Tanglang, Nebath; Ibrahim, Aminu Kazeem

    2015-01-01

    The study adopted an ex-post facto research design. Randomization sampling technique was used to select 346 undergraduate distance learners and the learners were grouped into four, High and Low Goal setter learners and High and Low Decision-making skills learners. The instruments for data collection were Undergraduate Academic Goal Setting Scale…

  5. The Nature and Impact of Changes in Home Learning Environment on Development of Language and Academic Skills in Preschool Children

    ERIC Educational Resources Information Center

    Son, Seung-Hee; Morrison, Frederick J.

    2010-01-01

    In this study, we examined changes in the early home learning environment as children approached school entry and whether these changes predicted the development of children's language and academic skills. Findings from a national sample of the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development…

  6. Relations between Inhibitory Control and the Development of Academic Skills in Preschool and Kindergarten: A Meta-Analysis

    ERIC Educational Resources Information Center

    Allan, Nicholas P.; Hume, Laura E.; Allan, Darcey M.; Farrington, Amber L.; Lonigan, Christopher J.

    2014-01-01

    Although there is evidence that young children's inhibitory control (IC) is related to their academic skills, the nature of this relation and the role of potential moderators of it are not well understood. In this meta-analytic study, we summarized results from 75 peer-reviewed studies of preschool and kindergarten children (14,424 children;…

  7. The Relation of Maternal Emotional and Cognitive Support during Problem Solving to Pre-Academic Skills in Preschoolers

    ERIC Educational Resources Information Center

    Leerkes, Esther M.; Blankson, A. Nayena; O'Brien, Marion; Calkins, Susan D.; Marcovitch, Stuart

    2011-01-01

    Using a sample of 263 mother-child dyads, we examined the extent to which maternal emotional and cognitive support during a joint problem-solving task when children were 3-years-old predicted children's academic skills 1 year later independent of each other, the quality of the home learning environment, and maternal emotional responsiveness. When…

  8. The Arts Tool Kit. Priority Academic Student Skills: Visual Art and General Music, Grades 1-12. Revised.

    ERIC Educational Resources Information Center

    Foster, Gayla; Alexander, JoAnne C.; Bass, Elaine; Black, Paulette; Cesario, Robert; Clow, Jo Ellen; Dalton, Doug; Dedmon, Charla; Gabbard, Susan; Gabel, Barbara; Goree, Gary; Kyle, Nicholas; Martin, Rita; Merklin, Roxy; Riley, Patrick; Reed, John

    This kit is designed to help teachers throughout the state of Oklahoma implement the arts in the core curriculum. Suggestions are included for classroom activities that complement the arts competencies in the "Priority Academic Student Skills (PASS)." The kit is a collection of ideas to introduce or reinforce PASS. In the material is a condensed…

  9. Curriculum Development for Students with Mild Disabilities: Academic and Social Skills for RTI Planning and Inclusion IEPs. Second Edition

    ERIC Educational Resources Information Center

    Jones, Carroll J.

    2010-01-01

    Many teachers of students with mild disabilities experience difficulty writing IEPs, and they lack a foundation in the regular education curriculum of academic skills and sequences associated with each grade level. This book was designed to provide this foundation. Presented in the form of scope and sequence charts that can be used as objectives…

  10. Employment Patterns of Less-Skilled Workers: Links to Children’s Behavior and Academic Progress

    PubMed Central

    Kalil, Ariel; Dunifon, Rachel E.

    2012-01-01

    Using data from five waves of the Women’s Employment Survey (WES; 1997–2003), we examine the links between low-income mothers’ employment patterns and the emotional behavior and academic progress of their children. We find robust and substantively important linkages between several different dimensions of mothers’ employment experiences and child outcomes. The pattern of results is similar across empirical approaches—including ordinary least squares and child fixed-effect models, with and without an extensive set of controls. Children exhibit fewer behavior problems when mothers work and experience job stability (relative to children whose mothers do not work). In contrast, maternal work accompanied by job instability is associated with significantly higher child behavior problems (relative to employment in a stable job). Children whose mothers work full-time and/or have fluctuating work schedules also exhibit significantly higher levels of behavior problems. However, full-time work has negative consequences for children only when it is in jobs that do not require cognitive skills. Such negative consequences are completely offset when this work experience is in jobs that require the cognitive skills that lead to higher wage growth prospects. Finally, fluctuating work schedules and full-time work in non-cognitively demanding jobs are each strongly associated with the probability that the child will repeat a grade or be placed in special education. PMID:22246798

  11. Demography and early academic skills of students from immigrant families: The kindergarten class of 2011.

    PubMed

    Sullivan, Amanda L; Houri, Alaa; Sadeh, Shanna

    2016-06-01

    Children from immigrant families are one of the fastest growing and most diverse groups in America's schools. This study provides a demographic portrait of immigrant children who entered kindergarten in 2010 and describes patterns and predictors of early educational outcomes of students from immigrant families. A nationally representative sample of 13,530 students who participated in the Early Childhood Longitudinal Study-Kindergarten Class of 2010-11 was analyzed. Descriptive statistics were used to estimate the sociodemographic characteristics of this population. Regression was used to examine the relations between nativity, child characteristics, and family characteristics to reading and mathematics skills in kindergarten. Approximately 27% of kindergartners in the class of 2011 came from immigrant families. These students were more racially, linguistically, and socioeconomically diverse than students from U.S.-born parents. Educational outcomes varied by parents' region of origin. Children's early academic skills were significantly related to parent's region of origin, but these relations were attenuated when child health, language, family structure, and socioeconomic status were accounted for. These results indicate the importance of considering parent nativity when examining the outcomes and needs of students from immigrant families. Because of the diversity of characteristics and outcomes of children of immigrants, researchers should consider the implications of nativity for students' experiences and needs. (PsycINFO Database Record PMID:27243241

  12. Employment patterns of less-skilled workers: links to children's behavior and academic progress.

    PubMed

    Johnson, Rucker C; Kalil, Ariel; Dunifon, Rachel E

    2012-05-01

    Using data from five waves of the Women's Employment Survey (WES; 1997-2003), we examine the links between low-income mothers' employment patterns and the emotional behavior and academic progress of their children. We find robust and substantively important linkages between several different dimensions of mothers' employment experiences and child outcomes. The pattern of results is similar across empirical approaches-including ordinary least squares and child fixed-effect models, with and without an extensive set of controls. Children exhibit fewer behavior problems when mothers work and experience job stability (relative to children whose mothers do not work). In contrast, maternal work accompanied by job instability is associated with significantly higher child behavior problems (relative to employment in a stable job). Children whose mothers work full-time and/or have fluctuating work schedules also exhibit significantly higher levels of behavior problems. However, full-time work has negative consequences for children only when it is in jobs that do not require cognitive skills. Such negative consequences are completely offset when this work experience is in jobs that require the cognitive skills that lead to higher wage growth prospects. Finally, fluctuating work schedules and full-time work in non-cognitively demanding jobs are each strongly associated with the probability that the child will repeat a grade or be placed in special education. PMID:22246798

  13. Comparing Skills-Focused and Self-Regulation Focused Preschool Curricula: Impacts on Academic and Self-Regulatory Skills

    ERIC Educational Resources Information Center

    Lonigan, Christopher J.; Phillips, Beth M.

    2012-01-01

    The primary goal of this study was to evaluate the relative effectiveness of a skills-focused preschool curriculum versus a curriculum designed to foster children's self-regulation skills. Additionally, the study was designed to evaluate if adding a self-regulation component to a skills-based curriculum would enhance children's outcomes in…

  14. The music therapy clinical intern: performance skills, academic knowledge, personal qualities, and interpersonal skills necessary for a student seeking clinical training.

    PubMed

    Brookins, L M

    1984-01-01

    The music therapy curriculum consists of two distinct parts: the academic phase and the internship. The music therapy student must apply for a clinical internship during the last year of the academic phase, and the student is expected to evolve from student to professional music therapist during the internship phase. The present study sought to determine the skills, knowledge, and qualities clinical training directors considered most important for a prospective intern to possess. The sample population of the survey consisted of 25 clinical training directors from the Great Lakes Region. Results of the survey indicated that piano skills, knowledge of psychology, emotional maturity, and the ability to express needs and feelings were considered most important for the prospective intern to possess. PMID:10269791

  15. REACH--Richmond Enhanced Academics for Change. Nabisco Richmond Model. Skills Effectiveness Training for Workplace Literacy: The Non-Intrusive Determination of Workplace Literacy Skills Requirements in a Union Environment. Final Reports.

    ERIC Educational Resources Information Center

    Nabisco, Richmond, VA.

    A workplace literacy project was conducted at the Nabisco Richmond Facility for the following purposes: to determine what academic skills are necessary to perform 10 selected jobs, to develop a validated assessment to evaluate an employee's literacy skills, to develop a job-specific curriculum to improve skill deficits, and to provide an…

  16. Analysis of Academic Self-Efficacy, Self-Esteem and Coping with Stress Skills Predictive Power on Academic Procrastination

    ERIC Educational Resources Information Center

    Kandemir, Mehmet; Ilhan, Tahsin; Ozpolat, Ahmed Ragip; Palanci, Mehmet

    2014-01-01

    The goal of this research is to analyze the predictive power level of academic self-efficacy, self-esteem and coping with stress on academic procrastination behavior. Relational screening model is used in the research whose research group is made of 374 students in Kirikkale University, Education Faculty in Turkey. Students in the research group…

  17. The Analysis of the Emotional Intelligence Skills and Potential Problem Areas of Elementary Educators.

    ERIC Educational Resources Information Center

    Kaufhold, John A.; Johnson, Lori R.

    2005-01-01

    The study's purpose was to examine emotional intelligence skills and potential problem areas of elementary educators. The study provided elementary educators with a self-assessment of emotional intelligence skills to utilize in the workplace and beyond. An improved understanding of personal skills and weaknesses may lessen educator's risk of…

  18. The Linkage System[C]: Linking Academic Content Standards and Occupational Skill Standards. A Process To Enhance Workforce Quality and Improve Academic Performance. Version 1.2. Revised [and] Taxonomy of Academic Performance Indicators: An Update of the V-TECS/Snyder Basic/Essential Skills Taxonomy.

    ERIC Educational Resources Information Center

    Vocational Technical Education Consortium of States, Decatur, GA.

    The Linkage System is a process that was designed in 1997 to improve academic performance for all students and to enhance work force quality by linking academic content standards to occupational skill standards. The Linkage System is based on research and development conducted by the Vocational-Technical Education Consortium of States (V-TECS).…

  19. Content Area Reading Instruction: Strengthening Skills across the Curriculum

    ERIC Educational Resources Information Center

    Misulis, Katherine E.

    2004-01-01

    In this brief article, the author discuses how teachers across the curriculum and across grade levels can help students improve their reading skills and become more independent learners. The goal is to help students learn the subject matter while simultaneously helping them improve communication and reasoning skills necessary to learn the…

  20. Improving Academic Skills of Urban Students. Proceedings of the Conference of the University/Urban Schools National Task Force. (6th, San Diego, California, November 2-3, l984).

    ERIC Educational Resources Information Center

    Bossone, Richard M., Ed.

    This document contains the proceedings of a conference on improving the academic skills of urban students. Titles and authors of the twelve included papers are: (1) "Academic Skills and the SAT," George H. Hanford; (2) "New York City Promotional Gates Program: Implications for Instruction of Academic Skills," Charlotte Frank; (3) "Recognizing…

  1. Career Pathways Skill-Building Instructional Model.

    ERIC Educational Resources Information Center

    Community Coll. of Rhode Island, Warwick.

    As part of an effort to develop a skill-based education program for students that relates academic skills with workplace skills, the Community College of Rhode Island developed a working instructional model consisting of 6 areas, or strands, and 31 skills. The model is directed at students in grades 9 through 12 and recognizes the importance of…

  2. Career Pathways Skill-Building Activities Guide.

    ERIC Educational Resources Information Center

    Community Coll. of Rhode Island, Warwick.

    In an effort to relate academic skills with workplace skills and facilitate the transition from school to work, the Community College of Rhode Island developed a skill-based instructional model targeted at 9th through 12th graders and consisting of 6 instructional areas, or strands, and 31 related skills. This guide provides suggested activities…

  3. Medical Skills and Related Health Careers. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Vlahides, Norma

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  4. Psychological quality of life and its association with academic employability skills among newly-registered students from three European faculties

    PubMed Central

    2011-01-01

    Background In accord with new European university reforms initiated by the Bologna Process, our objectives were to assess psychological quality of life (QoL) and to analyse its associations with academic employability skills (AES) among students from the Faculty of Language, Literature, Humanities, Arts and Education, Walferdange Luxembourg (F1, mostly vocational/applied courses); the Faculty of Social and Human Sciences, Liege, Belgium (F2, mainly general courses); and the Faculty of Social Work, Iasi, Romania (F3, mainly vocational/professional courses). Method Students who redoubled or who had studied at other universities were excluded. 355 newly-registered first-year students (145 from F1, 125 from F2, and 85 from F3) were invited to complete an online questionnaire (in French, German, English or Romanian) covering socioeconomic data, the AES scale and the QoL-psychological, QoL-social relationships and QoL-environment subscales as measured with the World Health Organisation Quality of Life short-form (WHOQoL-BREF) questionnaire. Analyses included multiple regressions with interactions. Results QoL-psychological, QoL-social relationships and QoL-environment' scores were highest in F1 (Luxembourg), and the QoL-psychological score in F2 (Belgium) was the lower. AES score was higher in F1 than in F3 (Romania). A positive link was found between QoL-psychological and AES for F1 (correlation coefficient 0.29, p < 0.01) and F3 (correlation coefficient 0.30, p < 0.05), but the association was negative for F2 (correlation coefficient -0.25, p < 0.01). QoL-psychological correlated positively with QoL-social relationships (regression coefficient 0.31, p < 0.001) and QoL-environment (regression coefficient 0.35, p < 0.001). Conclusions Psychological quality of life is associated with acquisition of skills that increase employability from the faculties offering vocational/applied/professional courses in Luxembourg and Romania, but not their academically orientated Belgian

  5. Developing Academic and Content Area Literacy: The Thai EFL Context

    ERIC Educational Resources Information Center

    Charubusp, Sasima; Chinwonno, Apasara

    2014-01-01

    This study investigated the effects of Academic Literacy-Based Intervention (ALI) on 30 undergraduate Thai university students' English reading proficiency. Based on the English reading proficiency test, these students were sub-classified into 2 groups, 15 in the high English reading proficiency group and 15 in the low English reading…

  6. Academic Skills in Children with Early-Onset Type 1 Diabetes: The Effects of Diabetes-Related Risk Factors

    ERIC Educational Resources Information Center

    Hannonen, Riitta; Komulainen, Jorma; Riikonen, Raili; Ahonen, Timo; Eklund, Kenneth; Tolvanen, Asko; Keskinen, Paivi; Nuuja, Anja

    2012-01-01

    Aim: The study aimed to assess the effects of diabetes-related risk factors, especially severe hypoglycaemia, on the academic skills of children with early-onset type 1 diabetes mellitus (T1DM). Method: The study comprised 63 children with T1DM (31 females, 32 males; mean age 9y 11mo, SD 4mo) and 92 comparison children without diabetes (40…

  7. Who's Using the Language? Supporting Middle School Students with Content Area Academic Language

    ERIC Educational Resources Information Center

    Townsend, Dianna

    2015-01-01

    This mixed-methods study examines middle school students' academic language development in the context of a year-long professional development project titled, Developing Content Area Academic Language (DCAAL). The purpose of DCAAL was to partner middle school teachers (n = 8) with a team of university researchers to explore how to integrate…

  8. The Role of Multidimensional Attentional Abilities in Academic Skills of Children with ADHD

    ERIC Educational Resources Information Center

    Preston, Andrew S.; Heaton, Shelley C.; McCann, Sarah J.; Watson, William D.; Selke, Gregg

    2009-01-01

    Despite reports of academic difficulties in children with attention-deficit/hyperactivity disorder (ADHD), little is known about the relationship between performance on tests of academic achievement and measures of attention. The current study assessed intellectual ability, parent-reported inattention, academic achievement, and attention in 45…

  9. Team Teaching Verbal, Mathematics, and Learning Skills. Howard University. The Center for Academic Reinforcement.

    ERIC Educational Resources Information Center

    Bartlett, Joan; Byrd, Roland

    Team teaching was used in three undergraduate courses to explore its potential for enhancing students' academic development. The courses were part of a program offered to freshmen with unrealized academic potential through the Howard University (District of Columbia) Center for Academic Reinforcement (CAR). A three-hour block of time was set aside…

  10. Work-Based Learning and Academic Skills. IEE Working Paper No. 15.

    ERIC Educational Resources Information Center

    Hughes, Katherine L.; Moore, David Thornton; Bailey, Thomas R.

    The claim that work-based experience improves students' academic performance was examined through a study of the academic progress of 25 high school and community college student interns employed in various health care workplaces. Data were collected from the following activities: (1) review of the literature on academic reinforcement and academic…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  12. A Non-Experimental Investigation on the Impact of Gender, Academic Skills and Computer Skills on Online Course Completion Rates

    ERIC Educational Resources Information Center

    Blanson, Constance D.

    2013-01-01

    Online students represent a growing majority of individuals who complete their academic studies via the use of a distance education. However, with so many distance learners not completing their online courses, identifying the factors that influence online course completion has became a widespread initiative within institutions of higher learning…

  13. 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'…

  14. Perceptions and Development of Political Leadership Skills of Women in Academic Medicine: A Study of Selected Women Alumnae of the Hedwig Van Ameringen Executive Leadership in Academic Medicine (ELAM) Program

    ERIC Educational Resources Information Center

    Evers, Cynthia D.

    2014-01-01

    Despite women having much to offer in the field of academic medicine, women may not be sufficiently attuned to developing their political leadership skills, which are crucial for successful leadership (Ferris, Frink, & Galang, 1993; Ferris & Perrewe, 2010). The study's purpose was to examine how 14 women in academic medicine perceived…

  15. Academic Magnet Program at Burke High School.

    ERIC Educational Resources Information Center

    Sklarz, David P.

    A plan for the academic magnet high school (AMHS) program offered by the Charleston County (South Carolina) School District is presented in this report. A program overview describes general goals for students, which would emphasize thinking skills in all academic core areas, problem-solving skills in mathematics and research-based science,…

  16. The associations among fundamental movement skills, self-reported physical activity and academic performance during junior high school in Finland.

    PubMed

    Jaakkola, Timo; Hillman, Charles; Kalaja, Sami; Liukkonen, Jarmo

    2015-01-01

    The purpose of this study was to analyse the longitudinal associations between (1) fundamental movement skills (FMSs) and academic performance, and (2) self-reported physical activity and academic performance through junior high school in Finland. The participants of the study were 325 Finnish students (162 girls and 163 boys), who were 13 years old at the beginning of the study at Grade 7. Students performed three FMS tests and responded to a self-reported physical activity questionnaire at Grades 7 and 8. Marks in Finnish language, mathematics and history from Grades 7, 8 and 9 were collected. Structural equation modelling with multigroup method demonstrated that in the boys' group, a correlation (0.17) appeared between FMS and academic performance measured at Grade 7. The results also indicated that FMS collected at Grade 8 were significantly but weakly (path coefficient 0.14) associated with academic performance at Grade 9 for both gender groups. Finally, the results of this study demonstrated that self-reported physical activity was not significantly related to academic performance during junior high school. The findings of this study suggest that mastery of FMS may contribute to better student achievement during junior high school. PMID:25649279

  17. A Comparison of the Academic Achievement and Perceptions of Leadership Skills and Citizenship Traits of JROTC, Student Athletes, and Other Students in an Urban High School Setting

    ERIC Educational Resources Information Center

    Williams-Bonds, Carmen

    2013-01-01

    The purpose of this study was to compare three groups: JROTC students, student athletes, and other students, to determine if there were differences in academic achievement. Gaining an understanding of the necessary skills required to become academically successful and make healthy life choices, could provide educators working within an urban…

  18. Enhancing and Supporting the Role of Academic Tutors in Developing Undergraduate Writing Skills: Reflections on the Experiences of a Social Work Education Programme

    ERIC Educational Resources Information Center

    Hughes, Nathan; Wainwright, Sue; Cresswell, Caroline

    2012-01-01

    Whilst approaches to the development of undergraduate academic writing skills vary between disciplines and institutions, academic tutors are consistently presented as playing an important role. One aspect of this role is supporting students to engage effectively with feedback in order to develop consciousness and competence regarding academic…

  19. Student Perception of Academic Writing Skills Activities in a Traditional Programming Course

    ERIC Educational Resources Information Center

    Cilliers, Charmain B.

    2012-01-01

    Employers of computing graduates have high expectations of graduates in terms of soft skills, the most desirable of these being communication skills. Not only must the graduates exhibit writing skills, but they are expected to be highly proficient therein. The consequence of this expectation is not only performance pressure exerted on the…

  20. Entrepreneur Program. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    De Maria, Richard

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The document consists of matrices that describe the relationship of vocational skills to basic communication, mathematics, and science skills within the entrepreneur…

  1. Disentangling Fine Motor Skills' Relations to Academic Achievement: The Relative Contributions of Visual-Spatial Integration and Visual-Motor Coordination

    ERIC Educational Resources Information Center

    Carlson, Abby G.; Rowe, Ellen; Curby, Timothy W.

    2013-01-01

    Recent research has established a connection between children's fine motor skills and their academic performance. Previous research has focused on fine motor skills measured prior to elementary school, while the present sample included children ages 5-18 years old, making it possible to examine whether this link remains relevant throughout…

  2. The Relationships between Self-Regulated Learning Skills, Causal Attributions and Academic Success of Trainee Teachers Preparing to Teach Gifted Students

    ERIC Educational Resources Information Center

    Leana-Tascilar, Marilena Z.

    2016-01-01

    The purpose of this research is to examine the self-regulated learning skills and causal attributions of trainee teachers preparing to teach gifted pupils, and also to study the predictive relationships between these skills and attributions, on one hand, and academic success, on the other hand. The research was conducted on 123 students attending…

  3. Seasonal forecast skill of Arctic sea ice area in a dynamical forecast system

    NASA Astrophysics Data System (ADS)

    Sigmond, M.; Fyfe, J. C.; Flato, G. M.; Kharin, V. V.; Merryfield, W. J.

    2013-02-01

    AbstractWe assess the seasonal forecast <span class="hlt">skill</span> of pan-Arctic sea ice <span class="hlt">area</span> in a dynamical forecast system that includes interactive atmosphere, ocean, and sea ice components. Forecast <span class="hlt">skill</span> is quantified by the correlation <span class="hlt">skill</span> score computed from 12 month ensemble forecasts initialized in each month between January 1979 to December 2009. We find that forecast <span class="hlt">skill</span> is substantial for all lead times and predicted seasons except spring but is mainly due to the strong downward trend in observations for lead times of about 4 months and longer. <span class="hlt">Skill</span> is higher when evaluated against an observation-based dataset with larger trends. The forecast <span class="hlt">skill</span> when linear trends are removed from the forecasts and verifying observations is small and generally not statistically significant at lead times greater than 2 to 3 months, except for January/February when forecast <span class="hlt">skill</span> is moderately high up to an 11 month lead time. For short lead times, high trend-independent forecast <span class="hlt">skill</span> is found for October, while low <span class="hlt">skill</span> is found for November/December. This is consistent with the seasonal variation of observed lag correlations. For most predicted months and lead times, trend-independent forecast <span class="hlt">skill</span> exceeds that of an anomaly persistence forecast, highlighting the potential for dynamical forecast systems to provide valuable seasonal predictions of Arctic sea ice.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Jupiter&pg=4&id=EJ420344','ERIC'); return false;" href="http://eric.ed.gov/?q=Jupiter&pg=4&id=EJ420344"><span id="translatedtitle">Library Applications of a Wide <span class="hlt">Area</span> Network: Promoting JANET to UK <span class="hlt">Academic</span> Libraries.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>MacColl, John A.</p> <p>1990-01-01</p> <p>Describes Project Jupiter, which was developed to promote the United Kingdom's Joint <span class="hlt">Academic</span> Network (JANET) to its member libraries. Library uses of JANET are described, including online catalogs, commercial services, and electronic mail; the convergence of local <span class="hlt">area</span> networks (LANs) and wide <span class="hlt">area</span> networks (WANs) is discussed; and future…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2856933','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2856933"><span id="translatedtitle">The Development of Cognitive <span class="hlt">Skills</span> and Gains in <span class="hlt">Academic</span> School Readiness for Children from Low-Income Families</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Welsh, Janet A.; Nix, Robert L.; Blair, Clancy; Bierman, Karen L.; Nelson, Keith E.</p> <p>2010-01-01</p> <p>This study examined developmental associations between growth in domain-general cognitive processes (working memory and attention control) and growth in domain-specific <span class="hlt">skills</span> (emergent literacy and numeracy) across the pre-kindergarten year, and their relative contributions to kindergarten reading and math achievement. One hundred sixty-four Head Start children (44% African American or Latino; 57% female) were followed longitudinally. Path analyses revealed that working memory and attention control predicted growth in emergent literacy and numeracy <span class="hlt">skills</span> during the pre-kindergarten year, and furthermore, that growth in these domain-general cognitive <span class="hlt">skills</span> made unique contributions to the prediction of kindergarten math and reading achievement, controlling for growth in domain-specific <span class="hlt">skills</span>. These findings extend research highlighting the importance of working memory and attention control for <span class="hlt">academic</span> learning, demonstrating the effects in early childhood, prior to school entry. We discuss the implications of these findings for pre-kindergarten programs, particularly those designed to reduce the school readiness gaps associated with socio-economic disadvantage. PMID:20411025</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=culinary+AND+science&pg=2&id=ED314569','ERIC'); return false;" href="http://eric.ed.gov/?q=culinary+AND+science&pg=2&id=ED314569"><span id="translatedtitle">Food Services. COM-LINK. Competency Based Vocational Curricula with Basic <span class="hlt">Skills</span> and <span class="hlt">Academic</span> Linkages.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Vastano, Josephine; And Others</p> <p></p> <p>This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic <span class="hlt">skills</span> instruction into vocational education. The model demonstrates the relationship of vocational <span class="hlt">skills</span> to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED406897.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED406897.pdf"><span id="translatedtitle">Effects of Study <span class="hlt">Skills</span> Programs on the <span class="hlt">Academic</span> Behaviors of College Students.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bender, David S.</p> <p></p> <p>This study investigated the effects of a study <span class="hlt">skills</span> course combined with or without class-specific tutoring, and whether or not faculty would be able to observe differences in behavior of high risk students as a result of student participation in the two different levels of intervention. Students (n=22) in the College <span class="hlt">Skills</span> Development Program…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=ocean+AND+science+AND+tables&pg=5&id=ED314582','ERIC'); return false;" href="http://eric.ed.gov/?q=ocean+AND+science+AND+tables&pg=5&id=ED314582"><span id="translatedtitle">Custom Cabinetmaking. COM-LINK. Competency Based Vocational Curricula with Basic <span class="hlt">Skills</span> and <span class="hlt">Academic</span> Linkages.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Holmes, Kenneth</p> <p></p> <p>This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic <span class="hlt">skills</span> instruction into vocational education. The model demonstrates the relationship of vocational <span class="hlt">skills</span> to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=ocean+AND+science+AND+tables&pg=4&id=ED314558','ERIC'); return false;" href="http://eric.ed.gov/?q=ocean+AND+science+AND+tables&pg=4&id=ED314558"><span id="translatedtitle">Child Care Aide. COM-LINK. Competency Based Vocational Curricula with Basic <span class="hlt">Skills</span> and <span class="hlt">Academic</span> Linkages.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Moore, Pamela Hullen</p> <p></p> <p>This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic <span class="hlt">skills</span> instruction into vocational education. The model demonstrates the relationship of vocational <span class="hlt">skills</span> to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=ocean+AND+science+AND+tables&pg=4&id=ED314565','ERIC'); return false;" href="http://eric.ed.gov/?q=ocean+AND+science+AND+tables&pg=4&id=ED314565"><span id="translatedtitle">Commercial Art. COM-LINK. Competency Based Vocational Curricula with Basic <span class="hlt">Skills</span> and <span class="hlt">Academic</span> Linkages.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Vassallo, Thomas</p> <p></p> <p>This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic <span class="hlt">skills</span> instruction into vocational education. The model demonstrates the relationship of vocational <span class="hlt">skills</span> to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=ocean+AND+science+AND+tables&pg=4&id=ED314567','ERIC'); return false;" href="http://eric.ed.gov/?q=ocean+AND+science+AND+tables&pg=4&id=ED314567"><span id="translatedtitle">Printing. COM-LINK. Competency Based Vocational Curricula with Basic <span class="hlt">Skills</span> and <span class="hlt">Academic</span> Linkages.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Abram, Roy</p> <p></p> <p>This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic <span class="hlt">skills</span> instruction into vocational education. The model demonstrates the relationship of vocational <span class="hlt">skills</span> to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=ocean+AND+science+AND+tables&pg=4&id=ED314578','ERIC'); return false;" href="http://eric.ed.gov/?q=ocean+AND+science+AND+tables&pg=4&id=ED314578"><span id="translatedtitle">Design Drafting. COM-LINK. Competency Based Vocational Curricula with Basic <span class="hlt">Skills</span> and <span class="hlt">Academic</span> Linkages.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sharkey, Jeff</p> <p></p> <p>This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic <span class="hlt">skills</span> instruction into vocational education. The model demonstrates the relationship of vocational <span class="hlt">skills</span> to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=ocean+AND+science+AND+tables&pg=3&id=ED314564','ERIC'); return false;" href="http://eric.ed.gov/?q=ocean+AND+science+AND+tables&pg=3&id=ED314564"><span id="translatedtitle">Interior Design. COM-LINK. Competency Based Vocational Curricula with Basic <span class="hlt">Skills</span> and <span class="hlt">Academic</span> Linkages.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Guarini, Michael</p> <p></p> <p>This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic <span class="hlt">skills</span> instruction into vocational education. The model demonstrates the relationship of vocational <span class="hlt">skills</span> to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=importance+AND+skills+AND+communication+AND+written&pg=6&id=EJ533708','ERIC'); return false;" href="http://eric.ed.gov/?q=importance+AND+skills+AND+communication+AND+written&pg=6&id=EJ533708"><span id="translatedtitle">General Management <span class="hlt">Skills</span>: Do Practitioners and <span class="hlt">Academic</span> Faculty Agree on Their Importance?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Levenburg, Nancy M.</p> <p>1996-01-01</p> <p>Usable responses from 165 business practitioners and 218 business faculty showed significant differences on the perceived importance of general management <span class="hlt">skills</span>, especially oral/written communication, problem solving, and teamwork. Global awareness, diversity, and project management <span class="hlt">skills</span> received low rankings from both groups. (SK)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=fiberglass&pg=3&id=ED314573','ERIC'); return false;" href="http://eric.ed.gov/?q=fiberglass&pg=3&id=ED314573"><span id="translatedtitle">Auto Body Repair. COM-LINK. Competency Based Vocational Curricula with Basic <span class="hlt">Skills</span> and <span class="hlt">Academic</span> Linkages.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ormsbee, Robert</p> <p></p> <p>This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic <span class="hlt">skills</span> instruction into vocational education. The model demonstrates the relationship of vocational <span class="hlt">skills</span> to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=fiberglass&pg=3&id=ED314571','ERIC'); return false;" href="http://eric.ed.gov/?q=fiberglass&pg=3&id=ED314571"><span id="translatedtitle">Marine Trades. COM-LINK. Competency Based Vocational Curricula with Basic <span class="hlt">Skills</span> and <span class="hlt">Academic</span> Linkages.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Abbott, Alan</p> <p></p> <p>This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic <span class="hlt">skills</span> instruction into vocational education. The model demonstrates the relationship of vocational <span class="hlt">skills</span> to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=vehicle+AND+battery&pg=5&id=ED314575','ERIC'); return false;" href="http://eric.ed.gov/?q=vehicle+AND+battery&pg=5&id=ED314575"><span id="translatedtitle">Automotive Mechanics. COM-LINK. Competency Based Vocational Curricula with Basic <span class="hlt">Skills</span> and <span class="hlt">Academic</span> Linkages.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Brown, Desmond</p> <p></p> <p>This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic <span class="hlt">skills</span> instruction into vocational education. The model demonstrates the relationship of vocational <span class="hlt">skills</span> to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Anesthesia&pg=7&id=ED314557','ERIC'); return false;" href="http://eric.ed.gov/?q=Anesthesia&pg=7&id=ED314557"><span id="translatedtitle">Dental Assisting. COM-LINK. Competency Based Vocational Curricula with Basic <span class="hlt">Skills</span> and <span class="hlt">Academic</span> Linkages.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mattia, Nancy</p> <p></p> <p>This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic <span class="hlt">skills</span> instruction into vocational education. The model demonstrates the relationship of vocational <span class="hlt">skills</span> to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=objective+AND+sales+AND+promotion&pg=5&id=ED314563','ERIC'); return false;" href="http://eric.ed.gov/?q=objective+AND+sales+AND+promotion&pg=5&id=ED314563"><span id="translatedtitle">Fashion Merchandising. COM-LINK. Competency Based Vocational Curricula with Basic <span class="hlt">Skills</span> and <span class="hlt">Academic</span> Linkages.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Williams, Edwina</p> <p></p> <p>This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic <span class="hlt">skills</span> instruction into vocational education. The model demonstrates the relationship of vocational <span class="hlt">skills</span> to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=torch&pg=6&id=ED314579','ERIC'); return false;" href="http://eric.ed.gov/?q=torch&pg=6&id=ED314579"><span id="translatedtitle">Welding. COM-LINK. Competency Based Vocational Curricula with Basic <span class="hlt">Skills</span> and <span class="hlt">Academic</span> Linkages.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Browning, Terry</p> <p></p> <p>This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic <span class="hlt">skills</span> instruction into vocational education. The model demonstrates the relationship of vocational <span class="hlt">skills</span> to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li class="active"><span>11</span></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_11 --> <div id="page_12" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li class="active"><span>12</span></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="221"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=theory+AND+models+AND+soil&id=ED314581','ERIC'); return false;" href="http://eric.ed.gov/?q=theory+AND+models+AND+soil&id=ED314581"><span id="translatedtitle">Plumbing and Heating. COM-LINK. Competency Based Vocational Curricula with Basic <span class="hlt">Skills</span> and <span class="hlt">Academic</span> Linkages.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mahieu, Louis</p> <p></p> <p>This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic <span class="hlt">skills</span> instruction into vocational education. The model demonstrates the relationship of vocational <span class="hlt">skills</span> to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=linguistics+AND+skills&id=EJ1036609','ERIC'); return false;" href="http://eric.ed.gov/?q=linguistics+AND+skills&id=EJ1036609"><span id="translatedtitle">The Role of Persistence at Preschool Age in <span class="hlt">Academic</span> <span class="hlt">Skills</span> at Kindergarten</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mokrova, Irina L.; O'Brien, Marion; Calkins, Susan D.; Leerkes, Esther M.; Marcovitch, Stuart</p> <p>2013-01-01</p> <p>The current study examined the role of preschoolers' motivation, operationalized as persistence, in the formation of language and math <span class="hlt">skills</span> at kindergarten. The participants were 263 children from diverse ethnic and socio-economic backgrounds. Demographic information, child persistence, and early cognitive-linguistic <span class="hlt">skills</span> were assessed at…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Instruments+AND+Measure&id=EJ1042284','ERIC'); return false;" href="http://eric.ed.gov/?q=Instruments+AND+Measure&id=EJ1042284"><span id="translatedtitle">Development of an Instrument to Measure Student Use of <span class="hlt">Academic</span> Success <span class="hlt">Skills</span>: An Exploratory Factor Analysis</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Carey, John; Brigman, Greg; Webb, Linda; Villares, Elizabeth; Harrington, Karen</p> <p>2014-01-01</p> <p>This article describes the development of the Student Engagement in School Success <span class="hlt">Skills</span> instrument including item development and exploratory factor analysis. The instrument was developed to measure student use of the <span class="hlt">skills</span> and strategies identified as most critical for long-term school success that are typically taught by school counselors.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=ohm%27s+AND+law&pg=5&id=ED314576','ERIC'); return false;" href="http://eric.ed.gov/?q=ohm%27s+AND+law&pg=5&id=ED314576"><span id="translatedtitle">Electrical Trades. COM-LINK. Competency Based Vocational Curricula with Basic <span class="hlt">Skills</span> and <span class="hlt">Academic</span> Linkages.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cannone, Richard</p> <p></p> <p>This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic <span class="hlt">skills</span> instruction into vocational education. The model demonstrates the relationship of vocational <span class="hlt">skills</span> to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=sound+AND+insulation&id=ED314584','ERIC'); return false;" href="http://eric.ed.gov/?q=sound+AND+insulation&id=ED314584"><span id="translatedtitle">Building Trades. COM-LINK. Competency Based Vocational Curricula with Basic <span class="hlt">Skills</span> and <span class="hlt">Academic</span> Linkages.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gudzak, Raymond</p> <p></p> <p>This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic <span class="hlt">skills</span> instruction into vocational education. The model demonstrates the relationship of vocational <span class="hlt">skills</span> to communication, mathematics, and science. The document begins with a philosophy statement; a preface; a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=nail+AND+care&id=ED314568','ERIC'); return false;" href="http://eric.ed.gov/?q=nail+AND+care&id=ED314568"><span id="translatedtitle">Cosmetology/Hairstyling. COM-LINK. Competency Based Vocational Curricula with Basic <span class="hlt">Skills</span> and <span class="hlt">Academic</span> Linkages.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Romano, Marie</p> <p></p> <p>This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic <span class="hlt">skills</span> instruction into vocational education. The model demonstrates the relationship of vocational <span class="hlt">skills</span> to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=jdd&pg=6&id=EJ403963','ERIC'); return false;" href="http://eric.ed.gov/?q=jdd&pg=6&id=EJ403963"><span id="translatedtitle">Increasing <span class="hlt">Academic</span> <span class="hlt">Skills</span> of Students with Autism Using Fifth Grade Peers as Tutors.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kamps, Debra; And Others</p> <p>1989-01-01</p> <p>Nonhandicapped fifth-grade students conducted tutoring sessions in math, language, and reading for two elementary-aged children with autism. Results demonstrated that normal peers could effectively increase <span class="hlt">academic</span> behaviors of autistic students through tutoring activities. (Author/JDD)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=LAN&pg=5&id=EJ415289','ERIC'); return false;" href="http://eric.ed.gov/?q=LAN&pg=5&id=EJ415289"><span id="translatedtitle">Selecting a Local <span class="hlt">Area</span> Network for an <span class="hlt">Academic</span> Environment.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Aman, Mohammed M.; And Others</p> <p>1990-01-01</p> <p>Describes the process used to select a local <span class="hlt">area</span> network (LAN) for the University of Wisconsin-Milwaukee School of Library and Information Science. The use of computers at the library school by staff, faculty, and students is described, technical aspects of a LAN are explained, and the future of LANs is discussed. (LRW)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3796166','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3796166"><span id="translatedtitle">Impaired IQ and <span class="hlt">Academic</span> <span class="hlt">Skills</span> in Adults Who Experienced Moderate to Severe Infantile Malnutrition: A Forty-Year Study</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Waber, Deborah P.; Bryce, Cyralene P.; Girard, Jonathan M.; Zichlin, Miriam; Fitzmaurice, Garrett M.; Galler, Janina R.</p> <p>2013-01-01</p> <p>Objectives To evaluate IQ and <span class="hlt">academic</span> <span class="hlt">skills</span> in adults who experienced an episode of moderate to severe infantile malnutrition and a healthy control group, all followed since childhood in the Barbados Nutrition Study. Methods IQ and <span class="hlt">academic</span> <span class="hlt">skills</span> were assessed in 77 previously malnourished adults (mean age=38.4 years; 53% male) and 59 controls (mean age=38.1 years; 54% male). Group comparisons were carried out by multiple regression and logistic regression, adjusted for childhood socioeconomic factors. Results The previously malnourished group showed substantial deficits on all outcomes relative to healthy controls (p<0.0001). IQ scores in the Intellectual Disability range (< 70) were 9 times more prevalent in the previously malnourished group (OR=9.18; 95% CI=3.50-24.13). Group differences in IQ of approximately one standard deviation were stable from adolescence through mid-life. Discussion Moderate to severe malnutrition during infancy is associated with a significantly elevated incidence of impaired IQ in adulthood, even when physical growth is completely rehabilitated. An episode of malnutrition during the first year of life carries risk for significant lifelong functional morbidity. PMID:23484464</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=risk+AND+assessment+AND+computing&pg=2&id=EJ384324','ERIC'); return false;" href="http://eric.ed.gov/?q=risk+AND+assessment+AND+computing&pg=2&id=EJ384324"><span id="translatedtitle">Summer Academies for Basic <span class="hlt">Skills</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Murphy, Ellen Rae; Smith, Richard Alan</p> <p>1988-01-01</p> <p>Describes summer school sessions developed by Houston schools to improve performance of <span class="hlt">academically</span> at-risk eighth graders on the Texas Educational Assessment of Minimum <span class="hlt">Skills</span> (TEAMS). Highlights include content <span class="hlt">area</span> lessons in language arts and mathematics; study and test-taking <span class="hlt">skills</span>; multimedia instructional materials; and student and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/24303571','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/24303571"><span id="translatedtitle">Disentangling fine motor <span class="hlt">skills</span>' relations to <span class="hlt">academic</span> achievement: the relative contributions of visual-spatial integration and visual-motor coordination.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Carlson, Abby G; Rowe, Ellen; Curby, Timothy W</p> <p>2013-01-01</p> <p>Recent research has established a connection between children's fine motor <span class="hlt">skills</span> and their <span class="hlt">academic</span> performance. Previous research has focused on fine motor <span class="hlt">skills</span> measured prior to elementary school, while the present sample included children ages 5-18 years old, making it possible to examine whether this link remains relevant throughout childhood and adolescence. Furthermore, the majority of research linking fine motor <span class="hlt">skills</span> and <span class="hlt">academic</span> achievement has not determined which specific components of fine motor <span class="hlt">skill</span> are driving this relation. The few studies that have looked at associations of separate fine motor tasks with achievement suggest that copying tasks that tap visual-spatial integration <span class="hlt">skills</span> are most closely related to achievement. The present study examined two separate elements of fine motor <span class="hlt">skills</span>--visual-motor coordination and visual-spatial integration--and their associations with various measures of <span class="hlt">academic</span> achievement. Visual-motor coordination was measured using tracing tasks, while visual-spatial integration was measured using copy-a-figure tasks. After controlling for gender, socioeconomic status, IQ, and visual-motor coordination, and visual-spatial integration explained significant variance in children's math and written expression achievement. Knowing that visual-spatial integration <span class="hlt">skills</span> are associated with these two achievement domains suggests potential avenues for targeted math and writing interventions for children of all ages. PMID:24303571</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED013928.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED013928.pdf"><span id="translatedtitle">HANDBOOK ON EMPLOYMENT SECURITY, JOB MARKET, RESEARCH METHODS--<span class="hlt">AREA</span> <span class="hlt">SKILL</span> SURVEY.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bureau of Employment Security (DOL), Washington, DC.</p> <p></p> <p><span class="hlt">AREA</span> <span class="hlt">SKILL</span> SURVEYS ARE DESIGNED TO PROVIDE COMPREHENSIVE INFORMATION IN INDIVIDUAL LABOR <span class="hlt">AREAS</span> OF CURRENT EMPLOYMENT AND FUTURE LABOR REQUIREMENTS, BY SPECIFIC OCCUPATIONS, AND TO ASCERTAIN TRAINING NEEDS TO FULFILL THESE REQUIREMENTS. THIS HANDBOOK DESCRIBES PROCEDURES AND TECHNIQUES TO BE USED IN THE SURVEY. IT INCLUDES THE PRELIMINARY WORK…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED245778.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED245778.pdf"><span id="translatedtitle">MATC Machine Shop '84: Specific <span class="hlt">Skill</span> Needs Assessment for Machine Shops in the Milwaukee <span class="hlt">Area</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Roberts, Keith J.</p> <p></p> <p>Building on previous research on the future <span class="hlt">skill</span> needs of workers in southeastern Wisconsin, a study was conducted at Milwaukee <span class="hlt">Area</span> Technical College (MATC) to gather information on the machine tool industry in the Milwaukee <span class="hlt">area</span>. Interviews were conducted by MATC Machine Shop and Tool and Die faculty with representatives from 135 machine shops,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Michel&pg=2&id=EJ975436','ERIC'); return false;" href="http://eric.ed.gov/?q=Michel&pg=2&id=EJ975436"><span id="translatedtitle">Michel Hersen and the Development of Social <span class="hlt">Skills</span> Training: Historical Perspective of an <span class="hlt">Academic</span> Scholar and Pioneer</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Miller, Peter M.</p> <p>2012-01-01</p> <p>As a distinguished scholar over the past 45 years, Michel Hersen has left an indelible mark on the field of behavior therapy and clinical psychology. One of his most enduring legacies is his early research work in the <span class="hlt">area</span> of social <span class="hlt">skills</span> assessment and training, with special attention to assertiveness training. His basic analogue and clinical…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=iceland&pg=4&id=EJ1007879','ERIC'); return false;" href="http://eric.ed.gov/?q=iceland&pg=4&id=EJ1007879"><span id="translatedtitle">Behavioral Self-Regulation and Relations to Emergent <span class="hlt">Academic</span> <span class="hlt">Skills</span> among Children in Germany and Iceland</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>von Suchodoletz, Antje; Gestsdottir, Steinunn; Wanless, Shannon B.; McClelland, Megan M.; Birgisdottir, Freyja; Gunzenhauser, Catherine; Ragnarsdottir, Hrafnhildur</p> <p>2013-01-01</p> <p>The present study investigated a direct assessment of behavioral self-regulation (the Head-Toes-Knees-Shoulders; HTKS) and its contribution to early <span class="hlt">academic</span> achievement among young children in Germany and Iceland. The authors examined the psychometric properties and construct validity of the HTKS, investigated gender differences in young…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=30+AND+hour+AND+work+AND+week&pg=5&id=ED343588','ERIC'); return false;" href="http://eric.ed.gov/?q=30+AND+hour+AND+work+AND+week&pg=5&id=ED343588"><span id="translatedtitle">Assessing the Bibliographic Instruction <span class="hlt">Skills</span> Needed for Entry-Level Reference Positions in <span class="hlt">Academic</span> Libraries.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Moegling, Mary Lou</p> <p></p> <p>The purpose of this study is to determine responsibilities expected of newly-hired <span class="hlt">academic</span> reference librarians and background experiences they are expected to possess. The content analysis of 3 months' worth of reference librarian job listings from three 1990 issues of "College & Research Library News" led to a profile of expectations for…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1073168.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1073168.pdf"><span id="translatedtitle">Do Learning and Study <span class="hlt">Skills</span> Affect <span class="hlt">Academic</span> Performance?--An Empirical Investigation</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Griffin, Richard; MacKewn, Angie; Moser, Ernest; VanVuren, Ken W.</p> <p>2012-01-01</p> <p>Universities and colleges are very interested in understanding the factors that influence their students' <span class="hlt">academic</span> performance. This paper describes a study that was conducted at a mid-sized public university in the mid-south, USA, to examine this issue. In this study, the 10-scale, Learning and Study Strategies Inventory (LASSI) (Weinstein et…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=HEARING+AND+LOSS&pg=5&id=EJ974967','ERIC'); return false;" href="http://eric.ed.gov/?q=HEARING+AND+LOSS&pg=5&id=EJ974967"><span id="translatedtitle">Communication, <span class="hlt">Academic</span>, and Social <span class="hlt">Skills</span> of Young Adults with Hearing Loss</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Eriks-Brophy, Alice; Durieux-Smith, Andree; Olds, Janet; Fitzpatrick, Elizabeth M.; Duquette, Cheryll; Whittingham, JoAnne</p> <p>2012-01-01</p> <p>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, <span class="hlt">academic</span>, and social functioning for 43 adolescents and young adults were examined using questionnaires. In addition,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED399351.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED399351.pdf"><span id="translatedtitle">Teaching for Connection: Critical Thinking <span class="hlt">Skills</span>, Problem Solving, and <span class="hlt">Academic</span> and Occupational Competencies. Lesson Plans.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hedges, Lowell E.</p> <p></p> <p>This document contains 48 sample lesson plans that practicing teachers of vocational and <span class="hlt">academic</span> education have developed to train vocational students to think critically and to solve problems. Discussed in the introduction are the following topics: critical thinking, problem solving, and decision making as the building blocks of teaching;…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=socioeconomic+AND+status+AND+academic+AND+achievement&pg=6&id=EJ987215','ERIC'); return false;" href="http://eric.ed.gov/?q=socioeconomic+AND+status+AND+academic+AND+achievement&pg=6&id=EJ987215"><span id="translatedtitle">Early Reading <span class="hlt">Skills</span> and <span class="hlt">Academic</span> Achievement Trajectories of Students Facing Poverty, Homelessness, and High Residential Mobility</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Herbers, Janette E.; Cutuli, J. J.; Supkoff, Laura M.; Heistad, David; Chan, Chi-Keung; Hinz, Elizabeth; Masten, Ann S.</p> <p>2012-01-01</p> <p>This investigation tested the importance of early <span class="hlt">academic</span> achievement for later achievement trajectories among 18,011 students grouped by level of socioeconomic risk. Students considered to be at highest risk were those who experienced homelessness or high residential mobility (HHM). HHM students were compared with students eligible for free…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li class="active"><span>12</span></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_12 --> <div id="page_13" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li class="active"><span>13</span></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="241"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED152315.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED152315.pdf"><span id="translatedtitle">Introducing the College Student to <span class="hlt">Academic</span> Inquiry: An Individualized Course in Library Research <span class="hlt">Skills</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Blum, Mark E.; Spangehl, Stephen</p> <p></p> <p>This paper discusses a course designed to equip students to use library resources while conducting <span class="hlt">academic</span> research. By employing the methods of individualized instruction, a minimal teaching staff can direct the learning of large groups of students. Identifiable competencies are developed and can be assessed in: (1) the critical thinking which…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=assertiveness&id=EJ970384','ERIC'); return false;" href="http://eric.ed.gov/?q=assertiveness&id=EJ970384"><span id="translatedtitle">Assertive <span class="hlt">Skills</span> and <span class="hlt">Academic</span> Performance in Primary and Secondary Education, Giftedness, and Conflictive Students</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Marugan de Miguelsanz, Montserrat; Carbonero Martin, Miguel Angel; Palazuelo Martinez, Ma Marcela</p> <p>2012-01-01</p> <p>Introduction: This study explores the level of assertiveness in various samples of students from Primary and Secondary Education. With the data obtained, on the one hand, we analyzed the relation between assertiveness and <span class="hlt">academic</span> performance and, on the other, we verified whether students who are excluded from the norm, either because of their…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=digital+AND+literacy&pg=5&id=EJ880037','ERIC'); return false;" href="http://eric.ed.gov/?q=digital+AND+literacy&pg=5&id=EJ880037"><span id="translatedtitle">Promoting Digital Literacy <span class="hlt">Skills</span>: Examples from the Literature and Implications for <span class="hlt">Academic</span> Librarians</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kenton, Jeffrey; Blummer, Barbara</p> <p>2010-01-01</p> <p>This paper explores the numerous definitions of digital literacy, discusses its relationship to information literacy, and describes applications of digital literacy instruction in institutions of higher education. It also offers opportunities for <span class="hlt">academic</span> librarians, and especially those in junior and community colleges, to enhance students'…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=skills+AND+ESL&id=EJ765335','ERIC'); return false;" href="http://eric.ed.gov/?q=skills+AND+ESL&id=EJ765335"><span id="translatedtitle">The Effects of <span class="hlt">Academic</span> <span class="hlt">Skills</span> on Chinese ESL Students' Lecture Comprehension</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Huang, Jinyan</p> <p>2006-01-01</p> <p>Research with ESL students has begun to show that Chinese students experience particular challenges in English <span class="hlt">academic</span> listening. This study focuses on their challenges as reported by Chinese ESL students in understanding English lectures. Seventy-eight Chinese ESL students at an American university participated in this study. This paper focuses…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED518864.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED518864.pdf"><span id="translatedtitle">Evaluating the Effects of Basic <span class="hlt">Skills</span> Mathematics Placement on <span class="hlt">Academic</span> Outcomes of Community College Students</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Melguizo, Tatiana; Bo, Hans; Prather, George; Kim, Bo</p> <p>2011-01-01</p> <p>The main objective of the authors' proposed study is to evaluate the effectiveness of math placement policies for entering community college students on these students' <span class="hlt">academic</span> success in math, and their transfer and graduation rates. The main research question that guides the proposed study is: What are the effects of various basic skills…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=%22To+write%22+AND+Article+AND+academic&pg=6&id=EJ793164','ERIC'); return false;" href="http://eric.ed.gov/?q=%22To+write%22+AND+Article+AND+academic&pg=6&id=EJ793164"><span id="translatedtitle">The "Processes" of Learning: On the Use of Halliday's Transitivity in <span class="hlt">Academic</span> <span class="hlt">Skills</span> Advising</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Moore, Tim</p> <p>2007-01-01</p> <p>Of the different uses of discourse analysis, one of the more significant is the way it can be used to introduce students to the culture and literary practices of the disciplines. This article describes how one type of analysis--Halliday's transitivity--has been used in an <span class="hlt">academic</span> advising context to assist students struggling to write effectively…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=snow&pg=5&id=EJ1036991','ERIC'); return false;" href="http://eric.ed.gov/?q=snow&pg=5&id=EJ1036991"><span id="translatedtitle">Patterns of Early Reading and Social <span class="hlt">Skills</span> Associated with <span class="hlt">Academic</span> Success in Elementary School</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cooper, Brittany Rhoades; Moore, Julia E.; Powers, C. J.; Cleveland, Michael; Greenberg, Mark T.</p> <p>2014-01-01</p> <p>Research Findings: Researchers and policymakers emphasize that early childhood is a critical developmental stage with the potential to impact <span class="hlt">academic</span> 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…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1069310.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1069310.pdf"><span id="translatedtitle">Challenges Facing Women <span class="hlt">Academic</span> Leadership in Secondary Schools of Irbid Educational <span class="hlt">Area</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Al-Jaradat, Mahmoud Khaled Mohammad</p> <p>2014-01-01</p> <p>This study aimed at identifying the challenges facing women <span class="hlt">academic</span> leadership in secondary schools of Irbid Educational <span class="hlt">Area</span>. A random sample of 187 female leaders were chosen. They responded to a 49-item questionnaire prepared by the researcher. The items were distributed into four domains: organizational, personal, social and physical…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=violent&pg=6&id=EJ937364','ERIC'); return false;" href="http://eric.ed.gov/?q=violent&pg=6&id=EJ937364"><span id="translatedtitle">Inequality in <span class="hlt">Academic</span> Performance and Juvenile Convictions: An <span class="hlt">Area</span>-Based Analysis</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sabates, Ricardo; Feinstein, Leon; Shingal, Anirudh</p> <p>2011-01-01</p> <p>This paper focuses on the links between inequality in <span class="hlt">academic</span> performance and juvenile conviction rates for violent crime, stealing from another person, burglary in a dwelling and racially motivated offences. We use <span class="hlt">area</span>-based aggregate data to model this relationship. Our results show that, above and beyond impacts of absolute access to…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/22187917','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/22187917"><span id="translatedtitle">[Occupational health and immigration: <span class="hlt">skills</span>, perspectives and <span class="hlt">areas</span> of intervention].</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Porru, S; Arici, C</p> <p>2011-01-01</p> <p>The occupational physician (OP) has nowadays to face health and safety of migrant workers on new ethical, scientific, epidemiologic and legislative basis. Objective of our contribution is to describe <span class="hlt">area</span> of interventions and perspectives in good medical practices for OP when dealing with migrant workers. Risk assessment should focus on differences of immigrants versus natives as regards exposures and effects, quality of and access to health services, organizational issues. Health surveillance should take into account cultural, educational, religious, life style differences, as well as susceptibility; time must be dedicated by the OP to search and evaluate such differences. Counselling, health promotion and case management are part of good medical practice. The professional role of the OP is depicted, trying to identify weaknesses and strengths, as well as priorities for intervention especially in applied research. In conclusion, migrant workers may suffer from occupational health inequalities. By means of good medical practices in risk assessment, health surveillance, fitness for work and health promotion, OP can proactively improve migrant workers' health and guarantee same levels of protection and prevention in workplaces as for the natives. PMID:22187917</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/23344653','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/23344653"><span id="translatedtitle">More than just fun and games: the longitudinal relationships between strategic video games, self-reported problem solving <span class="hlt">skills</span>, and <span class="hlt">academic</span> grades.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Adachi, Paul J C; Willoughby, Teena</p> <p>2013-07-01</p> <p>Some researchers have proposed that video games possess good learning principles and may promote problem solving <span class="hlt">skills</span>. Empirical research regarding this relationship, however, is limited. The goal of the presented study was to examine whether strategic video game play (i.e., role playing and strategy games) predicted self-reported problem solving <span class="hlt">skills</span> among a sample of 1,492 adolescents (50.8 % female), over the four high school years. The results showed that more strategic video game play predicted higher self-reported problem solving <span class="hlt">skills</span> over time than less strategic video game play. In addition, the results showed support for an indirect association between strategic video game play and <span class="hlt">academic</span> grades, in that strategic video game play predicted higher self-reported problem solving <span class="hlt">skills</span>, and, in turn, higher self-reported problem solving <span class="hlt">skills</span> predicted higher <span class="hlt">academic</span> grades. The novel findings that strategic video games promote self-reported problem solving <span class="hlt">skills</span> and indirectly predict <span class="hlt">academic</span> grades are important considering that millions of adolescents play video games every day. PMID:23344653</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=swrl&pg=6&id=ED124951','ERIC'); return false;" href="http://eric.ed.gov/?q=swrl&pg=6&id=ED124951"><span id="translatedtitle">SWRL Communication <span class="hlt">Skills</span> Programs: Quality Assurance Information for the 1973-74 <span class="hlt">Academic</span> Year.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hanson, Ralph A.; And Others</p> <p></p> <p>This document reports on the quality assurance aspects of the tryout of three SWRL (Southwest Regional Laboratory) Communication <span class="hlt">Skills</span> Programs: Reading, Composition, and Expressive Language. The sample population was both large and diverse, and a pattern of high proficiency was achieved both within program blocks or levels and across program…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=miao&pg=4&id=ED557401','ERIC'); return false;" href="http://eric.ed.gov/?q=miao&pg=4&id=ED557401"><span id="translatedtitle">Behavioral Self-Regulation and Executive Function Both Predict Visuomotor <span class="hlt">Skills</span> and Early <span class="hlt">Academic</span> Achievement</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Becker, Derek R.; Miao, Alicia; Duncan, Robert; McClelland, Megan M.</p> <p>2014-01-01</p> <p>The present study explored direct and interactive effects between behavioral self-regulation (SR) and two measures of executive function (EF, inhibitory control and working memory), with a fine motor measure tapping visuomotor <span class="hlt">skills</span> (VMS) in a sample of 127 prekindergarten and kindergarten children. It also examined the relative contribution of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=socioeconomics&id=EJ1045798','ERIC'); return false;" href="http://eric.ed.gov/?q=socioeconomics&id=EJ1045798"><span id="translatedtitle">Effects of Simulated Interventions to Improve School Entry <span class="hlt">Academic</span> <span class="hlt">Skills</span> on Socioeconomic Inequalities in Educational Achievement</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Chittleborough, Catherine R.; Mittinty, Murthy N.; Lawlor, Debbie A.; Lynch, John W.</p> <p>2014-01-01</p> <p>Randomized controlled trial evidence shows that interventions before age 5 can improve <span class="hlt">skills</span> necessary for educational success; the effect of these interventions on socioeconomic inequalities is unknown. Using trial effect estimates, and marginal structural models with data from the Avon Longitudinal Study of Parents and Children (n = 11,764,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=elearning+AND+health&pg=3&id=EJ782722','ERIC'); return false;" href="http://eric.ed.gov/?q=elearning+AND+health&pg=3&id=EJ782722"><span id="translatedtitle">Promoting <span class="hlt">Academic</span> Writing/Referencing <span class="hlt">Skills</span>: Outcome of an Undergraduate E-Learning Pilot Project</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Brown, Cary A.; Dickson, Rumona; Humphreys, Anne-Louise; McQuillan, Vicky; Smears, Elizabeth</p> <p>2008-01-01</p> <p>Future health care professionals will require self-directed learning <span class="hlt">skills</span>. e-Learning is a tool to assist in this process and therefore there is a need to develop the capacity and readiness to utilise e-learning within educational programmes. The aim of this study was to determine if extra-curricular online referencing and anti-plagiarism…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=john&pg=6&id=EJ1089265','ERIC'); return false;" href="http://eric.ed.gov/?q=john&pg=6&id=EJ1089265"><span id="translatedtitle">Employability <span class="hlt">Skills</span>, the Student Path, and the Role of the <span class="hlt">Academic</span> Library and Partners</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Tyrer, Gwyneth; Ives, Joanne; Corke, Charlotte</p> <p>2013-01-01</p> <p>This case study explores the introduction of a university wide employability program by the World of Work Careers Centre (WOWCC) at Liverpool John Moores University (LJMU). The article reports the background against which an employability program was implemented; the justification and growing demand for more emphasis on employability <span class="hlt">skills</span> in…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=NTS&pg=2&id=EJ850582','ERIC'); return false;" href="http://eric.ed.gov/?q=NTS&pg=2&id=EJ850582"><span id="translatedtitle">Goal Orientations and Metacognitive <span class="hlt">Skills</span> of Normal Technical and Normal <span class="hlt">Academic</span> Students on Project Work</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ee, J.; Wang, C.; Koh, C.; Tan, O.; Liu, W.</p> <p>2009-01-01</p> <p>In 2000, the Singapore Ministry of Education launched Project Work (PW) to encourage the application of knowledge across disciplines, and to develop thinking, communication, collaboration and metacognitive <span class="hlt">skills</span>. This preliminary findings of a large scale study examines the role of goal orientations (achievement goals and social goals) in…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED234122.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED234122.pdf"><span id="translatedtitle">Project BABS (Bilingual <span class="hlt">Academic</span> and Business <span class="hlt">Skills</span>). O.E.E. Evaluation Report, 1981-1982.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Torres, Judith A.; Puccio, Ignazio</p> <p></p> <p>Project BABS is a Title VII-funded comprehensive project designed to develop the business and basic <span class="hlt">skills</span> of limited English proficient students of Chinese/Vietnamese, Greek, Russian, and Hispanic descent. Participating students come from six New York City high schools. Major program activities include career counseling, job internships with…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=PACKMAN&pg=6&id=EJ741929','ERIC'); return false;" href="http://eric.ed.gov/?q=PACKMAN&pg=6&id=EJ741929"><span id="translatedtitle"><span class="hlt">Academic</span> Admission Requirements as Predictors of Counseling Knowledge, Personal Development, and Counseling <span class="hlt">Skills</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Smaby, Marlowe H.; Maddux, Cleborne D.; Richmond, Aaron S.; Lepkowski, William J.; Packman, Jill</p> <p>2005-01-01</p> <p>The authors investigated whether undergraduates' scores on the Verbal and Quantitative tests of the Graduate Record Examinations and their undergraduate grade point average can be used to predict knowledge, personal development, and <span class="hlt">skills</span> of graduates of counseling programs. Multiple regression analysis produced significant models predicting…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=physical+AND+activity+AND+academic+AND+achievement&pg=7&id=EJ799362','ERIC'); return false;" href="http://eric.ed.gov/?q=physical+AND+activity+AND+academic+AND+achievement&pg=7&id=EJ799362"><span id="translatedtitle">Motor <span class="hlt">Skills</span>, Attention and <span class="hlt">Academic</span> Achievements. An Intervention Study in School Years 1-3</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ericsson, Ingegerd</p> <p>2008-01-01</p> <p>The aim was to study effects of an extension of physical education and motor training on motor <span class="hlt">skills</span>, attention and cognition during a period of three years. The study has two intervention groups (n = 152) that have physical activity and motor training one lesson every school day and one control group (n = 99) that has the school's ordinary…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li class="active"><span>13</span></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_13 --> <div id="page_14" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li class="active"><span>14</span></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="261"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED096776.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED096776.pdf"><span id="translatedtitle">Pre-<span class="hlt">Academic</span> Program for Children Delayed in Oral Communication <span class="hlt">Skills</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Skarda, Dolores; And Others</p> <p></p> <p>The report describes a special 2-year early oral language intervention program designed by a Wisconsin public school system to develop life-oriented, auditory-vocal language <span class="hlt">skills</span> in language delayed children. Explained are administrative aspects of the program including evolution of the speech and language disabilities department (1940-74), and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Temperament&pg=4&id=EJ1069053','ERIC'); return false;" href="http://eric.ed.gov/?q=Temperament&pg=4&id=EJ1069053"><span id="translatedtitle">Children's Temperament and <span class="hlt">Academic</span> <span class="hlt">Skill</span> Development during First Grade: Teachers' Interaction Styles as Mediators</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Viljaranta, Jaana; Aunola, Kaisa; Mullola, Sari; Virkkala, Johanna; Hirvonen, Riikka; Pakarinen, Eija; Nurmi, Jari-Erik</p> <p>2015-01-01</p> <p>The present study followed 156 Finnish children (M[subscript age] = 7.25 years) during the first grade of primary school to examine to what extent parent- and teacher-rated temperament impacts children's math and reading <span class="hlt">skill</span> development during the first grade, and the extent to which this impact would be mediated by teachers' interaction styles…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED470300.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED470300.pdf"><span id="translatedtitle">CPS Test Trend Review: Iowa Tests of Basic <span class="hlt">Skills</span>, 2001. Research Data Brief. <span class="hlt">Academic</span> Productivity Series.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Rosenkranz, Todd</p> <p></p> <p>This report tracks student performance on the Iowa Tests of Basic <span class="hlt">Skills</span> (ITBS) in the Chicago Public Schools' (CPS) elementary schools in 2001. To make valid cross-year comparisons, this update adjusts statistics reported by the CPS by establishing a common procedure over time for including bilingual education students. Test scores are tracked by…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=hu&pg=3&id=EJ832103','ERIC'); return false;" href="http://eric.ed.gov/?q=hu&pg=3&id=EJ832103"><span id="translatedtitle">The Effect of Scientific Process <span class="hlt">Skills</span> Education on Students' Scientific Creativity, Science Attitudes and <span class="hlt">Academic</span> Achievements</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Aktamis, Hilal; Ergin, Omer</p> <p>2008-01-01</p> <p>The aim of this study is to investigate the effects of teaching scientific process <span class="hlt">skills</span> education to students to promote their scientific creativity, attitudes towards science, and achievements in science. The research includes a pre-test post-test research model with a control group. The subjects of the research consist of 40 students reading…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=STYLES+AND+LEARNING+AND+ACCOUNTING&pg=5&id=EJ333906','ERIC'); return false;" href="http://eric.ed.gov/?q=STYLES+AND+LEARNING+AND+ACCOUNTING&pg=5&id=EJ333906"><span id="translatedtitle">Learning Style and Study <span class="hlt">Skills</span> Differences across Business and Other <span class="hlt">Academic</span> Majors.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Journal of Education for Business, 1986</p> <p>1986-01-01</p> <p>This study examines differences in study <span class="hlt">skills</span> and learning styles of students enrolled at the University of Scranton in the four business school majors of accounting, economics/finance, management, and marketing. It also compares these differences with those of students enrolled in other majors throughout the university. (CT)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/25773450','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/25773450"><span id="translatedtitle">The write stuff: A proactive approach to increasing <span class="hlt">academics</span>' writing <span class="hlt">skills</span> and outcomes.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Dwyer, Trudy; Friel, Deborah; McAllister, Margaret; Searl, Kerry Reid; Rossi, Dolene</p> <p>2015-07-01</p> <p>An important way to advance the profession of nursing, to promote best practice and to improve the quality of nursing care, is for nurses to publish. A publication track record is necessary to gain competitive research funding, build knowledge, disseminate new insights and advance the profession. However, <span class="hlt">academics</span> often experience obstacles in publishing ranging from a pervasive teaching culture, lack of confidence in writing, and lack of strategies to write more strategically. The benefits of writing retreats have been discussed within the nursing and other <span class="hlt">academic</span> literature but the specifics about the method as well as the unplanned benefits have not been explored. More exploration and discussion is needed about factors assisting writers to complete papers and successfully publish. This paper discusses a novel intervention which aimed to seed the beginnings of a flourishing scholarly community at a regional Queensland University. The paper also presents qualitative and quantitative evaluation data. PMID:25773450</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1085288.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1085288.pdf"><span id="translatedtitle"><span class="hlt">Academic</span> Majors and Subject-<span class="hlt">Area</span> Certifications of Health Education Teachers in the United States, 2011-2012</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cardina, Catherine</p> <p>2014-01-01</p> <p>Purpose: The purpose of this study was to identify <span class="hlt">academic</span> preparation and subject-<span class="hlt">area</span> certifications of K-12 public school staff teaching at least one health education class during 2011-2012 <span class="hlt">academic</span> year. In general, teachers who are well qualified to teach a subject <span class="hlt">area</span> are more likely to positively affect student achievement. Methods: Data…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/27480706','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/27480706"><span id="translatedtitle">Critical Thinking Disposition and <span class="hlt">Skills</span> in Dental Students: Development and Relationship to <span class="hlt">Academic</span> Outcomes.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Whitney, Eli M; Aleksejuniene, Jolanta; Walton, Joanne N</p> <p>2016-08-01</p> <p>Critical thinking is a key element of complex problem-solving and professional behavior. An ideal critical thinking measurement instrument would be able to accurately predict which dental students are predisposed to and capable of thinking critically and applying such thinking <span class="hlt">skills</span> to clinical situations. The aims of this study were to describe critical thinking disposition and <span class="hlt">skills</span> in dental students at the beginning and end of their first year, examine cohort and gender effects, and compare their critical thinking test scores to their first-year grades. Volunteers from three student cohorts at the University of British Columbia were tested using the California Critical Thinking Disposition Inventory and California Critical Thinking <span class="hlt">Skills</span> instruments at the beginning and end of their first year. Based on the preliminary findings, one cohort was retested at graduation when their final-year grades and clinical advisor rankings were compared to their critical thinking test scores. The results showed that students who entered dental school with higher critical thinking scores tended to complete their first year with higher critical thinking scores, achieve higher grades, and show greater disposition to think critically at the start of the program. Students who demonstrated an ability to think critically and had a disposition to do so at the start of the program were also likely to demonstrate those same attributes at the completion of their training. High critical thinking scores were associated with success in both didactic and clinical settings in dental school. PMID:27480706</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=shehabi&id=ED505900','ERIC'); return false;" href="http://eric.ed.gov/?q=shehabi&id=ED505900"><span id="translatedtitle">Language Matters: The Supply of and Demand for UK Born and Educated <span class="hlt">Academic</span> Researchers with <span class="hlt">Skills</span> in Languages Other Than English. Technical Report</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Levitt, Ruth; Janta, Barbara; Shehabi, Ala'a; Jones, Daniel; Valentini, Elizabeth</p> <p>2009-01-01</p> <p>This report discusses concerns that the future of the UK's world class research base might be threatened by the decline in modern language learning and calls for a series of measures by Universities and Government bodies to address this danger. It investigates evidence for the role of language <span class="hlt">skills</span> in <span class="hlt">academic</span> research in the humanities and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED471756.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED471756.pdf"><span id="translatedtitle">A Content Analysis of Exit Level Mathematics on the Texas Assessment of <span class="hlt">Academic</span> <span class="hlt">Skills</span>: Addressing the Issue of Instructional Decision-Making in Texas.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Confrey, Jere; Carrejo, David</p> <p></p> <p>High stakes tests are increasingly used to monitor systemic improvements in mathematics and teachers are expected to rely on the results of such tests to adapt their instructional practices. We examine the Texas Assessment of <span class="hlt">Academic</span> <span class="hlt">Skills</span> (TAAS) over a period of three years to examine to what extent its results can be used to guide…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=TAA&pg=7&id=ED363634','ERIC'); return false;" href="http://eric.ed.gov/?q=TAA&pg=7&id=ED363634"><span id="translatedtitle">Texas Assessment of <span class="hlt">Academic</span> <span class="hlt">Skills</span> and TEAMS Exit Level. Student Performance Results, 1991-1992. Volume 2. Performance by School District.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Texas Education Agency, Austin.</p> <p></p> <p>This report presents the Texas Assessment of <span class="hlt">Academic</span> <span class="hlt">Skills</span> (TAAS) performance results to state officials and the public as required by state law. Compiled in two volumes, TAAS results are aggregated and reported for the state as a whole, for education service centers and individual districts, and in district demographic groupings. This volume…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED421398.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED421398.pdf"><span id="translatedtitle">Teacher's Guide to Resources of the Oklahoma Historical Society, Keyed to the Priority <span class="hlt">Academic</span> Student <span class="hlt">Skills</span> (PASS), Grades 6-12 Oklahoma History.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>National Diffusion Network (DHEW/OE), Washington, DC.</p> <p></p> <p>This guide is correlated to the PASS (Priority <span class="hlt">Academic</span> Student <span class="hlt">Skills</span>) objectives for Oklahoma history in grades 6-12. The guide was developed to aid in the teaching of the PASS objectives by identifying primary sources, audiovisual materials, field trips and scholarly materials that relate to each objective. The guide is divided into seven…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1038787.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1038787.pdf"><span id="translatedtitle">The Effectiveness of the Constant Time Delay Procedure in Teaching Pre-School <span class="hlt">Academic</span> <span class="hlt">Skills</span> to Children with Developmental Disabilities in a Small Group Teaching Arrangement</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Aldemir, Ozgul; Gursel, Oguz</p> <p>2014-01-01</p> <p>Children with developmental disabilities are trained using different teaching arrangements. One of these arrangements is called small-group teaching. It has been ascertained that a small-group teaching arrangement is more effective than a one-to-one teaching arrangement. In that sense, teaching <span class="hlt">academic</span> <span class="hlt">skills</span> to pre-school children in small-group…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1075848.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1075848.pdf"><span id="translatedtitle">Instructional Strategies and Students' <span class="hlt">Academic</span> Performance in Electrical Installation in Technical Colleges in Akwa Ibom State: Instructional <span class="hlt">Skills</span> for Structuring Appropriate Learning Experiences for Students</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Onweh, Vincent E.; Akpan, Udeme Timothy</p> <p>2014-01-01</p> <p>The study investigated the effects of instructional strategies on students' <span class="hlt">academic</span> performance in Electrical Installation in Technical Colleges in Akwa Ibom State. Instructional <span class="hlt">skills</span> are the most specific category of teaching behaviours. A non-equivalent control group quasi experimental design was adopted for the study. Four intact classes…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1079778.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1079778.pdf"><span id="translatedtitle">Effect of Instruction in Emotional Intelligence <span class="hlt">Skills</span> on Locus of Control and <span class="hlt">Academic</span> Self-Efficacy among Junior Secondary School Students in Niger State, Nigeria</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Umaru, Yunusa; Umma, Abdulwahid</p> <p>2015-01-01</p> <p>This study investigated the effect of instruction in emotional intelligence <span class="hlt">Skills</span> on locus of control and <span class="hlt">academic</span> self-efficacy among junior secondary school students in Niger state, Nigeria. This study employed a quasi-experimental, non-equivalent control group, pre-test - post-test design. The population of this study was 105,034 secondary…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED565008.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED565008.pdf"><span id="translatedtitle">The Effect of Use of Animations on the <span class="hlt">Academic</span> Achievements of the Students, Retention of the Knowledge Learned, and the Scientific Process <span class="hlt">Skills</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Dasdemir, Ikramettin</p> <p>2013-01-01</p> <p>This study was conducted to determine the effect of the use of the animation on the <span class="hlt">academic</span> achievements of the students, retention of this achievement, and the development of scientific process <span class="hlt">skills</span> in the unit of force and motion of the science and technology course of the 6th grade basic education and to find out the student's views. The…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=emotional+AND+learning&pg=4&id=EJ953693','ERIC'); return false;" href="http://eric.ed.gov/?q=emotional+AND+learning&pg=4&id=EJ953693"><span id="translatedtitle">Can Explicit Instruction in Social and Emotional Learning <span class="hlt">Skills</span> Benefit the Social-Emotional Development, Well-Being, and <span class="hlt">Academic</span> Achievement of Young Children?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ashdown, Daniela Maree; Bernard, Michael E.</p> <p>2012-01-01</p> <p>This study investigated the effect of a social and emotional learning <span class="hlt">skills</span> curriculum, the "You Can Do It! Early Childhood Education Program" (YCDI), on the social-emotional development, well-being, and <span class="hlt">academic</span> achievement of 99 preparatory and grade 1 students attending a Catholic school in Melbourne, Australia. One preparatory and one grade 1…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Math+AND+preschool&pg=5&id=EJ1004742','ERIC'); return false;" href="http://eric.ed.gov/?q=Math+AND+preschool&pg=5&id=EJ1004742"><span id="translatedtitle">Targeted versus Mixed Preschools and Kindergartens: Effects of Class Composition and Teacher-Managed Activities on Disadvantaged Children's Emergent <span class="hlt">Academic</span> <span class="hlt">Skills</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>de Haan, Annika; Elbers, Ed; Hoofs, Huub; Leseman, Paul</p> <p>2013-01-01</p> <p>In this study, longitudinal cohort-sequential latent growth modeling was used to determine the effects of (a) socioeconomically mixed preschool and kindergarten classrooms, (b) the implementation of an education program aiming to accelerate socioeconomically disadvantaged children's emergent <span class="hlt">academic</span> <span class="hlt">skills</span>, and (c) the amount of teacher-managed…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED557726.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED557726.pdf"><span id="translatedtitle">Impact of Full-Day Head Start Prekindergarten Class Model on Student <span class="hlt">Academic</span> Performance, Cognitive <span class="hlt">Skills</span>, and Learning Behaviors by the End of Grade 2. Evaluation Brief</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Zhao, Huafang; Modarresi, Shahpar</p> <p>2013-01-01</p> <p>This brief describes the impact of the Montgomery County (Maryland) Public Schools (MCPS) 2007-2008 full-day Head Start prekindergarten (pre-K) class model on student <span class="hlt">academic</span> performance, cognitive <span class="hlt">skills</span>, and learning behaviors by the end of Grade 2. This is the fourth impact study of the MCPS full-day Head Start pre-K class model. The following…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED363633.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED363633.pdf"><span id="translatedtitle">Texas Assessment of <span class="hlt">Academic</span> <span class="hlt">Skills</span> and TEAMS Exit Level. Student Performance Results, 1991-1992. Volume 1. Statewide and Regional Results.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Texas Education Agency, Austin.</p> <p></p> <p>This report presents the Texas Assessment of <span class="hlt">Academic</span> <span class="hlt">Skills</span> (TAAS) performance results to state officials and the public as required by state law. Compiled in two volumes, TAAS results are aggregated and reported for the state as a whole, for education service centers and individual districts, and in district demographic groupings. Section 1…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li class="active"><span>14</span></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_14 --> <div id="page_15" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li class="active"><span>15</span></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="281"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=test+AND+123&pg=7&id=EJ783242','ERIC'); return false;" href="http://eric.ed.gov/?q=test+AND+123&pg=7&id=EJ783242"><span id="translatedtitle">Examining the Relationship between Treatment Outcomes for <span class="hlt">Academic</span> Achievement and Social <span class="hlt">Skills</span> in School-Age Children with Attention-Deficit Hyperactivity Disorder</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Rutherford, Laura E.; DuPaul, George J.; Jitendra, Asha K.</p> <p>2008-01-01</p> <p>The purpose of this study was to determine the relationship between treatment-induced changes in <span class="hlt">academic</span> achievement and social <span class="hlt">skills</span> in elementary school-age children with attention-deficit hyperactivity disorder. A sample of 123 children in grades 1 through 4 with symptoms of inattention, impulsivity and/or hyperactivity, and significant…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=horticulture&pg=2&id=EJ677106','ERIC'); return false;" href="http://eric.ed.gov/?q=horticulture&pg=2&id=EJ677106"><span id="translatedtitle">Applications of Tutoring Systems in Specialized Subject <span class="hlt">Areas</span>: An Analysis of <span class="hlt">Skills</span>, Methodologies, and Results.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Heron, Timothy E.; Welsch, Richard G.; Goddard, Yvonne L.</p> <p>2003-01-01</p> <p>This article reviews how tutoring systems have been applied across specialized subject <span class="hlt">areas</span> (e.g., music, horticulture, health and safety, social interactions). It summarizes findings, provides an analysis of <span class="hlt">skills</span> learned within each tutoring system, identifies the respective methodologies, and reports relevant findings, implications, and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=motivation+AND+work+AND+wages&pg=6&id=ED194741','ERIC'); return false;" href="http://eric.ed.gov/?q=motivation+AND+work+AND+wages&pg=6&id=ED194741"><span id="translatedtitle">Views of Employers on the Jobs-<span class="hlt">Skills</span> Mismatch Problem in the Stamford <span class="hlt">Area</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Chung, Hyung C.</p> <p></p> <p>This document reports a survey of employers in the Stamford Labor Market <span class="hlt">Area</span> (Connecticut) that was undertaken during the fall of 1978. Chapter 1 outlines the survey, its findings, and these four objectives: (1) identify nature and extent of jobs and <span class="hlt">skills</span> mismatch problems, (2) identify nature and extent of career-stagnation problems among…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/27494354','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/27494354"><span id="translatedtitle">Risks and benefits of epilepsy surgery in a pediatric population: Consequences for memory and <span class="hlt">academic</span> <span class="hlt">skills</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Martin, Rebecca; Cirino, Paul; Hiscock, Merrill; Schultz, Rebecca; Collins, Robert; Chapieski, Lynn</p> <p>2016-09-01</p> <p>We examined benefits and risks for memory and <span class="hlt">academic</span> functioning associated with epilepsy surgery in a pediatric population. A total of 46 patients with intractable seizures and a single seizure focus were divided into four groups according to focus localization: right temporal, left temporal, frontal, and parietal/occipital region. Pre- and postsurgery performance measures were compared across groups and with a fifth group of patients that had intractable seizures but did not undergo surgery. Both groups with temporal lobe epilepsy showed significant declines in memory test scores, while performance of the group with frontal lobe epilepsy improved. These changes were mirrored in parental reports of everyday memory. Consistent with other pediatric studies, no lateralized material-specific declines in the groups with temporal lobe epilepsy were found. When memory improved, the improvement was associated with decreases in seizure frequency and the number of anticonvulsant medications. Presurgical performance was the best predictor of declines in memory test performance. Deterioration of <span class="hlt">academic</span> test scores in the group that did not have surgery exemplified a potential risk of living with seizures and antiepilepsy medication. PMID:27494354</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1994JRScT..31..749G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1994JRScT..31..749G"><span id="translatedtitle">Testing a model of science process <span class="hlt">skills</span> acquisition: An interaction with parents' education, preferred language, gender, science attitude, cognitive development, <span class="hlt">academic</span> ability, and biology knowledge</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Germann, Paul J.</p> <p></p> <p>Path analysis techniques were used to test a hypothesized structural model of direct and indirect causal effects of student variables on science process <span class="hlt">skills</span>. The model was tested twice using data collected at the beginning and end of the school year from 67 9th- and 10th-grade biology students who lived in a rural Franco-American community in New England. Each student variable was found to have significant effects, accounting for approximately 80% of the variance in science process <span class="hlt">skills</span> achievement. <span class="hlt">Academic</span> ability, biology knowledge, and language preference had significant direct effects. There were significant mediated effects by cognitive development, parents' education, and attitude toward science in school. The variables of cognitive development and <span class="hlt">academic</span> ability had the greatest total effects on science process <span class="hlt">skills</span>. Implications for practitioners and researchers are discussed.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/27615029','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/27615029"><span id="translatedtitle">Cognitive Priming and Cognitive Training: Immediate and Far Transfer to <span class="hlt">Academic</span> <span class="hlt">Skills</span> in Children.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Wexler, Bruce E; Iseli, Markus; Leon, Seth; Zaggle, William; Rush, Cynthia; Goodman, Annette; Esat Imal, A; Bo, Emily</p> <p>2016-01-01</p> <p>Cognitive operations are supported by dynamically reconfiguring neural systems that integrate processing components widely distributed throughout the brain. The inter-neuronal connections that constitute these systems are powerfully shaped by environmental input. We evaluated the ability of computer-presented brain training games done in school to harness this neuroplastic potential and improve learning in an overall study sample of 583 second-grade children. Doing a 5-minute brain-training game immediately before math or reading curricular content games increased performance on the curricular content games. Doing three 20-minute brain training sessions per week for four months increased gains on school-administered math and reading achievement tests compared to control classes tested at the same times without intervening brain training. These results provide evidence of cognitive priming with immediate effects on learning, and longer-term brain training with far-transfer or generalized effects on <span class="hlt">academic</span> achievement. PMID:27615029</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/23220604','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/23220604"><span id="translatedtitle">Critical research needs for managing coral reef marine protected <span class="hlt">areas</span>: perspectives of <span class="hlt">academics</span> and managers.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Cvitanovic, C; Wilson, S K; Fulton, C J; Almany, G R; Anderson, P; Babcock, R C; Ban, N C; Beeden, R J; Beger, M; Cinner, J; Dobbs, K; Evans, L S; Farnham, A; Friedman, K J; Gale, K; Gladstone, W; Grafton, Q; Graham, N A J; Gudge, S; Harrison, P L; Holmes, T H; Johnstone, N; Jones, G P; Jordan, A; Kendrick, A J; Klein, C J; Little, L R; Malcolm, H A; Morris, D; Possingham, H P; Prescott, J; Pressey, R L; Skilleter, G A; Simpson, C; Waples, K; Wilson, D; Williamson, D H</p> <p>2013-01-15</p> <p>Marine protected <span class="hlt">areas</span> (MPAs) are a primary policy instrument for managing and protecting coral reefs. Successful MPAs ultimately depend on knowledge-based decision making, where scientific research is integrated into management actions. Fourteen coral reef MPA managers and sixteen <span class="hlt">academics</span> from eleven research, state and federal government institutions each outlined at least five pertinent research needs for improving the management of MPAs situated in Australian coral reefs. From this list of 173 key questions, we asked members of each group to rank questions in order of urgency, redundancy and importance, which allowed us to explore the extent of perceptional mismatch and overlap among the two groups. Our results suggest the mismatch among MPA managers and <span class="hlt">academics</span> is small, with no significant difference among the groups in terms of their respective research interests, or the type of questions they pose. However, managers prioritised spatial management and monitoring as research themes, whilst <span class="hlt">academics</span> identified climate change, resilience, spatial management, fishing and connectivity as the most important topics. Ranking of the posed questions by the two groups was also similar, although managers were less confident about the achievability of the posed research questions and whether questions represented a knowledge gap. We conclude that improved collaboration and knowledge transfer among management and <span class="hlt">academic</span> groups can be used to achieve similar objectives and enhance the knowledge-based management of MPAs. PMID:23220604</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4954905','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4954905"><span id="translatedtitle">The Nutrition and Dietetics Workforce Needs <span class="hlt">Skills</span> and Expertise in the New York Metropolitan <span class="hlt">Area</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Gaba, Ann; Shrivastava, Apoorva; Amadi, Chioma; Joshi, Ashish</p> <p>2016-01-01</p> <p>Background: There is an increased demand in the Nutrition and Dietetics field which has fostered credentialing to ensure competent graduates. The objective of this study is to conduct an exploratory analysis to identify nutrition/dietetics workforce needs, <span class="hlt">skills</span> and expertise in the New York metropolitan <span class="hlt">area</span> as exemplified in position announcements over a 4 year period. Methods: We recorded position announcements for jobs in nutrition and dietetics from the New York State Registered Dietitian Yahoo group, and the Hunter College Nutrition and Food Sciences student and alumni listserv (NFS-L) over a 4 year period. Keywords were identified using job categories defined by the Academy of Nutrition and Dietetics (AND) compensation and benefits survey. This served as a starting point to enumerate the types of positions that have been posted for the New York metropolitan <span class="hlt">area</span> in recent years. Results: Four hundred and twelve (412) unique job postings were recorded. Various educational levels, credentials, and <span class="hlt">skills</span> desired by these employers were identified, assessed, and compared with similar data from the “supply side” reports from AND. Conclusions: The credentials and <span class="hlt">skills</span> most desired by employers are similar to some of the learning objectives set forth for DPD and DI programs by ACEND, but not entirely congruent. The need for both client/customer focus and computer literacy may be implicit in the standards, but a more overt inclusion of these <span class="hlt">skills</span> would likely be of benefit to ensure these are inculcated into every program and student. PMID:26755482</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=bible&id=EJ889066','ERIC'); return false;" href="http://eric.ed.gov/?q=bible&id=EJ889066"><span id="translatedtitle">The Relationship between Bible Literacy and Behavioral and <span class="hlt">Academic</span> Outcomes in Urban <span class="hlt">Areas</span>: A Meta-Analysis</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Jeynes, William</p> <p>2010-01-01</p> <p>A meta-analysis is undertaken, including 11 studies, to determine whether there is a relationship between Bible knowledge on one hand and <span class="hlt">academic</span> and behavioral outcomes on the other among those living in urban <span class="hlt">areas</span>. The results indicate that increased Bible knowledge is associated with higher levels of student <span class="hlt">academic</span> achievement and positive…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/21283683','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/21283683"><span id="translatedtitle">It takes two-<span class="hlt">skilled</span> recognition of objects engages lateral <span class="hlt">areas</span> in both hemispheres.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bilalić, Merim; Kiesel, Andrea; Pohl, Carsten; Erb, Michael; Grodd, Wolfgang</p> <p>2011-01-01</p> <p>Our object recognition abilities, a direct product of our experience with objects, are fine-tuned to perfection. Left temporal and lateral <span class="hlt">areas</span> along the dorsal, action related stream, as well as left infero-temporal <span class="hlt">areas</span> along the ventral, object related stream are engaged in object recognition. Here we show that expertise modulates the activity of dorsal <span class="hlt">areas</span> in the recognition of man-made objects with clearly specified functions. Expert chess players were faster than chess novices in identifying chess objects and their functional relations. Experts' advantage was domain-specific as there were no differences between groups in a control task featuring geometrical shapes. The pattern of eye movements supported the notion that experts' extensive knowledge about domain objects and their functions enabled superior recognition even when experts were not directly fixating the objects of interest. Functional magnetic resonance imaging (fMRI) related exclusively the <span class="hlt">areas</span> along the dorsal stream to chess specific object recognition. Besides the commonly involved left temporal and parietal lateral brain <span class="hlt">areas</span>, we found that only in experts homologous <span class="hlt">areas</span> on the right hemisphere were also engaged in chess specific object recognition. Based on these results, we discuss whether <span class="hlt">skilled</span> object recognition does not only involve a more efficient version of the processes found in non-<span class="hlt">skilled</span> recognition, but also qualitatively different cognitive processes which engage additional brain <span class="hlt">areas</span>. PMID:21283683</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4475852','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4475852"><span id="translatedtitle">Does self-reflection and peer-assessment improve Saudi pharmacy students’ <span class="hlt">academic</span> performance and metacognitive <span class="hlt">skills</span>?</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Yusuff, Kazeem B.</p> <p>2014-01-01</p> <p>Background: The patient-centered focus of clinical pharmacy practice which demands nuanced application of specialized knowledge and <span class="hlt">skills</span> targeted to meeting patient-specific therapeutic needs warrant that the training strategy used for PharmD graduates must empower with the ability to use the higher level cognitive processes and critical thinking effectively in service delivery. However, the historical disposition to learning in the Middle East and among Saudi students appeared heavily focused on rote memorization and recall of memorized facts. Objectives: To assess the impact of active pedagogic strategies such as self-reflection and peer assessment on pharmacy students’ <span class="hlt">academic</span> performance and metacognitive <span class="hlt">skills</span>, and evaluate students’ feedback on the impact of these active pedagogic strategies on their overall learning experience. Method: An exploratory prospective cohort study was conducted among 4th year students at the College of Clinical Pharmacy, King Faisal University, Saudi Arabia to assess the impact of self-reflection and peer-assessment in a semester-wide assessment tasks in two compulsory first semester 4th year courses (Therapeutics-3 and Pharmacoeconomics). An end-of-course evaluation survey with a pre-tested 5-item open-ended questionnaire was also conducted to evaluate students’ feedback on the impact of active pedagogic strategies on their overall learning experience. Result: Male students (study group) constituted 40.7% of the cohort while 59.3% were females (control group) with mean ± SD age of 23.2 ± 5.6 and 22.1 ± 4.9 years respectively. The mean ± SD scores for quizzes, mid-term and final exams, and the overall percentage pass were significantly higher in the study group for both courses (P < 0.001). The majority of the students in the study group opined that the exposure to active pedagogic strategies enabled them to improve their use of critical thinking, facilitated deeper engagement with their learning and</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Plato&pg=7&id=EJ989373','ERIC'); return false;" href="http://eric.ed.gov/?q=Plato&pg=7&id=EJ989373"><span id="translatedtitle">Increased Learning Time and Targeted Instruction Improve <span class="hlt">Academic</span> <span class="hlt">Skills</span> for At-Risk ESL Learners</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Nelson, April, Comp.</p> <p>2005-01-01</p> <p>Students with English as a Second Language (ESL) face two critical challenges: they need to develop English literacy while, at the same time, acquire content knowledge across subject <span class="hlt">areas</span>. These students need a targeted ESL curriculum from elementary to high school that will allow an extended learning time and opportunities to practice as they…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Reading+AND+comprehensive&pg=6&id=EJ1065926','ERIC'); return false;" href="http://eric.ed.gov/?q=Reading+AND+comprehensive&pg=6&id=EJ1065926"><span id="translatedtitle">Beyond Vocabulary: Exploring Cross-Disciplinary <span class="hlt">Academic</span>-Language Proficiency and Its Association with Reading Comprehension</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Uccelli, Paola; Galloway, Emily Phillips; Barr, Christopher D.; Meneses, Alejandra; Dobbs, Christina L.</p> <p>2015-01-01</p> <p>Despite a long-standing awareness of <span class="hlt">academic</span> language as a pedagogically relevant research <span class="hlt">area</span>, the construct of <span class="hlt">academic</span>-language proficiency, understood as a more comprehensive set of <span class="hlt">skills</span> than just <span class="hlt">academic</span> vocabulary, has remained vaguely specified. In this study, we explore a more inclusive operationalization of an <span class="hlt">academic</span>-language…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/22239458','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/22239458"><span id="translatedtitle">A behavior-genetic study of the legacy of early caregiving experiences: <span class="hlt">academic</span> <span class="hlt">skills</span>, social competence, and externalizing behavior in kindergarten.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Roisman, Glenn I; Fraley, R Chris</p> <p>2012-01-01</p> <p>A critique of research examining whether early experiences with primary caregivers are reflected in adaptation is that relevant longitudinal studies have generally not employed genetically informed research designs capable of unconfounding shared genes and environments. Using the twin subsample (N = 485 pairs) of the Early Childhood Longitudinal Study-Birth Cohort, the current study provides evidence that early parental support (derived from observations at 24 months and around age 4, in prekindergarten) is associated with <span class="hlt">academic</span> <span class="hlt">skills</span> (r = .32), social competence (r = .15), and externalizing behavior (r = -.11) in kindergarten. Crucially, the shared environment accounted for virtually all of the correlation between parenting and <span class="hlt">academic</span> <span class="hlt">skills</span>, roughly half of the association between parenting and social competence, and approximately one fourth of the correlation between parenting and externalizing behavior. PMID:22239458</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=transfer+AND+matrix+AND+method&pg=3&id=ED191656','ERIC'); return false;" href="http://eric.ed.gov/?q=transfer+AND+matrix+AND+method&pg=3&id=ED191656"><span id="translatedtitle">The Effects of Three Instructional Strategies on Prospective Teachers' Ability to Transfer Estimation <span class="hlt">Skills</span> for Metric Length and <span class="hlt">Area</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Attivo, Barbara; Trueblood, Cecil R.</p> <p></p> <p>The purpose of this study was to investigate how the nature of metric estimation <span class="hlt">skill</span> instruction affects prospective elementary and special education teachers' abilities to estimate metric length, <span class="hlt">area</span>, and volume. Four types of estimation <span class="hlt">skills</span> were identified by an estimation matrix. Three instructional strategies were selected: (1) a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1092698.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1092698.pdf"><span id="translatedtitle">Examination of the Relation between <span class="hlt">Academic</span> Procrastination and Time Management <span class="hlt">Skills</span> of Undergraduate Students in Terms of Some Variables</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ocak, Gürbüz; Boyraz, Serkan</p> <p>2016-01-01</p> <p><span class="hlt">Academic</span> procrastination is seen to be quite common among undergraduates and time management is thought to be one of the possible reasons of it. Two surveys, <span class="hlt">academic</span> procrastination and time management, were given to 332 undergraduate students in this correlational research. Students' <span class="hlt">academic</span> procrastination is explained through frequencies and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=ability+AND+burn&pg=2&id=ED533617','ERIC'); return false;" href="http://eric.ed.gov/?q=ability+AND+burn&pg=2&id=ED533617"><span id="translatedtitle">Effects of a Summer Camp Program on Enhancing the <span class="hlt">Academic</span> Achievement <span class="hlt">Skills</span> of Children with Autism Spectrum Disorders</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Davenport, Teresa L.</p> <p>2011-01-01</p> <p>The purpose of this study was to determine if a summer camp utilizing <span class="hlt">academic</span> and behavioral remediation programming could increase the <span class="hlt">academic</span> achievement of children with autism spectrum disorders. <span class="hlt">Academic</span> achievement was measured using the Wide Range Achievement Test-Fourth Edition (WRAT4; Wilkinson & Robertson, 2006) and an Informal Reading…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=CONTROL+AND+HYBRID+AND+CONCEPT&id=EJ901694','ERIC'); return false;" href="http://eric.ed.gov/?q=CONTROL+AND+HYBRID+AND+CONCEPT&id=EJ901694"><span id="translatedtitle">"Plays Nice with Others": Social-Emotional Learning and <span class="hlt">Academic</span> Success</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Denham, Susanne A.; Brown, Chavaughn</p> <p>2010-01-01</p> <p>Research Findings: Social-emotional learning (SEL) is increasingly becoming an <span class="hlt">area</span> of focus for determining children's school readiness and predicting their <span class="hlt">academic</span> success. Practice or Policy: The current article outlines a model of SEL, identifies specific SEL <span class="hlt">skills</span>, and discusses how such <span class="hlt">skills</span> contribute and relate to <span class="hlt">academic</span> success.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Study+AND+skills&id=EJ1009996','ERIC'); return false;" href="http://eric.ed.gov/?q=Study+AND+skills&id=EJ1009996"><span id="translatedtitle">Study <span class="hlt">Skills</span> Analysis: A Pilot Study Linking a Success and Psychology Course</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Urciuoli, Jannette Alejandra; Bluestone, Cheryl</p> <p>2013-01-01</p> <p>This study explored a concept that learning study <span class="hlt">skills</span> in the context of the content <span class="hlt">area</span> under study may transfer across courses, multiplying the benefits towards <span class="hlt">academic</span> success. Methods that have been reported to influence <span class="hlt">academic</span> growth at the community college level include success courses and applied study <span class="hlt">skills</span>. In this pilot project…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=soft+AND+skills&pg=3&id=EJ883240','ERIC'); return false;" href="http://eric.ed.gov/?q=soft+AND+skills&pg=3&id=EJ883240"><span id="translatedtitle">Soft <span class="hlt">Skills</span> in Higher Education: Importance and Improvement Ratings as a Function of Individual Differences and <span class="hlt">Academic</span> Performance</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Chamorro-Premuzic, Tomas; Arteche, Adriane; Bremner, Andrew J.; Greven, Corina; Furnham, Adrian</p> <p>2010-01-01</p> <p>Three UK studies on the relationship between a purpose-built instrument to assess the importance and development of 15 "soft <span class="hlt">skills</span>" are reported. "Study 1" (N = 444) identified strong latent components underlying these soft <span class="hlt">skills</span>, such that differences "between-<span class="hlt">skills</span>" were over-shadowed by differences "between-students". Importance and…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li class="active"><span>15</span></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_15 --> <div id="page_16" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li class="active"><span>16</span></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="301"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED087274.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED087274.pdf"><span id="translatedtitle">Agreement between the Williamsport <span class="hlt">Area</span> Community College and Williamsport <span class="hlt">Area</span> Community College Education Association for the 1972-1973 <span class="hlt">Academic</span> Year.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Williamsport Area Community Coll., PA.</p> <p></p> <p>This agreement between Williamsport <span class="hlt">Area</span> Community College and the Williamsport <span class="hlt">Area</span> Community College Education Association covers the <span class="hlt">academic</span> year 1972-1973. Articles of the agreement include recognition, check-off, association prerogatives, employer prerogatives, employees' rights, grievance procedure, no strikes or lockouts, access to…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=chemistry+AND+research&id=EJ1106155','ERIC'); return false;" href="http://eric.ed.gov/?q=chemistry+AND+research&id=EJ1106155"><span id="translatedtitle">Write on the Edge: Using a Chemistry Corpus to Develop <span class="hlt">Academic</span> Writing <span class="hlt">Skills</span> Resources for Undergraduate Chemists</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bruce, M. L.; Coffer, P. K.; Rees, S.; Robson, J. M.</p> <p>2016-01-01</p> <p>Many undergraduate students find the production of an extended piece of <span class="hlt">academic</span> writing challenging. This challenge is more acute in the sciences where production of extended texts is infrequent throughout undergraduate studies. This paper reports the development of a new English for <span class="hlt">Academic</span> Purposes (EAP) workshop and associated resources for…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=stephen+AND+elliott&pg=7&id=EJ653969','ERIC'); return false;" href="http://eric.ed.gov/?q=stephen+AND+elliott&pg=7&id=EJ653969"><span id="translatedtitle">Assessing the <span class="hlt">Academic</span> Competence of College Students: Validation of a Self-Report Measure of <span class="hlt">Skills</span> and Enablers.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Elliott, Stephen N.; DiPerna, James C.</p> <p>2002-01-01</p> <p>Investigated the criterion-related validity of the <span class="hlt">Academic</span> Competence Evaluation Scales-College (ACES-College), a self-report measure of <span class="hlt">academic</span> competence. Using comparisons to grade point average and college admission test scores, found good evidence for its validity and ability to differentiate college students experiencing learning…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=social+AND+perception+AND+emotional+AND+abilities&pg=2&id=ED547034','ERIC'); return false;" href="http://eric.ed.gov/?q=social+AND+perception+AND+emotional+AND+abilities&pg=2&id=ED547034"><span id="translatedtitle">Effects of Teacher Efficacy on Student <span class="hlt">Academic</span> and Social Emotional Achievements as Reported on Georgia Kindergarten Inventory of Developing <span class="hlt">Skills</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Brown, Tisha J.</p> <p>2012-01-01</p> <p>Students in kindergarten are not meeting state standards on standardized <span class="hlt">academic</span> 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 <span class="hlt">academic</span> and social/emotional standards as reported on the Georgia Kindergarten of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ725240.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ725240.pdf"><span id="translatedtitle">Refining the Experimental Analysis of <span class="hlt">Academic</span> <span class="hlt">Skills</span> Deficits: Part I. An Investigation of Variables that Affect Generalized Oral Reading Performance</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Daly, Edward J., III; Bonfiglio, Christine M.; Mattson, Tara; Persampieri, Michael; Foreman-Yates, Kristin</p> <p>2005-01-01</p> <p>Experimental analyses for improving reading fluency deficits have rarely targeted generalized increases in <span class="hlt">academic</span> responding. As a consequence, the variables that may help students to generalize newly learned forms of <span class="hlt">academic</span> responding like reading are not well understood. Furthermore, experimental analyses of reading fluency interventions…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=olympia&pg=4&id=EJ926358','ERIC'); return false;" href="http://eric.ed.gov/?q=olympia&pg=4&id=EJ926358"><span id="translatedtitle">Explaining the <span class="hlt">Academic</span> Achievement at School Leaving for Pupils with a History of Language Impairment: Previous <span class="hlt">Academic</span> Achievement and Literacy <span class="hlt">Skills</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Dockrell, Julie E.; Lindsay, Geoff; Palikara, Olympia</p> <p>2011-01-01</p> <p>The relationships are explored between language and literacy and <span class="hlt">academic</span> success at 16 years in an English sample of 62 young people with a history of specific language impairment identified at 8 years. Data were available from national assessments at 16 and 14; in addition the pupils had completed a range of standardized tests to examine…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Math+AND+preschool&pg=3&id=EJ1024689','ERIC'); return false;" href="http://eric.ed.gov/?q=Math+AND+preschool&pg=3&id=EJ1024689"><span id="translatedtitle">Teacher-and Child-Managed <span class="hlt">Academic</span> Activities in Preschool and Kindergarten and Their Influence on Children's Gains in Emergent <span class="hlt">Academic</span> <span class="hlt">Skills</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>de Haan, Annika K. E.; Elbers, Ed; Leseman, Paul P. M.</p> <p>2014-01-01</p> <p>The aim of this study was to assess whether children's development benefited from teacher-and child-managed <span class="hlt">academic</span> activities in the preschool and kindergarten classroom. Extensive systematic observations during four half-days in preschool ("n"?=?8) and kindergarten ("n"?=?8) classrooms revealed that classrooms differed…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3609825','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3609825"><span id="translatedtitle">Effectiveness of Music Education for the Improvement of Reading <span class="hlt">Skills</span> and <span class="hlt">Academic</span> Achievement in Young Poor Readers: A Pragmatic Cluster-Randomized, Controlled Clinical Trial</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Cogo-Moreira, Hugo; de Ávila, Clara Regina Brandão; Ploubidis, George B.; Mari, Jair de Jesus</p> <p>2013-01-01</p> <p>Introduction Difficulties in word-level reading <span class="hlt">skills</span> are prevalent in Brazilian schools and may deter children from gaining the knowledge obtained through reading and <span class="hlt">academic</span> achievement. Music education has emerged as a potential method to improve reading <span class="hlt">skills</span> because due to a common neurobiological substratum. Objective To evaluate the effectiveness of music education for the improvement of reading <span class="hlt">skills</span> and <span class="hlt">academic</span> achievement among children (eight to 10 years of age) with reading difficulties. Method 235 children with reading difficulties in 10 schools participated in a five-month, randomized clinical trial in cluster (RCT) in an impoverished zone within the city of São Paulo to test the effects of music education intervention while assessing reading <span class="hlt">skills</span> and <span class="hlt">academic</span> achievement during the school year. Five schools were chosen randomly to incorporate music classes (n = 114), and five served as controls (n = 121). Two different methods of analysis were used to evaluate the effectiveness of the intervention: The standard method was intention-to-treat (ITT), and the other was the Complier Average Causal Effect (CACE) estimation method, which took compliance status into account. Results The ITT analyses were not very promising; only one marginal effect existed for the rate of correct real words read per minute. Indeed, considering ITT, improvements were observed in the secondary outcomes (slope of Portuguese = 0.21 [p<0.001] and slope of math = 0.25 [p<0.001]). As for CACE estimation (i.e., complier children versus non-complier children), more promising effects were observed in terms of the rate of correct words read per minute [β = 13.98, p<0.001] and phonological awareness [β = 19.72, p<0.001] as well as secondary outcomes (<span class="hlt">academic</span> achievement in Portuguese [β = 0.77, p<0.0001] and math [β = 0.49, p<0.001] throughout the school year). Conclusion The results may be seen as promising, but they are not, in themselves</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/19261208','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/19261208"><span id="translatedtitle">Parent-delivered compensatory education for children at risk of educational failure: Improving the <span class="hlt">academic</span> and self-regulatory <span class="hlt">skills</span> of a Sure Start preschool sample.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ford, Ruth M; McDougall, Sine J P; Evans, Daphne</p> <p>2009-11-01</p> <p>Thirty preschoolers from low-income families participated in a 12-month intervention programme, funded by Sure Start, which engaged them in scaffolded educational activities delivered at home by their mothers. Immediately following the programme, the intervention group outperformed matched controls in tests of <span class="hlt">academic</span> knowledge, receptive vocabulary, and inhibitory control, but not short-term memory or theory of mind. Teachers' ratings of children's capabilities upon school entry favoured the intervention group, especially in terms of listening, responding, writing, mathematics, and personal/social <span class="hlt">skills</span>. Superior inhibitory control, short-term memory, and numerical <span class="hlt">skills</span> were associated with higher ratings whereas theory of mind made a unique, negative contribution to responding. We discuss the implications of these findings for efforts to nurture the development of cognitive self-regulation and school readiness during early childhood. PMID:19261208</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/24311939','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/24311939"><span id="translatedtitle">Promoting Children's Social-Emotional <span class="hlt">Skills</span> in Preschool Can Enhance <span class="hlt">Academic</span> and Behavioral Functioning in Kindergarten: Findings from Head Start REDI.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Nix, Robert L; Bierman, Karen L; Domitrovich, Celene E; Gill, Sukhdeep</p> <p>2013-01-01</p> <p>This study examined processes of change associated with the positive preschool and kindergarten outcomes of children who received the Head Start REDI intervention, compared to "usual practice" Head Start. In a large-scale randomized-controlled trial (N = 356 children, 42% African American or Latino, all from low-income families), this study tests the logic model that improving preschool social-emotional <span class="hlt">skills</span> (e.g., emotion understanding, social problem solving, and positive social behavior) as well as language/emergent literacy <span class="hlt">skills</span> will promote cross-domain <span class="hlt">academic</span> and behavioral adjustment after children transition into kindergarten. Validating this logic model, the present study finds that intervention effects on three important kindergarten outcomes (e.g., reading achievement, learning engagement, and positive social behavior) were mediated by preschool gains in the proximal social-emotional and language/emergent literacy <span class="hlt">skills</span> targeted by the REDI intervention. Importantly, preschool gains in social-emotional <span class="hlt">skills</span> made unique contributions to kindergarten outcomes in reading achievement and learning engagement, even after accounting for the concurrent preschool gains in vocabulary and emergent literacy <span class="hlt">skills</span>. These findings highlight the importance of fostering at-risk children's social-emotional <span class="hlt">skills</span> during preschool as a means of promoting school readiness. The REDI (Research-Based, Developmentally-Informed) enrichment intervention was designed to complement and strengthen the impact of existing Head Start programs in the dual domains of language/emergent literacy <span class="hlt">skills</span> and social-emotional competencies. REDI was one of several projects funded by the Interagency School Readiness Consortium, a partnership of four federal agencies (the National Institute of Child Health and Human Development, the Administration for Children and Families, the Assistant Secretary for Planning and Evaluation in the Department of Health and Human Services, and the</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3845880','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3845880"><span id="translatedtitle">Promoting Children's Social-Emotional <span class="hlt">Skills</span> in Preschool Can Enhance <span class="hlt">Academic</span> and Behavioral Functioning in Kindergarten: Findings from Head Start REDI</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Nix, Robert L.; Bierman, Karen L.; Domitrovich, Celene E.; Gill, Sukhdeep</p> <p>2013-01-01</p> <p>This study examined processes of change associated with the positive preschool and kindergarten outcomes of children who received the Head Start REDI intervention, compared to “usual practice” Head Start. In a large-scale randomized-controlled trial (N = 356 children, 42% African American or Latino, all from low-income families), this study tests the logic model that improving preschool social-emotional <span class="hlt">skills</span> (e.g., emotion understanding, social problem solving, and positive social behavior) as well as language/emergent literacy <span class="hlt">skills</span> will promote cross-domain <span class="hlt">academic</span> and behavioral adjustment after children transition into kindergarten. Validating this logic model, the present study finds that intervention effects on three important kindergarten outcomes (e.g., reading achievement, learning engagement, and positive social behavior) were mediated by preschool gains in the proximal social-emotional and language/emergent literacy <span class="hlt">skills</span> targeted by the REDI intervention. Importantly, preschool gains in social-emotional <span class="hlt">skills</span> made unique contributions to kindergarten outcomes in reading achievement and learning engagement, even after accounting for the concurrent preschool gains in vocabulary and emergent literacy <span class="hlt">skills</span>. These findings highlight the importance of fostering at-risk children's social-emotional <span class="hlt">skills</span> during preschool as a means of promoting school readiness. The REDI (Research-Based, Developmentally-Informed) enrichment intervention was designed to complement and strengthen the impact of existing Head Start programs in the dual domains of language/emergent literacy <span class="hlt">skills</span> and social-emotional competencies. REDI was one of several projects funded by the Interagency School Readiness Consortium, a partnership of four federal agencies (the National Institute of Child Health and Human Development, the Administration for Children and Families, the Assistant Secretary for Planning and Evaluation in the Department of Health and Human Services, and the</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED511848.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED511848.pdf"><span id="translatedtitle">Helwan University Project Developing Primary School Pupils' Abilities and <span class="hlt">Skills</span> at Some Egyptian Underprivileged <span class="hlt">Areas</span> (Slums). (Field Study)</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>El-Tayeb, Mahmoud N.; El Nashar, Mohamed; Zeid, Mai M.; El-Sayed, Magda; Ramadan, Mohamed A.; Hamdi, Safia M.; El-Affy, Nabila; Ebeid, Amina K.; El-Marasi, Sonia S.; Abou-Elmahty, Maher</p> <p>2010-01-01</p> <p>Through directing concerted efforts and educational services of seven Faculties of Helwan University towards socially underprivileged pupils in slum <span class="hlt">areas</span> (EL-Marg <span class="hlt">area</span> in big Cairo) this research project had two main aims: firstly, modifying a set of arbitrary behaviors of those pupils, in a trial to develop some behavior <span class="hlt">skills</span> associated with…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=ocean+AND+science+AND+tables&pg=3&id=ED314570','ERIC'); return false;" href="http://eric.ed.gov/?q=ocean+AND+science+AND+tables&pg=3&id=ED314570"><span id="translatedtitle">Landscaping and Greenhouse Technology. COM-LINK. Competency Based Vocational Curricula with Basic <span class="hlt">Skills</span> and <span class="hlt">Academic</span> Linkages.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kucharewski, Dennis</p> <p></p> <p>This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic <span class="hlt">skills</span> instruction into vocational education. The model demonstrates the relationship of vocational <span class="hlt">skills</span> to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=ocean+AND+science+AND+tables&pg=5&id=ED314583','ERIC'); return false;" href="http://eric.ed.gov/?q=ocean+AND+science+AND+tables&pg=5&id=ED314583"><span id="translatedtitle">Commercial Building Construction (Masonry). COM-LINK. Competency Based Vocational Curricula with Basic <span class="hlt">Skills</span> and <span class="hlt">Academic</span> Linkages.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Keck, Robert</p> <p></p> <p>This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic <span class="hlt">skills</span> instruction into vocational education. The model demonstrates the relationship of vocational <span class="hlt">skills</span> to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=ocean+AND+science+AND+tables&pg=4&id=ED314556','ERIC'); return false;" href="http://eric.ed.gov/?q=ocean+AND+science+AND+tables&pg=4&id=ED314556"><span id="translatedtitle">Medical Office Receptionist/Assistant. COM-LINK. Competency Based Vocational Curricula with Basic <span class="hlt">Skills</span> and <span class="hlt">Academic</span> Linkages.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gorman, Dolores</p> <p></p> <p>This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic <span class="hlt">skills</span> instruction into vocational education. The model demonstrates the relationship of vocational <span class="hlt">skills</span> to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=ocean+AND+science+AND+tables&pg=4&id=ED314562','ERIC'); return false;" href="http://eric.ed.gov/?q=ocean+AND+science+AND+tables&pg=4&id=ED314562"><span id="translatedtitle">Business Relations--Media/Modeling. COM-LINK. Competency Based Vocational Curricula with Basic <span class="hlt">Skills</span> and <span class="hlt">Academic</span> Linkages.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Racanelli, Meri Gann</p> <p></p> <p>This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic <span class="hlt">skills</span> instruction into vocational education. The model demonstrates the relationship of vocational <span class="hlt">skills</span> to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=ocean+AND+temperature&pg=3&id=ED314580','ERIC'); return false;" href="http://eric.ed.gov/?q=ocean+AND+temperature&pg=3&id=ED314580"><span id="translatedtitle">Air Conditioning, Refrigeration and Heating. COM-LINK. Competency Based Vocational Curricula with Basic <span class="hlt">Skills</span> and <span class="hlt">Academic</span> Linkages.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hardman, Thomas</p> <p></p> <p>This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic <span class="hlt">skills</span> instruction into vocational education. The model demonstrates the relationship of vocational <span class="hlt">skills</span> to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=fine+AND+motor+AND+skills&pg=6&id=ED522253','ERIC'); return false;" href="http://eric.ed.gov/?q=fine+AND+motor+AND+skills&pg=6&id=ED522253"><span id="translatedtitle">Comparing Self-Regulatory and Early <span class="hlt">Academic</span> <span class="hlt">Skills</span> as Predictors of Later Math, Reading, and Science Elementary School Achievement</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Murrah, William M., III.</p> <p>2010-01-01</p> <p>The achievement score gaps between advantaged and disadvantaged children at school entry is a major problem in education today. Identifying the <span class="hlt">skills</span> critical for school readiness is an important step in developing interventions aimed at addressing these score gaps. The purpose of this study is to compare a number of school readiness <span class="hlt">skills</span> with…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Crankshaft&id=ED314572','ERIC'); return false;" href="http://eric.ed.gov/?q=Crankshaft&id=ED314572"><span id="translatedtitle">Recreational Vehicle Maintenance and Repair. COM-LINK. Competency Based Vocational Curricula with Basic <span class="hlt">Skills</span> and <span class="hlt">Academic</span> Linkages.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Felice, Michael</p> <p></p> <p>This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic <span class="hlt">skills</span> instruction into vocational education. The model demonstrates the relationship of vocational <span class="hlt">skills</span> to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=diesel+AND+engine&pg=5&id=ED314574','ERIC'); return false;" href="http://eric.ed.gov/?q=diesel+AND+engine&pg=5&id=ED314574"><span id="translatedtitle">Automotive and Diesel Engine Rebuilding. COM-LINK. Competency Based Vocational Curricula with Basic <span class="hlt">Skills</span> and <span class="hlt">Academic</span> Linkages.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Salvatore, Gerald</p> <p></p> <p>This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic <span class="hlt">skills</span> instruction into vocational education. The model demonstrates the relationship of vocational <span class="hlt">skills</span> to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li class="active"><span>16</span></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_16 --> <div id="page_17" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li class="active"><span>17</span></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="321"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Self-regulation+AND+early+AND+childhood&pg=7&id=EJ747499','ERIC'); return false;" href="http://eric.ed.gov/?q=Self-regulation+AND+early+AND+childhood&pg=7&id=EJ747499"><span id="translatedtitle">The Impact of Kindergarten Learning-Related <span class="hlt">Skills</span> on <span class="hlt">Academic</span> Trajectories at the End of Elementary School</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McClelland, Megan M.; Acock, Alan C.; Morrison, Frederick J.</p> <p>2006-01-01</p> <p>Recent research indicates that children's learning-related <span class="hlt">skills</span> (including self-regulation and social competence) contribute to early school success. The present study investigated the relation of kindergarten learning-related <span class="hlt">skills</span> to reading and math trajectories in 538 children between kindergarten and sixth grade, and examined how children…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=%22physical+therapist%22&pg=6&id=EJ909717','ERIC'); return false;" href="http://eric.ed.gov/?q=%22physical+therapist%22&pg=6&id=EJ909717"><span id="translatedtitle">Athletic Training Students' Perceptions of and <span class="hlt">Academic</span> Preparation in the Use of Psychological <span class="hlt">Skills</span> in Sport Injury Rehabilitation</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kamphoff, Cindra S.; Hamson-Utley, J. Jordan; Antoine, Beth; Knutson, Rebecca; Thomae, Jeffrey; Hoenig, Catherine</p> <p>2010-01-01</p> <p>Context: Injured athletes rely on athletic trainers to assist them when recovering from injury. Over the last 20 years, the use of psychological <span class="hlt">skills</span> to speed recovery has become increasingly popular. Objective: Explore athletic training students' perceptions of the importance and effectiveness of psychological <span class="hlt">skills</span> in the rehabilitation of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=ocean+AND+images&pg=2&id=ED314566','ERIC'); return false;" href="http://eric.ed.gov/?q=ocean+AND+images&pg=2&id=ED314566"><span id="translatedtitle">Commercial Photography and Television Production. COM-LINK. Competency Based Vocational Curricula with Basic <span class="hlt">Skills</span> and <span class="hlt">Academic</span> Linkages.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Zelenak, John</p> <p></p> <p>This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic <span class="hlt">skills</span> instruction into vocational education. The model demonstrates the relationship of vocational <span class="hlt">skills</span> to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Study+AND+skills&pg=7&id=EJ1062033','ERIC'); return false;" href="http://eric.ed.gov/?q=Study+AND+skills&pg=7&id=EJ1062033"><span id="translatedtitle">Modeling the Relationship between Lexico-Grammatical and Discourse Organization <span class="hlt">Skills</span> in Middle Grade Writers: Insights into Later Productive Language <span class="hlt">Skills</span> That Support <span class="hlt">Academic</span> Writing</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Galloway, Emily Phillips; Uccelli, Paola</p> <p>2015-01-01</p> <p>Learning to write in middle school requires the expansion of sentence-level and discourse-level language <span class="hlt">skills</span>. 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…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=holding+AND+effective+AND+meeting&pg=5&id=ED157570','ERIC'); return false;" href="http://eric.ed.gov/?q=holding+AND+effective+AND+meeting&pg=5&id=ED157570"><span id="translatedtitle">Myth Exposed: <span class="hlt">Academically</span> Deficient Students Gain 2.3 Grade Equivalents in Only One Semester at a 96% Black Inner-City Community College in South Central Los Angeles Or Inner-City <span class="hlt">Academic</span> Acceleration: How to Structure a Developmental <span class="hlt">Skills</span> Program so that Black, Inner-City Students Accelerate Their <span class="hlt">Academic</span> Growth Rate to a Rate 5.9 Times as Great as They Have Achieved in the Past.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wallace, Ruby; And Others</p> <p></p> <p>The success of the Developmental <span class="hlt">Skills</span> Program offered at Los Angeles Southwest College, a 96% black institution, is indicated by an average student grade equivalent gain of 2.3 years in one semester; a 5 year average accelerated <span class="hlt">academic</span> growth rate that is 5.9 times the rate of <span class="hlt">academic</span> growth black inner-city students have experienced in the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2012PhDT.......205B&link_type=ABSTRACT','NASAADS'); return false;" href="http://adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2012PhDT.......205B&link_type=ABSTRACT"><span id="translatedtitle">Resources and instructional strategies effective middle school science teachers use to improve content <span class="hlt">area</span> reading <span class="hlt">skills</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Beaver, Melanie S.</p> <p></p> <p>This study examined the resources and instructional strategies effective middle school science teachers use to improve content <span class="hlt">area</span> reading <span class="hlt">skills</span>. Reading instruction in the middle school years should follow the natural cognitive progression that occurs in the adolescent brain from learning to read to reading to learn. Scientific reading is a different type of reading than most middle school students are accustomed to. It is important to understand that students will continue to be expected to read non-fiction critically for success in the 21st century. Effective teachers know this, and they perceive themselves as teachers of reading regardless of the content <span class="hlt">area</span> in which their expertise lies. This qualitative research study was conducted at a rural middle school with three science teachers who employ before, during, and after literacy strategies when reading the textbook content with their students. The methodologies used in this study were interviews, observations, and document collection. The results of this study revealed the students' reading difficulties perceived by the teacher participants, the literacy strategies used by the teacher participants, the instructional resources the teacher participants used to improve comprehension, and the need for professional development in content <span class="hlt">area</span> literacy.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Employment+AND+opportunity+AND+disability&pg=4&id=EJ1068132','ERIC'); return false;" href="http://eric.ed.gov/?q=Employment+AND+opportunity+AND+disability&pg=4&id=EJ1068132"><span id="translatedtitle">Generalization of Literacy <span class="hlt">Skills</span> through Portable Technology for Students with Severe Disabilities</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Spooner, Fred; Kemp-Inman, Amy; Ahlgrim-Delzell, Lynn; Wood, Leah; Ley Davis, Luann</p> <p>2015-01-01</p> <p>Literacy is an important <span class="hlt">skill</span> for accessing all <span class="hlt">academic</span> content <span class="hlt">areas</span>, and there has been an increased focus on using a variety of assistive technology (AT) to support the acquisition of literacy <span class="hlt">skills</span> for students with severe disabilities. Literacy also provides these students with <span class="hlt">skills</span> to increase community participation, with independence,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Black+AND+images&pg=2&id=EJ753226','ERIC'); return false;" href="http://eric.ed.gov/?q=Black+AND+images&pg=2&id=EJ753226"><span id="translatedtitle">Salvaging "<span class="hlt">Academic</span> Disaster <span class="hlt">Areas</span>": The Black College Response to Christopher Jencks and David Riesman's 1967 Harvard Educational Review Article</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gasman, Marybeth</p> <p>2006-01-01</p> <p>In 1967, the "Harvard Educational Review" published an article entitled "The American Negro College" by Christopher Jencks and David Riesman. The article dealt a stinging blow to Black colleges--labeling them "<span class="hlt">academic</span> disaster <span class="hlt">areas</span>." Using a historical methodology, I show the strategic ways in which Black college leaders and the United Negro…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=%22business+law%22&pg=2&id=EJ1035854','ERIC'); return false;" href="http://eric.ed.gov/?q=%22business+law%22&pg=2&id=EJ1035854"><span id="translatedtitle">Performance Gaps between Online and Face-to-Face Courses: Differences across Types of Students and <span class="hlt">Academic</span> Subject <span class="hlt">Areas</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Xu, Di; Jaggars, Shanna S.</p> <p>2014-01-01</p> <p>Using a dataset containing nearly 500,000 courses taken by over 40,000 community and technical college students in Washington State, this study examines the performance gap between online and face-to-face courses and how the size of that gap differs across student subgroups and <span class="hlt">academic</span> subject <span class="hlt">areas</span>. While all types of students in the study…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Agricultural+AND+Sciences&pg=2&id=EJ1001544','ERIC'); return false;" href="http://eric.ed.gov/?q=Agricultural+AND+Sciences&pg=2&id=EJ1001544"><span id="translatedtitle">Home Influences on the <span class="hlt">Academic</span> Performance of Agricultural Science Students in Ikwuano Local Government <span class="hlt">Area</span> of Abia State, Nigeria</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ndirika, Maryann C.; Njoku, U. J.</p> <p>2012-01-01</p> <p>This study was conducted to investigate the home influences on the <span class="hlt">academic</span> performance of agricultural science secondary school students in Ikwuano Local Government <span class="hlt">Area</span> of Abia State. The instrument used in data collection was a validated questionnaire structured on a two point rating scale. Simple random sampling technique was used to select…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED243964.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED243964.pdf"><span id="translatedtitle">Item Analysis and Report of Student <span class="hlt">Skills</span> of Secondary School Students. Technical Report #2, Public School Basic <span class="hlt">Skills</span> Achievement Survey.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bliss, Leonard B.</p> <p></p> <p>A sample of slightly over 1,500 students from even-numbered grades in public schools of the U.S. Virgin Islands were given the 1973 edition of the Stanford Achievement Test (in grades 2, 4, 6, and 8) and the Test of <span class="hlt">Academic</span> <span class="hlt">Skills</span> (grades 10 and 12) in an attempt to assess student <span class="hlt">academic</span> achievement in the basic <span class="hlt">skill</span> <span class="hlt">areas</span> of mathematics,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=waste+AND+management&pg=5&id=EJ617399','ERIC'); return false;" href="http://eric.ed.gov/?q=waste+AND+management&pg=5&id=EJ617399"><span id="translatedtitle">A Case for Advanced <span class="hlt">Skills</span> and Employability in Higher Education.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Holmes, Alison; Miller, Stuart</p> <p>2000-01-01</p> <p>Case Studies to Advance <span class="hlt">Skills</span> and Employability is a project designed to introduce a vocational dimension into <span class="hlt">academic</span> curriculum. Key employability <span class="hlt">skills</span> are developed as students work on real-life case situations in such <span class="hlt">areas</span> as public sculpture, waste management, human organizations, and environmental issues. (SK)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=advertisement&pg=5&id=EJ1069536','ERIC'); return false;" href="http://eric.ed.gov/?q=advertisement&pg=5&id=EJ1069536"><span id="translatedtitle">Science, Technology, Engineering and Math (STEM) <span class="hlt">Academic</span> Librarian Positions during 2013: What Carnegie Classifications Reveal about Desired STEM <span class="hlt">Skills</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Trei, Kelli</p> <p>2015-01-01</p> <p>This study analyzes the requirements and preferences of 171 science, technology, engineering, and math (STEM) <span class="hlt">academic</span> librarian positions in the United States as advertised in 2013. This analysis compares the STEM background experience preferences with the Carnegie rankings of the employing institution. The research examines the extent to which…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=primary+AND+data+AND+collection&pg=7&id=EJ908816','ERIC'); return false;" href="http://eric.ed.gov/?q=primary+AND+data+AND+collection&pg=7&id=EJ908816"><span id="translatedtitle">A Study on the Trainee Teachers' Self Assessment in Physical Education Teaching <span class="hlt">Skills</span> and Its Effect on Their <span class="hlt">Academic</span> Achievement</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Inan, Mehmet</p> <p>2010-01-01</p> <p>Self-assessment is described as the students' decision about their own development and study according to some criteria. The sample group consists of 170 students of the 3rd graders of the Primary School Teachers Training Department. The data collection tools are a "Self-Assessment Checklist" and the students' <span class="hlt">academic</span> grades of the related…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=TAA&pg=2&id=EJ627438','ERIC'); return false;" href="http://eric.ed.gov/?q=TAA&pg=2&id=EJ627438"><span id="translatedtitle">Conclusion: Polar Positions on the Texas Assessment of <span class="hlt">Academic</span> <span class="hlt">Skills</span> (TAAS): Pragmatism and the Politics of Neglect.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Trueba, Henry T.</p> <p>2001-01-01</p> <p>Critiques a collection of articles on accountability, testing, and <span class="hlt">academics</span> in schools with minority group and low-income students, examining their polar positions and explaining that polar positions are often equally biased. Expresses concerns about the TAAS, discussing what changes are needed in the educational system and the TAAS in order for…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Na%2c&pg=7&id=EJ1012242','ERIC'); return false;" href="http://eric.ed.gov/?q=Na%2c&pg=7&id=EJ1012242"><span id="translatedtitle">British Students' <span class="hlt">Academic</span> Writing: Can Academia Help Improve the Writing <span class="hlt">Skills</span> of Tomorrow's Professionals?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sultan, Nabil</p> <p>2013-01-01</p> <p>The problem of poor <span class="hlt">academic</span> writing among British university students is a major cause of concern for universities and their tutors; and it is also of concern to employers struggling to recruit individuals able to communicate clearly and accurately. This article reports on a study designed to highlight some of the reasons for the lack of writing…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=interpersonal+skills+in+organizations&pg=5&id=EJ966168','ERIC'); return false;" href="http://eric.ed.gov/?q=interpersonal+skills+in+organizations&pg=5&id=EJ966168"><span id="translatedtitle">The Validity of Interpersonal <span class="hlt">Skills</span> Assessment via Situational Judgment Tests for Predicting <span class="hlt">Academic</span> Success and Job Performance</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lievens, Filip; Sackett, Paul R.</p> <p>2012-01-01</p> <p>This study provides conceptual and empirical arguments why an assessment of applicants' procedural knowledge about interpersonal behavior via a video-based situational judgment test might be valid for <span class="hlt">academic</span> and postacademic success criteria. Four cohorts of medical students (N = 723) were followed from admission to employment. Procedural…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Digital+AND+transformation&pg=2&id=ED523438','ERIC'); return false;" href="http://eric.ed.gov/?q=Digital+AND+transformation&pg=2&id=ED523438"><span id="translatedtitle">Use of Digital Resources in an <span class="hlt">Academic</span> Environment: A Qualitative Study of Students' Perceptions, Experiences, and Digital Literacy <span class="hlt">Skills</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Matusiak, Krystyna K.</p> <p>2010-01-01</p> <p>The use of information resources for teaching and learning in an <span class="hlt">academic</span> environment is undergoing a dramatic transformation. The development of digital technologies and the growth of the Internet have changed the format as well as the dissemination methods of scholarly resources. Digital libraries have been created as part of the transition from…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=activities+AND+libraries&pg=2&id=EJ855641','ERIC'); return false;" href="http://eric.ed.gov/?q=activities+AND+libraries&pg=2&id=EJ855641"><span id="translatedtitle">What Qualifications and <span class="hlt">Skills</span> Are Important for Digital Librarian Positions in <span class="hlt">Academic</span> Libraries? A Job Advertisement Analysis</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Choi, Youngok; Rasmussen, Edie</p> <p>2009-01-01</p> <p>As <span class="hlt">academic</span> library functions and activities continue to evolve, libraries have broadened the traditional library model, which focuses on management of physical resources and activities, to include a digital library model, transforming resources and services into digital formats to support teaching, learning, and research. This transition has…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=risk+AND+assessment+AND+healthcare&id=EJ854101','ERIC'); return false;" href="http://eric.ed.gov/?q=risk+AND+assessment+AND+healthcare&id=EJ854101"><span id="translatedtitle">How Does Early Developmental Assessment Predict <span class="hlt">Academic</span> and Attentional-Behavioural <span class="hlt">Skills</span> at Group and Individual Levels?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Valtonen, Riitta; Ahonen, Timo; Tolvanen, Asko; Lyytinen, Paula</p> <p>2009-01-01</p> <p>The main aim of the study was to explore the ability of a brief developmental assessment to predict teacher-rated learning and attentional and behavioural <span class="hlt">skills</span> in the first grade of school at both the group and individual levels. A sample of 394 children (181 males, 213 females) aged 4 years were followed to the age of 6 years, and 283 of the…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li class="active"><span>17</span></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_17 --> <div id="page_18" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li class="active"><span>18</span></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="341"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ944939.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ944939.pdf"><span id="translatedtitle">Catering for Student Diversity: Building <span class="hlt">Academic</span> <span class="hlt">Skills</span> in Graduate Attributes Learning and Assessment Opportunities through Collaborative Work</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Owen, Susanne; Davis, Gary</p> <p>2011-01-01</p> <p>Australian higher education institutions are increasingly operating within broader political, economic and social frameworks and the global context. The link between productivity and high level <span class="hlt">skills</span> and qualifications and the importance of establishing a systematic process for ensuring increased participation of those from under-represented…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED502068.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED502068.pdf"><span id="translatedtitle">Drama for At-Risk Students: A Strategy for Improving <span class="hlt">Academic</span> and Social <span class="hlt">Skills</span> among Public Middle School Students</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Schiller, Juliet</p> <p>2008-01-01</p> <p>The use of drama to teach social <span class="hlt">skills</span> to public middle school students labeled at-risk is powerfully effective. Drama is a universal form of human expression found in cultures all over the world and throughout history. For students at-risk of poor educational outcomes, drama is effective for teaching social, emotional, and physical development.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=scott+AND+miller&pg=6&id=EJ553384','ERIC'); return false;" href="http://eric.ed.gov/?q=scott+AND+miller&pg=6&id=EJ553384"><span id="translatedtitle">Pre-<span class="hlt">academic</span> <span class="hlt">Skill</span> Development in Children Who Were Full-Term Low-Birthweight Infants: Pilot Data.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Tomchek, Scott D.; Lane, Shelly J.; Ottenbacher, Kenneth</p> <p>1997-01-01</p> <p>Miller Assessment for Preschoolers scores for 19 preschool children who had been full-term low birth weight babies indicated they had adequate preacademic <span class="hlt">skills</span>. However, 47% were below the 25th percentile for coordination and 21.2% were at risk on the verbal index. (SK)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Computational+AND+aptitudes&pg=3&id=ED286569','ERIC'); return false;" href="http://eric.ed.gov/?q=Computational+AND+aptitudes&pg=3&id=ED286569"><span id="translatedtitle">A Study of the Relationship between Reading, Computational, and Critical Thinking <span class="hlt">Skills</span> and <span class="hlt">Academic</span> Success in Fundamentals of Chemistry.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hurov, Janet Torrisi</p> <p></p> <p>In spring 1987, a study was conducted at St. Louis Community College at Florissant Valley (Missouri) to identify the basic <span class="hlt">skills</span> necessary for the successful completion of the course, "Fundamentals of Chemistry." The study evaluated the relationship between performance on the Nelson-Denny Reading Test (NDRT), the Numerical Reasoning subtest of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=effects+AND+literacy&pg=6&id=EJ959149','ERIC'); return false;" href="http://eric.ed.gov/?q=effects+AND+literacy&pg=6&id=EJ959149"><span id="translatedtitle">Literacy Growth in the <span class="hlt">Academic</span> Year versus Summer from Preschool through Second Grade: Differential Effects of Schooling across Four <span class="hlt">Skills</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Skibbe, Lori E.; Grimm, Kevin J.; Bowles, Ryan P.; Morrison, Frederick J.</p> <p>2012-01-01</p> <p>Differences in literacy growth over the summer versus the school year were examined to isolate how schooling affects children's literacy development from preschool through second grade across four literacy <span class="hlt">skills</span>. Children (n = 383) were tested individually twice each year for up to 4 years on measures of phonological awareness, decoding, reading…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=disadvantage+AND+gap+AND+year&pg=4&id=EJ876306','ERIC'); return false;" href="http://eric.ed.gov/?q=disadvantage+AND+gap+AND+year&pg=4&id=EJ876306"><span id="translatedtitle">The Development of Cognitive <span class="hlt">Skills</span> and Gains in <span class="hlt">Academic</span> School Readiness for Children from Low-Income Families</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Welsh, Janet A.; Nix, Robert L.; Blair, Clancy; Bierman, Karen L.; Nelson, Keith E.</p> <p>2010-01-01</p> <p>This study examined developmental associations between growth in domain-general cognitive processes (working memory and attention control) and growth in domain-specific <span class="hlt">skills</span> (emergent literacy and numeracy) across the prekindergarten year and their relative contributions to kindergarten reading and math achievement. One hundred sixty-four Head…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1309711','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1309711"><span id="translatedtitle">Refining the Experimental Analysis of <span class="hlt">Academic</span> <span class="hlt">Skills</span> Deficits: Part I. An Investigation of Variables That Affect Generalized Oral Reading Performance</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p></p> <p>2005-01-01</p> <p>Experimental analyses for improving reading fluency deficits have rarely targeted generalized increases in <span class="hlt">academic</span> responding. As a consequence, the variables that may help students to generalize newly learned forms of <span class="hlt">academic</span> responding like reading are not well understood. Furthermore, experimental analyses of reading fluency interventions have not systematically examined difficulty level as a variable that may affect instructional outcomes. The experiment reported in this paper expands (a) the measurement of the dependent variables to include generalized increases across tasks (reading passages) and (b) the combination of independent variables used to produce measurable generalized increases. The results demonstrate the importance of combining reward and instructional variables (including difficulty level) to produce generalized increases and how those variables can be meaningfully investigated prior to making treatment recommendations. PMID:16463529</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Communication+AND+marketing&pg=2&id=EJ1007526','ERIC'); return false;" href="http://eric.ed.gov/?q=Communication+AND+marketing&pg=2&id=EJ1007526"><span id="translatedtitle"><span class="hlt">Academic</span> Aspirations</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Durant, Linda</p> <p>2013-01-01</p> <p>As colleges and universities become even more complex organizations, advancement professionals need to have the <span class="hlt">skills</span>, experience, and <span class="hlt">academic</span> credentials to succeed in this ever-changing environment. Advancement leaders need competencies that extend beyond fundraising, alumni relations, and communications and marketing. The author encourages…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1103529.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1103529.pdf"><span id="translatedtitle">The Effectiveness of Training Program Based on the Six Hats Model in Developing Creative Thinking <span class="hlt">Skills</span> and <span class="hlt">Academic</span> Achievements in the Arabic Language Course for Gifted and Talented Jordanian Students</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ziadat, Ayed H.; Al Ziyadat, Mohammad T.</p> <p>2016-01-01</p> <p>The main purpose of this study was to determine the effectiveness of a training program based on the six hats model in developing creative thinking <span class="hlt">skills</span> and <span class="hlt">academic</span> achievements in the Arabic language for gifted and talented Jordanian students. The study sample consisted of 59 gifted male and female students of the 7th grade from King Abdullah…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=echevarria&pg=3&id=EJ745433','ERIC'); return false;" href="http://eric.ed.gov/?q=echevarria&pg=3&id=EJ745433"><span id="translatedtitle">Teacher <span class="hlt">Skills</span> to Support English Language Learners</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Short, Deborah; Echevarria, Jana</p> <p>2005-01-01</p> <p>Because most English language learners receive instruction in content-<span class="hlt">area</span> classes, teachers of these classes need to understand the varying backgrounds of ELLs and their different levels of conversational and <span class="hlt">academic</span> English <span class="hlt">skills</span>. The authors have developed a research-based model for effectively delivering sheltered instruction to ELLs in…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED365778.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED365778.pdf"><span id="translatedtitle">Schneider <span class="hlt">Skills</span> Enhancement Program. Final Performance Report.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Schneider (USA), Inc., Plymouth, MN.</p> <p></p> <p>The Schneider <span class="hlt">Skills</span> Enhancement Program is a workplace literacy partnership between the medical manufacturing firm Schneider, Inc., and the Adult <span class="hlt">Academic</span> Program of the Robbinsdale <span class="hlt">Area</span> Schools in Minnesota. A literacy audit of 39 Schneider employees established a need for instruction in literacy, numeracy, and English as a Second Language (ESL)…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/25376473','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/25376473"><span id="translatedtitle">Marijuana Use from Middle to High School: Co-occurring Problem Behaviors, Teacher-Rated <span class="hlt">Academic</span> <span class="hlt">Skills</span> and Sixth-Grade Predictors.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ehrenreich, Heidi; Nahapetyan, Lusine; Orpinas, Pamela; Song, Xiao</p> <p>2015-10-01</p> <p>Rising marijuana use and its lowered perceived risk among adolescents highlight the importance of examining patterns of marijuana use over time. This study identified trajectories of marijuana use among adolescents followed from middle through high school, characterized these by co-occurring problem behaviors and teacher-rated <span class="hlt">academic</span> <span class="hlt">skills</span> (study <span class="hlt">skills</span>, attention problems, and learning problems), and tested sixth-grade predictors of trajectory membership. The sample consisted of a randomly-selected cohort of 619 students assessed annually from sixth to twelfth grade. Using group-based modeling, we identified four trajectories of marijuana use: Abstainer (65.6%), Sporadic (13.9%), Experimental (11.5%), and Increasing (9.0%). Compared to Abstainers, students in the Sporadic, Experimental and Increasing trajectories reported significantly more co-occurring problem behaviors of alcohol use, cigarette smoking, and physical aggression. Sporadic and Experimental users reported significantly less smoking and physical aggression, but not alcohol use, than Increasing users. Teachers consistently rated Abstainers as having better study <span class="hlt">skills</span> and less attention and learning problems than the three marijuana use groups. Compared to Abstainers, the odds of dropping out of high school was at least 2.7 times higher for students in the marijuana use trajectories. Dropout rates did not vary significantly between marijuana use groups. In sixth grade, being male, cigarette smoking, physical aggression and attention problems increased the odds of being in the marijuana use trajectories. Multiple indicators--student self-reports, teacher ratings and high school dropout records--showed that marijuana was not an isolated or benign event in the life of adolescents but part of an overall problem behavior syndrome. PMID:25376473</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=zhao&pg=4&id=EJ812166','ERIC'); return false;" href="http://eric.ed.gov/?q=zhao&pg=4&id=EJ812166"><span id="translatedtitle">A Review of Technology Choice for Teaching Language <span class="hlt">Skills</span> and <span class="hlt">Areas</span> in the CALL Literature</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Stockwell, Glenn</p> <p>2007-01-01</p> <p>The use of technology in language teaching and learning has been the focus of a number of recent research review studies, including developments in technology and CALL research (Zhao, 2003), CALL as an <span class="hlt">academic</span> discipline (Debski, 2003), ICT effectiveness (Felix, 2005), and subject characteristics in CALL research (Hubbard, 2005), to name a few.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/20154011','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/20154011"><span id="translatedtitle">Surface <span class="hlt">area</span> accounts for the relation of gray matter volume to reading-related <span class="hlt">skills</span> and history of dyslexia.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Frye, Richard E; Liederman, Jacqueline; Malmberg, Benjamin; McLean, John; Strickland, David; Beauchamp, Michael S</p> <p>2010-11-01</p> <p>It is unknown whether the abnormalities in brain structure and function observed in dyslexic readers are congenital or arise later in development. Analyzing the 2 components of gray matter volume separately may help in differentiating these possibilities. Gray matter volume is the product of cortical surface <span class="hlt">area</span>, determined during prenatal brain development, and cortical thickness, determined during postnatal development. For this study, 16 adults with a history of phonological dyslexia and 16 age- and gender-matched controls underwent magnetic resonance imaging and an extensive battery of tests of reading-related <span class="hlt">skills</span>. Cortical surface <span class="hlt">area</span> and gray matter volume measures of the whole brain, the inferior frontal gyrus, and the fusiform gyrus were similarly related to phonological <span class="hlt">skills</span> and a history of dyslexia. There was no relationship between cortical thickness and phonological <span class="hlt">skills</span> or history of dyslexia. Because cortical surface <span class="hlt">area</span> reflects cortical folding patterns determined prenatally, this suggests that brain differences in dyslexia are rooted in early cortical development and are not due to compensatory changes that occur during postnatal development and would be expected to influence cortical thickness. This study demonstrates the importance of examining the separate components of gray matter volume when studying developmental abnormalities. PMID:20154011</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/26342328','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/26342328"><span id="translatedtitle">A meta-analysis of the effects of placement on <span class="hlt">academic</span> and social <span class="hlt">skill</span> outcome measures of students with disabilities.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Oh-Young, Conrad; Filler, John</p> <p>2015-12-01</p> <p>This study involved an investigation of differences between outcome measures of students with disabilities placed in more integrated settings with those of students placed in less integrated settings. A meta-analysis was conducted using the findings from 24 studies published in peer-reviewed journals from 1980 through 2013. Results from the analyses suggest that there were significant differences (p<0.0001) between placement settings with the majority of students with disabilities in more integrated settings outperforming those in less integrated settings on both <span class="hlt">academic</span> and social outcome measures. Overall these findings, combined with those from two prior meta-analytic studies, provide evidence spanning over 80 years suggesting separate settings are not as beneficial as are more integrated settings. Implications related to practice and policy, as well as avenues for future study, are discussed. PMID:26342328</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=dca&pg=2&id=ED419158','ERIC'); return false;" href="http://eric.ed.gov/?q=dca&pg=2&id=ED419158"><span id="translatedtitle">Adults' Basic <span class="hlt">Skills</span>. Benchmark Information on the Scale of Need in Different <span class="hlt">Areas</span> of England.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Basic Skills Agency, London (England).</p> <p></p> <p>This CD-ROM, which may be used with the Windows 3.1 and Windows 95 operating systems, contains benchmark information on the scale of need for basic literacy and numeracy <span class="hlt">skill</span> development in 317 district council authorities (DCAs) and unitary authorities (UAs) in England. The following items are included: technical report on the 17 surveys of more…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Thrush&id=EJ840646','ERIC'); return false;" href="http://eric.ed.gov/?q=Thrush&id=EJ840646"><span id="translatedtitle">Identifying <span class="hlt">Areas</span> for Curricular Program Improvement Based on Perceptions of <span class="hlt">Skills</span>, Competencies, and Performance</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gathright, Molly Marie; Thrush, Carol; Jarvis, Robert; Hicks, Elizabeth; Cargile, Christopher; Clardy, James; O'Sullivan, Patricia</p> <p>2009-01-01</p> <p>Objective: Educational program evaluation and program improvement are processes that can be enhanced by involving multiple stakeholders and measurement tools. The purpose of this study was to compare faculty and resident physician perceptions of both teaching quality and resident competence for 13 core psychiatric <span class="hlt">skills</span> and the six Accreditation…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Body+AND+Language&pg=6&id=EJ858419','ERIC'); return false;" href="http://eric.ed.gov/?q=Body+AND+Language&pg=6&id=EJ858419"><span id="translatedtitle">Teaching Interview <span class="hlt">Skills</span> to Undergraduate Engineers: An Emerging <span class="hlt">Area</span> of Library Instruction</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Nelson, Megan Sapp</p> <p>2009-01-01</p> <p>Librarianship is one of a limited number of disciplines that deliberately learn and practice the art of the interview. For engineering librarians, this gives expertise and a role in teaching professional <span class="hlt">skills</span> that are increasingly expected in the engineering profession. The reference interview and design interview have many similarities. Some…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=co-leadership&pg=3&id=ED145316','ERIC'); return false;" href="http://eric.ed.gov/?q=co-leadership&pg=3&id=ED145316"><span id="translatedtitle">Techniques of Learning: Self-Modification of <span class="hlt">Academic</span> Behavior--Trainer's Manual.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Zimmerman, Jeff; Handfield, Victoria</p> <p></p> <p>The concept and training procedures of a university-based, student-operated program designed to help other students in the <span class="hlt">area</span> of <span class="hlt">academic</span> effectiveness is described in this training manual. The manual offers the guidelines for training peer counselors in the techniques of individual <span class="hlt">academic</span> counseling, group leadership <span class="hlt">skills</span> in a co-leadership…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/27332159','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/27332159"><span id="translatedtitle">Competency <span class="hlt">Skills</span> Assessment: Successes and <span class="hlt">Areas</span> for Improvement Identified During Collaboration Between Informaticists and a National Organization.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Sipes, Carolyn; Hunter, Kathy; McGonigle, Dee; Hebda, Toni; Hill, Taryn; Lamblin, Jean</p> <p>2016-01-01</p> <p>The Association of periOperative Registered Nurses (AORN) approached the Nursing Informatics Research Team (NIRT) with a request to collaborate and conduct a competency assessment for their organization. An online tool was developed to determine current technology in perioperative settings. This presentation shares the process used to conduct research that led to a method for assessing perioperative nurses' competencies <span class="hlt">skills</span> in their practice as well as identified gaps in curricula that faculty could address. Both successes and <span class="hlt">areas</span> for improvement are detailed. The outcome of the process demonstrated a need to understand what <span class="hlt">skills</span> are being assessed as AORN did not know what technology existed or how existing equipment was being used. PMID:27332159</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li class="active"><span>18</span></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_18 --> <div id="page_19" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li class="active"><span>19</span></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="361"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=READING+AND+GLOBAL&pg=6&id=EJ678660','ERIC'); return false;" href="http://eric.ed.gov/?q=READING+AND+GLOBAL&pg=6&id=EJ678660"><span id="translatedtitle">The Relationship between Global Self-Concept, Specific Self-Concepts, and the Texas Assessment of <span class="hlt">Academic</span> <span class="hlt">Skills</span> Achievement Test.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Clark, Martin John; Seevers, Randy L.</p> <p>2003-01-01</p> <p>A study involving 88 eighth-graders investigated the relationship between students' self-concept, both in a global sense and more specific <span class="hlt">areas</span>, with achievement scores in reading and mathematics. Results found a significant correlation between global self-concept and reading achievement and a weaker positive correlation for mathematics…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED077990.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED077990.pdf"><span id="translatedtitle">A Summary of an Assessment of Fourth and Sixth Grade Basic <span class="hlt">Skills</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>CTB / McGraw-Hill, Monterey, CA.</p> <p></p> <p>A comprehensive assessment was made of the status of elementary education in Missouri in reading, mathematics, language, and study <span class="hlt">skills</span>. The Comprehensive Tests of Basic <span class="hlt">Skills</span> (CTBS) and the Short Form Test of <span class="hlt">Academic</span> Aptitude (SFTAA) were administered to a sample of Missouri fourth and sixth graders. For each curricular <span class="hlt">area</span>, Missouri…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Staff+AND+Research+AND+Content&pg=7&id=ED526370','ERIC'); return false;" href="http://eric.ed.gov/?q=Staff+AND+Research+AND+Content&pg=7&id=ED526370"><span id="translatedtitle">Constructions of Literacy: A Study of Reading Instruction in Middle School Content <span class="hlt">Areas</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Thomson, Louise Elizabeth</p> <p>2011-01-01</p> <p>Today's adolescents are expected to read and write well at highly competent levels and the content <span class="hlt">area</span> literacy <span class="hlt">skills</span> they will acquire in adolescence are necessary for <span class="hlt">academic</span> achievement as well as life-long learning. In the middle grades, content <span class="hlt">area</span> literacy <span class="hlt">skills</span> are perfected through work in various curricular <span class="hlt">areas</span>, which are housed in…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/26477782','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/26477782"><span id="translatedtitle">Architectonic mapping of somatosensory <span class="hlt">areas</span> involved in <span class="hlt">skilled</span> forelimb movements and tool use.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Mayer, Andrei; Nascimento-Silva, Márcio L; Keher, Natalia B; Bittencourt-Navarrete, Ruben Ernesto; Gattass, Ricardo; Franca, João G</p> <p>2016-05-01</p> <p>Cebus monkeys stand out from other New World monkeys by their ability to perform fine hand movements, and by their spontaneous use of tools in the wild. Those behaviors rely on the integration of somatosensory information, which occurs in different <span class="hlt">areas</span> of the parietal cortex. Although a few studies have examined and parceled the somatosensory <span class="hlt">areas</span> of the cebus monkey, mainly using electrophysiological criteria, very little is known about its anatomical organization. In this study we used SMI-32 immunohistochemistry, myelin, and Nissl stains to characterize the architecture of the parietal cortical <span class="hlt">areas</span> of cebus monkeys. Seven cortical <span class="hlt">areas</span> were identified between the precentral gyrus and the anterior bank of the intraparietal sulcus. Except for <span class="hlt">areas</span> 3a and 3b, distinction between different somatosensory <span class="hlt">areas</span> was more evident in myelin-stained sections and SMI-32 immunohistochemistry than in Nissl stain, especially for <span class="hlt">area</span> 2 and subdivisions of <span class="hlt">area</span> 5. Our results show that cebus monkeys have a relatively complex somatosensory cortex, similar to that of macaques and humans. This suggests that, during primate evolution, the emergence of new somatosensory <span class="hlt">areas</span> underpinned complex manual behaviors in most Old World simians and in the New World cebus monkey. J. Comp. Neurol. 524:1399-1423, 2016. © 2015 Wiley Periodicals, Inc. PMID:26477782</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4078195','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4078195"><span id="translatedtitle">Developing a Research <span class="hlt">Skill</span> Set</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>You, Y. Nancy; Bednarski, Brian</p> <p>2014-01-01</p> <p>The recent decades have witnessed a significant expansion in the diversity of career paths within <span class="hlt">academic</span> surgery. Although the <span class="hlt">skills</span> for providing exemplary surgical care and for maintaining a strong work ethic are the foundations of an <span class="hlt">academic</span> surgeon, deliberate career planning and organized acquisition of research <span class="hlt">skills</span> contribute to the success of an <span class="hlt">academic</span> career. In this article, we identify a set of core <span class="hlt">academic</span> <span class="hlt">skills</span> and propose a framework for acquiring them. We also describe specific career paths within <span class="hlt">academic</span> surgery and provide an overview of the opportunities for acquiring specific <span class="hlt">skill</span> sets. The development of an <span class="hlt">academic</span> career is challenging, and firm knowledge of the personal motivations will sustain and endure the time needed for acquiring the needed <span class="hlt">skills</span>. PMID:25067917</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=music+AND+cognitive&pg=6&id=EJ660647','ERIC'); return false;" href="http://eric.ed.gov/?q=music+AND+cognitive&pg=6&id=EJ660647"><span id="translatedtitle">An Analysis of Reading and Content <span class="hlt">Area</span> <span class="hlt">Skills</span> Improvement through Music Instruction.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Diamantes, Thomas; Young, Karen M.; McBee, Kimberly</p> <p>2002-01-01</p> <p>Provides an analysis of reading and content <span class="hlt">area</span> subject improvement through music instruction and examines the issue of teaching music in today's schools. Argues numerous benefits and advantages derive from music instruction. Discusses the use of music to increase cognitive development. Examines the benefits of music in curriculum <span class="hlt">areas</span> such as…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/24294296','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/24294296"><span id="translatedtitle">Training teachers to teach mental health <span class="hlt">skills</span> to staff in primary care settings in a vast, under-populated <span class="hlt">area</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Goldberg, D P; Gask, L; Zakroyeva, A; Proselkova, E; Ryzhkova, N; Williams, P</p> <p>2012-12-01</p> <p>Background The Arkhangelsk Oblast is an <span class="hlt">area</span> the size of France with a sparsely distributed population. The existing primary care staff have had very little training in the management of mental health disorders, despite the frequency of these disorders in the population. They requested special teaching on depression, suicide, somatisation and alcohol problems. Methods An educational intervention was developed in partnership with mental health and primary care staff in Russia, to develop mental health <span class="hlt">skills</span> using established, evidence-based methods. After a preliminary demonstration of teaching methods to be employed, a 5-day full-time teaching course was offered to trainers of general practitioners and feldshers. Results The findings are presented by providing details of improvements that occurred over a 3-month period in four <span class="hlt">areas</span>, namely depression in primary care, somatic presentations of distress, dealing with suicidal patients, and alcohol problems. We present preliminary data on how the training has generalised since our visits to Archangelsk. Conclusions Teachers who are used to teaching by didactic lectures can be taught the value of short introductory talks that invite discussion, and mental health <span class="hlt">skills</span> can be taught using role play. The content of such training should be driven by perceived local needs, and developed in conjunction with local leaders and teachers within primary care services. Further research will be needed to establish the impact on clinical outcomes. PMID:24294296</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3721915','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3721915"><span id="translatedtitle">Training teachers to teach mental health <span class="hlt">skills</span> to staff in primary care settings in a vast, under-populated <span class="hlt">area</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p></p> <p>2012-01-01</p> <p>Background The Arkhangelsk Oblast is an <span class="hlt">area</span> the size of France with a sparsely distributed population. The existing primary care staff have had very little training in the management of mental health disorders, despite the frequency of these disorders in the population. They requested special teaching on depression, suicide, somatisation and alcohol problems. Methods An educational intervention was developed in partnership with mental health and primary care staff in Russia, to develop mental health <span class="hlt">skills</span> using established, evidence-based methods. After a preliminary demonstration of teaching methods to be employed, a 5-day full-time teaching course was offered to trainers of general practitioners and feldshers. Results The findings are presented by providing details of improvements that occurred over a 3-month period in four <span class="hlt">areas</span>, namely depression in primary care, somatic presentations of distress, dealing with suicidal patients, and alcohol problems. We present preliminary data on how the training has generalised since our visits to Archangelsk. Conclusions Teachers who are used to teaching by didactic lectures can be taught the value of short introductory talks that invite discussion, and mental health <span class="hlt">skills</span> can be taught using role play. The content of such training should be driven by perceived local needs, and developed in conjunction with local leaders and teachers within primary care services. Further research will be needed to establish the impact on clinical outcomes. PMID:24294296</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=hypnosis+AND+course&id=ED141773','ERIC'); return false;" href="http://eric.ed.gov/?q=hypnosis+AND+course&id=ED141773"><span id="translatedtitle">Increasing Reading and Test Taking <span class="hlt">Skills</span> with Hypnosis and Suggestion.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cole, Randy Drue</p> <p></p> <p>This study investigated the effects of hypnosis on the learning of reading <span class="hlt">skills</span> and <span class="hlt">academic</span> <span class="hlt">skills</span>. The general hypothesis was that hypnotic suggestions related to the curriculum of a course for improvement of <span class="hlt">academic</span> and study <span class="hlt">skills</span> would facilitate students' <span class="hlt">academic</span> <span class="hlt">skill</span> learning. Ninety-three male and female students enrolled in a course…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=survival+AND+skills&pg=5&id=EJ224692','ERIC'); return false;" href="http://eric.ed.gov/?q=survival+AND+skills&pg=5&id=EJ224692"><span id="translatedtitle">Survival <span class="hlt">Skills</span>: Secondary.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Curriculum Review, 1979</p> <p>1979-01-01</p> <p>Reviewed are five programs (textbooks, audiovisual materials, workbooks, video-cassettes) designed to improve <span class="hlt">academic</span> survival <span class="hlt">skills</span> in secondary students. Content emphasis, reading level, rationale, objectives, organization, instructional method, student evaluation, physical features, and recommendations are listed for each. (KC)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED566986.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED566986.pdf"><span id="translatedtitle">Developing Content-<span class="hlt">Area</span> <span class="hlt">Academic</span> Literacy: A Randomized Control Trial of the Reading Apprenticeship Improving Secondary Education (RAISE) Project</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Fancsali, Cheri; Abe, Yasuyo; Pyatigorsky, Mikhail</p> <p>2016-01-01</p> <p>Nationally, two-thirds of high school students are unable to read and comprehend complex <span class="hlt">academic</span> materials, think critically about texts, and synthesize information from multiple sources, or communicate what they have learned. Without a substantial change in their <span class="hlt">academic</span> literacy, U.S. high school students face continued <span class="hlt">academic</span> problems in…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=%22rafael+martinez%22&id=EJ758101','ERIC'); return false;" href="http://eric.ed.gov/?q=%22rafael+martinez%22&id=EJ758101"><span id="translatedtitle">Validity of <span class="hlt">Academic</span> Work Indicators in the Projected European Higher Education <span class="hlt">Area</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Martinez, Rafael J.; Moreno, Rafael</p> <p>2007-01-01</p> <p>The competencies achieved, the quantity and distribution of the time employed, and the activities carried out by the student are fundamental elements of the future European Higher Education <span class="hlt">Area</span>. The present study explores, in a specific course, the current level of some indicators of such elements and their validity. The results highlight the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1097528.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1097528.pdf"><span id="translatedtitle">Literacy Coaching: Middle School <span class="hlt">Academic</span> Achievement and Teacher Perceptions Regarding Content <span class="hlt">Area</span> Literacy Strategy Instruction</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Edwards, Anjell H.; Neill, Patricia; Faust, Phyllis B.</p> <p>2015-01-01</p> <p>This study examined differences in perceptions of content <span class="hlt">area</span> teachers receiving literacy coaching and teachers receiving no literacy coaching regarding implementation of literacy instruction. It also examined student achievement on standardized tests relative to literacy coaching. A survey measured teachers' perceptions regarding their…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=characteristic+AND+academic+AND+success&pg=4&id=EJ1086100','ERIC'); return false;" href="http://eric.ed.gov/?q=characteristic+AND+academic+AND+success&pg=4&id=EJ1086100"><span id="translatedtitle">Homeless Students and <span class="hlt">Academic</span> Achievement: Evidence from a Large Urban <span class="hlt">Area</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Tobin, Kerri J.</p> <p>2016-01-01</p> <p>Child homelessness has recently reached levels unprecedented in the United States since the Great Depression. Contemporary research has attempted to isolate the effects of homelessness on education, with mixed results. This study reports results from a study in one large urban <span class="hlt">area</span> and finds that there is no meaningful difference in achievement…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Buying+AND+model&pg=5&id=ED330902','ERIC'); return false;" href="http://eric.ed.gov/?q=Buying+AND+model&pg=5&id=ED330902"><span id="translatedtitle">Business Marketing Information Systems <span class="hlt">Skills</span>. Voc-Ed Project. Marketing Management Career <span class="hlt">Area</span>. Report.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Milwaukee Area Technical Coll., WI.</p> <p></p> <p>A study was conducted to develop a curriculum to meet the information processing/management training needs of persons entering or continuing careers in the information marketing <span class="hlt">area</span>. The process used for the study was based on Stufflebeam's Context, Input, Process, Product (CIPP) model of evaluation. The information gathering process included a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED431699.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED431699.pdf"><span id="translatedtitle">Investigating Content Knowledge Gains in <span class="hlt">Academic</span> Service-Learning: A Quasi-Experimental Study in an Educational Psychology Course.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Shastri, Anuradhaa</p> <p></p> <p>Research on service learning spanning the last three decades has revealed that service learning facilitates the development of leadership <span class="hlt">skills</span>, self esteem, teamwork, communication <span class="hlt">skills</span>, and acceptance of cultural diversity. Perhaps the most difficult arena has been the <span class="hlt">area</span> of intellectual, cognitive, and <span class="hlt">academic</span> efforts. A study…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Physical+AND+literacy&pg=4&id=EJ1074406','ERIC'); return false;" href="http://eric.ed.gov/?q=Physical+AND+literacy&pg=4&id=EJ1074406"><span id="translatedtitle">Using <span class="hlt">Academic</span> Language to Level the Playing Field for English-Language Learners in Physical Education: Part 1</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Constantinou, Phoebe; Wuest, Deborah A.</p> <p>2015-01-01</p> <p>With the common core emphasis on English language art and mathematics <span class="hlt">skills</span>, physical educators are faced with a challenging task. Educators, in general, are expected to identifying the language demands of their discipline and develop <span class="hlt">academic</span> language <span class="hlt">skills</span> within each disciplinary <span class="hlt">area</span>. In other words, educators are expected to prepare…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=programming+AND+structured&pg=5&id=EJ1091442','ERIC'); return false;" href="http://eric.ed.gov/?q=programming+AND+structured&pg=5&id=EJ1091442"><span id="translatedtitle">Special Teachers' Educational Responses in Supporting Students with Special Educational Needs (SEN) in the Domain of Social <span class="hlt">Skills</span> Development</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Vlachou, Anastasia; Stavroussi, Panayiota; Didaskalou, Eleni</p> <p>2016-01-01</p> <p>The acquisition of appropriate social <span class="hlt">skills</span> is considered critical for a person's social development and personal well-being. This consideration is far more crucial in the <span class="hlt">area</span> of inclusive education, where the development of social <span class="hlt">skills</span> in children with SEN has been associated with <span class="hlt">academic</span> progress, social inclusion and successful transition…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=background+AND+employability+AND+skills&pg=4&id=EJ441170','ERIC'); return false;" href="http://eric.ed.gov/?q=background+AND+employability+AND+skills&pg=4&id=EJ441170"><span id="translatedtitle">The Employability <span class="hlt">Skills</span> Portfolio.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Stemmer, Paul; And Others</p> <p>1992-01-01</p> <p>During 1990-91, Michigan schools piloted an innovative portfolio approach enabling students to discover, document, and develop employability <span class="hlt">skills</span> in <span class="hlt">academics</span>, personal management, and teamwork. Not an improved sorting system, the project encourages students to recognize successes, seek opportunities to improve <span class="hlt">skills</span>, and gain confidence in…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=new+AND+business+AND+ideas&id=EJ1004033','ERIC'); return false;" href="http://eric.ed.gov/?q=new+AND+business+AND+ideas&id=EJ1004033"><span id="translatedtitle">Fixing Holes Where the Rain Gets in: Problem <span class="hlt">Areas</span> in the Development of Generic <span class="hlt">Skills</span> in Business</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Calma, Angelito</p> <p>2013-01-01</p> <p>Purpose: Little attention is paid to understanding generic <span class="hlt">skills</span> in business. Even less attention is paid to collecting evidence of students' development of these <span class="hlt">skills</span>. This paper aims to fill this gap. Design/methodology/approach: Four generic <span class="hlt">skills</span> in business undergraduate and graduate programs are examined--written communication; critical…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li class="active"><span>19</span></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_19 --> <div id="page_20" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li class="active"><span>20</span></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="381"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED372635.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED372635.pdf"><span id="translatedtitle">Cognitive <span class="hlt">Academic</span> Learning Approaches through ESL Content <span class="hlt">Area</span> Instruction with Career Exploration Strategies (Project CALA). Final Evaluation Report, 1992-93. OER Report.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Guadalupe, Deana R.</p> <p></p> <p>This report presents an evaluation of the Cognitive <span class="hlt">Academic</span> Learning Approaches through ESL Content <span class="hlt">Area</span> Instruction with Career Exploration Strategies (Project CALA)), an Elementary and Secondary Education Act Title VII-funded project in its fifth and last year of operation at International High School, a bilingual special alternative high…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1081668.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1081668.pdf"><span id="translatedtitle">Field Dependence-Field Independence Cognitive Style, Gender, Career Choice and <span class="hlt">Academic</span> Achievement of Secondary School Students in Emohua Local Government <span class="hlt">Area</span> of Rivers State</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Onyekuru, Bruno Uchenna</p> <p>2015-01-01</p> <p>This is a descriptive study that investigated the relationships among field dependence-field independence cognitive style and gender, career choice and <span class="hlt">academic</span> achievement of secondary school students in Emohua Local Government <span class="hlt">Area</span> of Rivers State, Nigeria. From the initial sample of 320 senior secondary school one (SS1) students drawn from the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=University+AND+Spain&pg=3&id=EJ814701','ERIC'); return false;" href="http://eric.ed.gov/?q=University+AND+Spain&pg=3&id=EJ814701"><span id="translatedtitle">New Approaches to University in Spain: <span class="hlt">Academic</span> Change, Creative Dimensions and Ethical Commitment in the Establishment of the European Higher Education <span class="hlt">Area</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Jimenez, Alfredo; Palmero, Carmen</p> <p>2007-01-01</p> <p>This paper discusses the European Higher Education <span class="hlt">Area</span> (EHEA), its creation, its guidelines, and its inherently innovative potential. It looks closely at the theoretical proposals, the innovative regulations and institutional practices in the process of <span class="hlt">academic</span> change that relate to teaching, research and management. It also describes the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Research+AND+product+AND+placement&pg=3&id=ED556080','ERIC'); return false;" href="http://eric.ed.gov/?q=Research+AND+product+AND+placement&pg=3&id=ED556080"><span id="translatedtitle">The Influence of Inclusion on the <span class="hlt">Academic</span> Performance of General Education Students on the New Jersey Assessment of <span class="hlt">Skills</span> and Knowledge in Grades 6, 7, and 8</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Robinson, Christie M.</p> <p>2012-01-01</p> <p>This study examined the impact of student variables (student socioeconomic status, race, attendance, and gender) and the school variable of placement in an inclusion setting on the <span class="hlt">academic</span> achievement of general education students in grades 6, 7, and 8 in an urban school district. <span class="hlt">Academic</span> achievement was defined as a general education student's…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/26947579','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/26947579"><span id="translatedtitle">Effect of delayed reinforcement on <span class="hlt">skill</span> acquisition during discrete-trial instruction: Implications for treatmen-integrity errors in <span class="hlt">academic</span> settings.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Carroll, Regina A; Kodak, Tiffany; Adolf, Kari J</p> <p>2016-03-01</p> <p>We used an adapted alternating treatments design to compare <span class="hlt">skill</span> acquisition during discrete-trial instruction using immediate reinforcement, delayed reinforcement with immediate praise, and delayed reinforcement for 2 children with autism spectrum disorder. Participants acquired the <span class="hlt">skills</span> taught with immediate reinforcement; however, delayed reinforcement decreased the efficiency and effectiveness of discrete-trial instruction. We discuss the importance of evaluating the influence of treatment-integrity errors on <span class="hlt">skill</span> acquisition during discrete-trial instruction. PMID:26947579</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=broken+AND+families&id=EJ994214','ERIC'); return false;" href="http://eric.ed.gov/?q=broken+AND+families&id=EJ994214"><span id="translatedtitle">Relationship between Broken Homes and <span class="hlt">Academic</span> Achievement of Secondary School Students in Oredo Local Government <span class="hlt">Area</span> of Edo State, Nigeria</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Alika, Henrietta Ijeoma; Edosa, Ogboro Samson</p> <p>2012-01-01</p> <p>The study investigated the relationship between broken homes and <span class="hlt">academic</span> achievement of students. Three research hypotheses were formulated to guide the study. The study was correlational because the study sought to establish the extent of relationship between broken homes and <span class="hlt">academic</span> achievement. The statistical method used in analyzing the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/12384035','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/12384035"><span id="translatedtitle">A continuing educational initiative to develop nurses' mental health knowledge and <span class="hlt">skills</span> in rural and remote <span class="hlt">areas</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Chang, Esther; Daly, John; Bell, Pamela; Brown, Tracey; Allan, Jan; Hancock, Karen</p> <p>2002-10-01</p> <p>At a time of ever increasing mental health problems in Australian society, the nursing profession is beset by problems of an insufficient workforce specialising in this <span class="hlt">area</span>. Not only is there a shortage of suitable trained specialist mental health nurses, but undergraduate nursing programs inadequately prepare students for practical mental health nursing. Fewer students are enrolling in mental health nursing, and many nurses are leaving the workforce. A particular problem in rural Australia is that there is a lack of specialist mental health services, and nurses are being increasingly relied upon to perform the role of mental health nurse despite lacking the necessary qualifications and experience.This paper aims to describe the development, implementation and evaluation of a mental health continuing education program for nurses employed in rural and remote <span class="hlt">areas</span> of New South Wales (NSW), Australia. This was a collaborative educational initiative mounted by the NSW Health Department (who funded the project), a rural university and a number of regional health service partners. The paper includes information on how this program was conceived, developed and conducted through distance education mode. It also evaluates the efficacy of this program as perceived by 202 out of 303 participants. Overall the project was rated very favourably, and represents a cost-effective, convenient method of enabling rural and regional nurses to update and improve their <span class="hlt">skills</span> in mental health nursing. PMID:12384035</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/24280858','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/24280858"><span id="translatedtitle">Forging successful <span class="hlt">academic</span>-community partnerships with community health centers: the California statewide <span class="hlt">Area</span> Health Education Center (AHEC) experience.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Fowkes, Virginia; Blossom, H John; Mitchell, Brenda; Herrera-Mata, Lydia</p> <p>2014-01-01</p> <p>Increased access to insurance under the Affordable Care Act will increase demands for clinical services in community health centers (CHCs). CHCs also have an increasingly important educational role to train clinicians who will remain to practice in community clinics. CHCs and <span class="hlt">Area</span> Health Education Centers (AHECs) are logical partners to prepare the health workforce for the future. Both are sponsored by the Health Resources and Services Administration, and they share a mission to improve quality of care in medically underserved communities. AHECs emphasize the educational side of the mission, and CHCs the service side. Building stronger partnerships between them can facilitate a balance between education and service needs.From 2004 to 2011, the California Statewide AHEC program and its 12 community AHECs (centers) reorganized to align training with CHC workforce priorities. Eight centers merged into CHC consortia; others established close partnerships with CHCs in their respective regions. The authors discuss issues considered and approaches taken to make these changes. Collaborative innovative processes with program leadership, staff, and center directors revised the program mission, developed common training objectives with an evaluation plan, and defined organizational, functional, and impact characteristics for successful AHECs in California. During this planning, centers gained confidence as educational arms for the safety net and began collaborations with statewide programs as well as among themselves. The AHEC reorganization and the processes used to develop, strengthen, and identify standards for centers forged the development of new partnerships and established <span class="hlt">academic</span>-community trust in planning and implementing programs with CHCs. PMID:24280858</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/21854244','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/21854244"><span id="translatedtitle">Evaluating an <span class="hlt">academic</span> writing program for nursing students who have English as a second language.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Weaver, Roslyn; Jackson, Debra</p> <p>2011-01-01</p> <p><span class="hlt">Academic</span> writing <span class="hlt">skills</span> are essential to the successful completion of preregistration nursing programs, yet the development of such <span class="hlt">skills</span> is a challenge for many nursing students, particularly those who speak English as a second language (ESL). It is vital to develop and evaluate strategies that can support <span class="hlt">academic</span> writing <span class="hlt">skills</span> for ESL nursing students. This qualitative study evaluated a four-day <span class="hlt">academic</span> writing intervention strategy designed to support ESL first-year nursing students. Data from the program showed two major <span class="hlt">areas</span> of difficulty for participants relating to <span class="hlt">academic</span> writing: problems understanding course content in English, and problems expressing their understanding of that content in English. The participants noted a key benefit of this program was the provision of individual feedback. Programs such as this intervention successfully meet the demands of ESL nursing students, although ongoing support is also needed. PMID:21854244</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/9362877','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/9362877"><span id="translatedtitle"><span class="hlt">Academic</span> dishonesty among nursing students.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Gaberson, K B</p> <p>1997-01-01</p> <p>Student cheating on college campuses is believed to be a common occurrence, but <span class="hlt">academic</span> dishonesty among nursing students is a source of legitimate concern to nursing faculty members because of its potential effect on present and future professional practice. Strategies are outlined that can promote <span class="hlt">academic</span> honesty in the nursing program through moral and character development of nursing students, teaching moral decision-making <span class="hlt">skills</span>, role-modeling of honest <span class="hlt">academic</span> behavior, and developing and enforcing an appropriate <span class="hlt">academic</span> integrity policy. PMID:9362877</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Elliott&pg=3&id=EJ1054118','ERIC'); return false;" href="http://eric.ed.gov/?q=Elliott&pg=3&id=EJ1054118"><span id="translatedtitle">An Investigation of Relations among <span class="hlt">Academic</span> Enablers and Reading Outcomes</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Jenkins, Lyndsay N.; Demaray, Michelle Kilpatrick</p> <p>2015-01-01</p> <p>The current study examined the link between <span class="hlt">academic</span> enablers and different types of reading achievement measures. <span class="hlt">Academic</span> enablers are <span class="hlt">skills</span> and behaviors that support, or enable, students to perform well <span class="hlt">academically</span>, such as engagement, interpersonal <span class="hlt">skills</span>, motivation, and study <span class="hlt">skills</span>. The sample in this study consisted of 61 third-,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=hydraulic+AND+model&pg=3&id=ED314577','ERIC'); return false;" href="http://eric.ed.gov/?q=hydraulic+AND+model&pg=3&id=ED314577"><span id="translatedtitle">Industrial Electronics and T.V./Computer Repair. COM-LINK. Competency Based Vocational Curricula with Basic <span class="hlt">Skills</span> and <span class="hlt">Academic</span> Linkages.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Fagg, Harold</p> <p></p> <p>This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic <span class="hlt">skills</span> instruction into vocational education. The model demonstrates the relationship of vocational <span class="hlt">skills</span> to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=positive+AND+reinforcement&pg=4&id=EJ1092616','ERIC'); return false;" href="http://eric.ed.gov/?q=positive+AND+reinforcement&pg=4&id=EJ1092616"><span id="translatedtitle">Effect of Delayed Reinforcement on <span class="hlt">Skill</span> Acquisition during Discrete-Trial Instruction: Implications for Treatment-Integrity Errors in <span class="hlt">Academic</span> Settings</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Carroll, Regina A.; Kodak, Tiffany; Adolf, Kari J.</p> <p>2016-01-01</p> <p>We used an adapted alternating treatments design to compare <span class="hlt">skill</span> acquisition during discrete-trial instruction using immediate reinforcement, delayed reinforcement with immediate praise, and delayed reinforcement for 2 children with autism spectrum disorder. Participants acquired the <span class="hlt">skills</span> taught with immediate reinforcement; however, delayed…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=ICT&pg=4&id=EJ1042720','ERIC'); return false;" href="http://eric.ed.gov/?q=ICT&pg=4&id=EJ1042720"><span id="translatedtitle">Evaluation of a Blended Learning Language Course: Students' Perceptions of Appropriateness for the Development of <span class="hlt">Skills</span> and Language <span class="hlt">Areas</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bueno-Alastuey, M. C.; López Pérez, M. V.</p> <p>2014-01-01</p> <p>This study investigated students' perceptions of the usefulness of Information and Communication Technologies (ICT) in all the <span class="hlt">skills</span> and <span class="hlt">areas</span> of language in an English as a Foreign Language blended course, which integrated ICT fully, and compared these perceptions to those of pupils of a Spanish as a Second Language blended course with a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/24001339','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/24001339"><span id="translatedtitle">Wheels, <span class="hlt">skills</span> and thrills: a social marketing trial to reduce aggressive driving from young men in deprived <span class="hlt">areas</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Tapp, Alan; Pressley, Ashley; Baugh, Mike; White, Paul</p> <p>2013-09-01</p> <p>Young men from poorer backgrounds are associated with high road traffic collision levels. However, solving this problem has proven very difficult. Hence this paper summarises the findings of a UK government funded two-year trial of a cross-discipline intervention to reduce aggressive driving amongst this group. The intervention reported on here departed from traditional approaches such as fear appeals, stand-alone educational approaches, or punitive measures. Instead, the discipline of social marketing was used to provide overarching direction and structure for the trial, with a key focus on motivation and engagement. The project rested on a strong education and training platform and included a bespoke coaching programme, incentives, and an in-vehicle measurement and feedback device. The project had three development phases leading to the final trial. First, a literature and case study review identified possible design strategies. Second, these strategies were explored using primary research in the form of a qualitative inquiry. Third, a pre-trial design phase sought to introduce key components of the intervention to the trial cohort, retaining some flexibility before committing to the final design. Young males with a history of challenging behaviour (e.g. criminal records, driving convictions) from an economically deprived <span class="hlt">area</span> within a UK city were recruited. Of 42 recruits, 23 successfully completed the trial. Behaviour changes were measured pre-, during and post-trial through a combination of driver performance data measured by in-vehicle data recorders (IVDRs), assessments of driving undertaken by trained observers, and self-assessment surveys and interviews with trial participants. Results indicate a significant average improvement in driving <span class="hlt">skills</span> amongst participants who completed the trial. Given the difficulty in engaging and changing behaviour of this specific group, this is regarded as a significant finding. In summary the study provides an indication</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED367267.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED367267.pdf"><span id="translatedtitle"><span class="hlt">Academic</span> Major and Alumni Perceptions of Growth and Development.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Richardson, Wm. Eddie</p> <p></p> <p>This study compared the responses of 4,068 alumni with different <span class="hlt">academic</span> majors on a questionnaire of dimensions of growth and development (personal/social <span class="hlt">skills</span>, quantitative <span class="hlt">skills</span>, verbal <span class="hlt">skills</span>, and cultural understanding <span class="hlt">skills</span>) to determine if students with different <span class="hlt">academic</span> majors responded differentially to these dimensions. The Alumni…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=car+AND+events&pg=5&id=ED386886','ERIC'); return false;" href="http://eric.ed.gov/?q=car+AND+events&pg=5&id=ED386886"><span id="translatedtitle">Life <span class="hlt">Skills</span> Activities for Secondary Students with Special Needs.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mannix, Darlene</p> <p></p> <p>This resource for life <span class="hlt">skills</span> activities for adolescents with special needs covers aspects of interpersonal relationships, communication <span class="hlt">skills</span>, <span class="hlt">academic</span> and school <span class="hlt">skills</span>, practical living <span class="hlt">skills</span>, vocational <span class="hlt">skills</span>, problem-solving <span class="hlt">skills</span>, and lifestyle choices. Included are 190 illustrated activity sheets with related exercises, discussion…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2005AIPC..795Q.227K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2005AIPC..795Q.227K"><span id="translatedtitle"><span class="hlt">Academic</span> Performance and Interest in Physical Sciences of Female Learners in the Mafikeng, South Africa, Municipal <span class="hlt">Area</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Kgabi, Nnenesi A.</p> <p>2005-10-01</p> <p>There are notably fewer women than men, worldwide, in the physical sciences and engineering. Numbers also decrease markedly with each step up the career ladder, in both the <span class="hlt">academic</span> and research (industrial and government laboratories) environments. In this study, <span class="hlt">academic</span> performance of secondary-school and university females in the mathematical and physical sciences was analyzed. The choice of careers for a group of secondary-school females was also studied. A positive correlation between the choice of career and <span class="hlt">academic</span> performance among the secondary-school females was observed. The correlation was, however, not obvious for the female university students. This study presents possible reasons for poor performance and lack of interest in physics, and suggests ways of attracting and keeping females in the field of physics and its related sciences.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED326741.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED326741.pdf"><span id="translatedtitle">Job <span class="hlt">Skills</span> Education Program. Final Technical Report.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Florida State Univ., Tallahassee. Center for Educational Technology.</p> <p></p> <p>This publication provides materials developed by a project designed to transfer a U.S. Army computer-based basic <span class="hlt">skills</span> curriculum to applications in the vocational <span class="hlt">skills</span> development of civilian adults. An executive summary of the final report describes the Job <span class="hlt">Skills</span> Education Program (JSEP), which teaches <span class="hlt">academic</span> <span class="hlt">skills</span> that support vocational…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=personal+AND+value&pg=5&id=EJ849602','ERIC'); return false;" href="http://eric.ed.gov/?q=personal+AND+value&pg=5&id=EJ849602"><span id="translatedtitle">Using <span class="hlt">Academic</span> Journals to Help Students Learn Subject Matter Content, Develop and Practice Critical Reasoning <span class="hlt">Skills</span>, and Reflect on Personal Values in Food Science and Human Nutrition Classes</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Iwaoka, Wayne T.; Crosetti, Lea M.</p> <p>2008-01-01</p> <p>It has been reported that students learn best when they use a wide variety of techniques to understand the information of the discipline, be it visual, auditory, discussion with others, metacognition, hands-on activities, or writing about the subject. We report in this article the use of <span class="hlt">academic</span> journals not only as an aid for students to learn…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li class="active"><span>20</span></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_20 --> <div id="page_21" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li class="active"><span>21</span></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="401"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Study+AND+skills&pg=3&id=EJ1008320','ERIC'); return false;" href="http://eric.ed.gov/?q=Study+AND+skills&pg=3&id=EJ1008320"><span id="translatedtitle">Predictors of <span class="hlt">Academic</span> Performance and School Engagement--Integrating Persistence, Motivation and Study <span class="hlt">Skills</span> Perspectives Using Person-Centered and Variable-Centered Approaches</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Moreira, Paulo A. S.; Dias, Paulo; Vaz, Filipa Machado; Vaz, Joao Machado</p> <p>2013-01-01</p> <p>There is a growing need for the integration of various theoretical perspectives on <span class="hlt">academic</span> performance, especially the theories on educational persistence, and motivational theories. Recent models of students' engagement with school incorporate different dimensions of students, family and school. However, some authors are arguing that academic…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=management+AND+demand&id=EJ1025195','ERIC'); return false;" href="http://eric.ed.gov/?q=management+AND+demand&id=EJ1025195"><span id="translatedtitle">Modelling the Demand for Higher Education by Local Authority <span class="hlt">Area</span> in England Using <span class="hlt">Academic</span>, Economic and Social Data</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Harrison, Neil</p> <p>2013-01-01</p> <p>Managing the demand for higher education has been a major concern of successive UK governments over the last 30 years. While initially they sought to increase demand, latterly the emphasis has been on widening participation to include demographic groups among which it has traditionally been low. There had long been an <span class="hlt">academic</span> and policy interest…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=work+AND+collaborative+AND+primary&pg=7&id=ED561385','ERIC'); return false;" href="http://eric.ed.gov/?q=work+AND+collaborative+AND+primary&pg=7&id=ED561385"><span id="translatedtitle">Measuring Elementary School Students' Social and Emotional <span class="hlt">Skills</span>: Providing Educators with Tools to Measure and Monitor Social and Emotional <span class="hlt">Skills</span> That Lead to <span class="hlt">Academic</span> Success. Publication #2014-37</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Scarupa, Harriet J., Ed.</p> <p>2014-01-01</p> <p>Mounting research evidence points to social and emotional <span class="hlt">skills</span> as playing a central role in shaping student achievement, workplace readiness, and adult wellbeing. This report describes the rigorous, collaborative work undertaken by the Tauck Family Foundation and Child Trends, a national leader in measuring children's development and wellbeing,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/27500943','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/27500943"><span id="translatedtitle">Do early life cognitive ability and self-regulation <span class="hlt">skills</span> explain socio-economic inequalities in <span class="hlt">academic</span> achievement? An effect decomposition analysis in UK and Australian cohorts.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Pearce, Anna; Sawyer, Alyssa C P; Chittleborough, Catherine R; Mittinty, Murthy N; Law, Catherine; Lynch, John W</p> <p>2016-09-01</p> <p>Socio-economic inequalities in <span class="hlt">academic</span> achievement emerge early in life and are observed across the globe. Cognitive ability and "non-cognitive" attributes (such as self-regulation) are the focus of many early years' interventions. Despite this, little research has compared the contributions of early cognitive and self-regulation abilities as separate pathways to inequalities in <span class="hlt">academic</span> achievement. We examined this in two nationally representative cohorts in the UK (Millennium Cohort Study, n = 11,168; 61% original cohort) and Australia (LSAC, n = 3028; 59% original cohort). An effect decomposition method was used to examine the pathways from socio-economic disadvantage (in infancy) to two <span class="hlt">academic</span> outcomes: 'low' maths and literacy scores (based on bottom quintile) at age 7-9 years. Risk ratios (RRs, and bootstrap 95% confidence intervals) were estimated with binary regression for each pathway of interest: the 'direct effect' of socio-economic disadvantage on <span class="hlt">academic</span> achievement (not acting through self-regulation and cognitive ability in early childhood), and the 'indirect effects' of socio-economic disadvantage acting via self-regulation and cognitive ability (separately). Analyses were adjusted for baseline and intermediate confounding. Children from less advantaged families were up to twice as likely to be in the lowest quintile of maths and literacy scores. Around two-thirds of this elevated risk was 'direct' and the majority of the remainder was mediated by early cognitive ability and not self-regulation. For example in LSAC: the RR for the direct pathway from socio-economic disadvantage to poor maths scores was 1.46 (95% CI: 1.17-1.79). The indirect effect of socio-economic disadvantage through cognitive ability (RR = 1.13 [1.06-1.22]) was larger than the indirect effect through self-regulation (1.05 [1.01-1.11]). Similar patterns were observed for both outcomes and in both cohorts. Policies to alleviate social inequality (e.g. child poverty</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=training+AND+research+AND+skills&id=EJ1022503','ERIC'); return false;" href="http://eric.ed.gov/?q=training+AND+research+AND+skills&id=EJ1022503"><span id="translatedtitle">Is Non-Subject Based Research Training a "Waste of Time," Good Only for the Development of Professional <span class="hlt">Skills</span>? An <span class="hlt">Academic</span> Literacies Perspective</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bastalich, Wendy; Behrend, Monica; Bloomfield, Robert</p> <p>2014-01-01</p> <p>In recent years, contentiously for some, universities have developed generalist <span class="hlt">skills</span> lists and associated curricula in response to government demand for more "employment-ready" graduates. Such training usually includes writing and communication. In Australia and the UK, guidelines designed to support the development of skills…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ919894.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ919894.pdf"><span id="translatedtitle">The Effects of Learning Strategies Instruction on Metacognitive Knowledge, Using Metacognitive <span class="hlt">Skills</span> and <span class="hlt">Academic</span> Achievement (Primary Education Sixth Grade Turkish Course Sample)</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Caliskan, Muhittin; Sunbul, Ali Murat</p> <p>2011-01-01</p> <p>This study investigated the effects of learning strategies instruction on metacognitive knowledge, metacognitive <span class="hlt">skills</span>, and achievement. An experimental pre-test/post-test control group design was used in the research. The study was conducted in the 2008-2009 school year on 6th grade students at Orgeneral Tural and Dikmeli Primary Schools located…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=video+AND+games&pg=3&id=EJ1005218','ERIC'); return false;" href="http://eric.ed.gov/?q=video+AND+games&pg=3&id=EJ1005218"><span id="translatedtitle">More than Just Fun and Games: The Longitudinal Relationships between Strategic Video Games, Self-Reported Problem Solving <span class="hlt">Skills</span>, and <span class="hlt">Academic</span> Grades</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Adachi, Paul J. C.; Willoughby, Teena</p> <p>2013-01-01</p> <p>Some researchers have proposed that video games possess good learning principles and may promote problem solving <span class="hlt">skills</span>. Empirical research regarding this relationship, however, is limited. The goal of the presented study was to examine whether strategic video game play (i.e., role playing and strategy games) predicted self-reported problem…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=critical+AND+thinking+AND+skills&pg=7&id=ED551865','ERIC'); return false;" href="http://eric.ed.gov/?q=critical+AND+thinking+AND+skills&pg=7&id=ED551865"><span id="translatedtitle">Evaluating the Critical Thinking <span class="hlt">Skills</span> and <span class="hlt">Academic</span> Characteristics of Undergraduate Students at Two Post-Secondary Institutions Utilizing Two Different Curriculum Models</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hepner, Michael Robert</p> <p>2012-01-01</p> <p>This mixed methods study compared the critical thinking <span class="hlt">skills</span> of students at two post-secondary education institutions that utilize two different curriculum models. A contemporary institution that offers a core curriculum and degree specialization (majors) was contrasted with a Great Books school that utilizes a canon of primary sources and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=peer+AND+pressure+AND+drug&pg=7&id=ED265435','ERIC'); return false;" href="http://eric.ed.gov/?q=peer+AND+pressure+AND+drug&pg=7&id=ED265435"><span id="translatedtitle">The Long Term Effects of Social <span class="hlt">Skills</span> Training in Elevating Overall <span class="hlt">Academic</span> Grade Point Average, School Attendance, Health Level, and Resistance to Drug Use and Peer Pressure.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Richards, Nancy; Smith, Manuel J.</p> <p></p> <p>Project STAR (Social Thinking and Reasoning Program) is a classroom-based social <span class="hlt">skills</span> program for students in grades 5-8. To assess the long-term effectiveness of this program, students participated in the project (N=331) were compared with control students (N=191) during 1980-83. The hypothesis that there are significant differences in current…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=fast+AND+food+AND+consumption&pg=2&id=EJ1020648','ERIC'); return false;" href="http://eric.ed.gov/?q=fast+AND+food+AND+consumption&pg=2&id=EJ1020648"><span id="translatedtitle">Do the Duration and Frequency of Physical Education Predict <span class="hlt">Academic</span> Achievement, Self-Concept, Social <span class="hlt">Skills</span>, Food Consumption, and Body Mass Index?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Simms, Kathryn; Bock, Sara; Hackett, Lewis</p> <p>2014-01-01</p> <p>Objective: Prior research on the efficacy of physical education has been conducted in a piecemeal fashion. More specifically, studies typically test a single benefit hypothesized to be associated with physical education (e.g. body mass index [BMI]) while excluding others (e.g. social <span class="hlt">skills</span>) and not controlling for important confounds (e.g. diet).…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=%22educational+psychology%22&pg=7&id=EJ896786','ERIC'); return false;" href="http://eric.ed.gov/?q=%22educational+psychology%22&pg=7&id=EJ896786"><span id="translatedtitle">Using Precision Teaching to Enhance the Word Reading <span class="hlt">Skills</span> and <span class="hlt">Academic</span> Self-Concept of Secondary School Students: A Role for Professional Educational Psychologists</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Roberts, Will; Norwich, Brahm</p> <p>2010-01-01</p> <p>This article describes an investigation into the outcomes of a school-based initiative to improve the word reading <span class="hlt">skills</span> of a group of secondary school students (n = 77). The project involved the delivery of an enhanced precision teaching (PT) programme across two cohorts of students by teaching assistants (TAs) in each school who themselves…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=troia&id=EJ695636','ERIC'); return false;" href="http://eric.ed.gov/?q=troia&id=EJ695636"><span id="translatedtitle">Migrant Students with Limited English Proficiency: Can Fast ForWord Language? Make a Difference in Their Language <span class="hlt">Skills</span> and <span class="hlt">Academic</span> Achievement?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Troia, Gary A.</p> <p>2004-01-01</p> <p>This study evaluated the efficacy of the computer-assisted intervention program known as Fast ForWord Language? in a sample of migrant students in Grades 1 through 6 who were native Spanish speakers. Fast ForWord Language? combines intensive training in multiple receptive English language <span class="hlt">skills</span> with adaptive acoustic waveform lengthening and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=well+AND+test&pg=6&id=ED548415','ERIC'); return false;" href="http://eric.ed.gov/?q=well+AND+test&pg=6&id=ED548415"><span id="translatedtitle">The Impact of a Computer Based Math Instruction Program on Fifth Grade Student <span class="hlt">Academic</span> Performance on the Texas Assessment of Knowledge and <span class="hlt">Skills</span> in One School District</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Abel, Brian B.</p> <p>2011-01-01</p> <p>This study was designed to investigate the differences between two groups of fifth grade students' performance on the 2010 fifth grade Texas Assessment of Knowledge and <span class="hlt">Skills</span> (TAKS) math test. The sample consisted of a group of fifth grade students receiving the traditional instruction from their classroom teacher and a group of fifth grade…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=critical+AND+thinking+AND+skills&pg=4&id=ED513229','ERIC'); return false;" href="http://eric.ed.gov/?q=critical+AND+thinking+AND+skills&pg=4&id=ED513229"><span id="translatedtitle">Teaching of Critical Thinking <span class="hlt">Skills</span> in the English Content <span class="hlt">Area</span> in South Dakota Public High Schools and Colleges</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Thurman, Becky A.</p> <p>2009-01-01</p> <p>Quality education is imperative in preparing students in the United States to succeed in a competitive and ever-changing global society. Critical thinking, an essential component of a quality educational program, has been identified as a key 21st Century <span class="hlt">skill</span>. However, research indicates a gap in educational preparedness between high school and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED426243.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED426243.pdf"><span id="translatedtitle">The Requirement for Vocational <span class="hlt">Skills</span> in the Engineering Industry in the <span class="hlt">Areas</span> of Modena and Vienna. Synthesis Report.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gatti, Mario; Mereu, Maria Grazia; Tagliaferro, Claudio; Markowitsch, Jorg; Neuberger, Robert</p> <p></p> <p>Requirements for vocational <span class="hlt">skills</span> in the engineering industry in Modena, Italy, and Vienna, Austria, were studied. In Modena, employees of a representative sample of 90 small, medium, and large firms in the mechanical processing, agricultural machinery, and sports car manufacturing sectors were interviewed. In Vienna, data were collected through…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Study+AND+skills&pg=3&id=EJ1103530','ERIC'); return false;" href="http://eric.ed.gov/?q=Study+AND+skills&pg=3&id=EJ1103530"><span id="translatedtitle">Cognitive Components of Developmental Writing <span class="hlt">Skill</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Decker, Scott L.; Roberts, Alycia M.; Roberts, Kristin L.; Stafford, Allison L.; Eckert, Mark A.</p> <p>2016-01-01</p> <p>A significant number of studies have examined the cognitive components of basic <span class="hlt">academic</span> <span class="hlt">skills</span>, which has led to major changes in both teaching and early identification assessment practices. However, the majority of previous research has focused solely on reading. This study examines the cognitive components of <span class="hlt">academic</span> writing <span class="hlt">skills</span> across…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Human+AND+Resources+AND+administration&id=EJ1059280','ERIC'); return false;" href="http://eric.ed.gov/?q=Human+AND+Resources+AND+administration&id=EJ1059280"><span id="translatedtitle">How Prepared Are <span class="hlt">Academic</span> Administrators? Leadership and Job Satisfaction within US Research Universities</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Morris, Tracy L.; Laipple, Joseph S.</p> <p>2015-01-01</p> <p>A national sample of 1515 university administrators (<span class="hlt">academic</span> deans, directors, associate deans, and department chairs) completed a survey of leadership <span class="hlt">skills</span>, preparedness for administrative role, and job satisfaction. Overall, participants felt least well prepared in the <span class="hlt">areas</span> of developing entrepreneurial revenue, developing metrics to…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=broken+AND+families&id=ED550683','ERIC'); return false;" href="http://eric.ed.gov/?q=broken+AND+families&id=ED550683"><span id="translatedtitle">A Phenomenological Study: The Influence of Noncognitive Factors on <span class="hlt">Academically</span> Unprepared College Students</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Thom, Danny Moire</p> <p>2012-01-01</p> <p>This phenomenological research explored the influence of noncognitive factors in four <span class="hlt">areas</span>: early educational factors, personal factors, affective factors, and noncognitive <span class="hlt">skill</span> factors to understand the phenomenon of college students' <span class="hlt">academic</span> underpreparedness. Findings related to textual categories indicated personal factors such as a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED458594.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED458594.pdf"><span id="translatedtitle">Young Economists and Lawyers Learn How To Write an <span class="hlt">Academic</span> Text.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gruber, Helmut</p> <p></p> <p>A compulsory trainee program for new staff members at the Vienna Business University was established in the <span class="hlt">academic</span> year 1998/99. In the course of this program new staff members are prepared in the following three <span class="hlt">areas</span> of their work: research work in their department, especially dissertation writing; teaching classes; and administrative <span class="hlt">skills</span>.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=inclusive+AND+business&pg=5&id=ED531973','ERIC'); return false;" href="http://eric.ed.gov/?q=inclusive+AND+business&pg=5&id=ED531973"><span id="translatedtitle">An Exploration of Factors Affecting the <span class="hlt">Academic</span> Success of Students in a College Quantitative Business Course</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Davis, Mary M.</p> <p>2009-01-01</p> <p>The American Association of Colleges and Universities reports that over 50% of the students entering colleges and universities are <span class="hlt">academically</span> under prepared; that is, according to Miller and Murray (2005), students "lack basic <span class="hlt">skills</span> in at least one of the three fundamental <span class="hlt">areas</span> of reading, writing, and mathematics" (paragraph 4). Furthermore,…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li class="active"><span>21</span></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_21 --> <div id="page_22" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li class="active"><span>22</span></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="421"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=technology+AND+mechanics+AND+building&pg=3&id=ED164074','ERIC'); return false;" href="http://eric.ed.gov/?q=technology+AND+mechanics+AND+building&pg=3&id=ED164074"><span id="translatedtitle"><span class="hlt">Academic</span> Standards. Fall 1978.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Delaware Technical and Community Coll., Dover. Terry Campus.</p> <p></p> <p>The Terry Campus of Delaware Technical and Community College has established <span class="hlt">academic</span> standards to endorse competencies and <span class="hlt">skills</span> for all courses of the technological programs. These standards eliminate conflicts and allow students to understand, from the beginning of their studies, the requirements for awarding a degree, diploma, or certificate.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED560224.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED560224.pdf"><span id="translatedtitle"><span class="hlt">Academic</span> Standards in Alabama</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>A+ Education Partnership, 2014</p> <p>2014-01-01</p> <p>Education policymakers and educators in Alabama are committed to improving the state's public education system to ensure that students gain the knowledge and <span class="hlt">skills</span> they need to graduate from high school ready for real life. The state is on the path to implementing higher <span class="hlt">academic</span> standards--the College and Career Ready Standards--which lay a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/24434238','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/24434238"><span id="translatedtitle">Cognitive <span class="hlt">skills</span>, student achievement tests, and schools.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Finn, Amy S; Kraft, Matthew A; West, Martin R; Leonard, Julia A; Bish, Crystal E; Martin, Rebecca E; Sheridan, Margaret A; Gabrieli, Christopher F O; Gabrieli, John D E</p> <p>2014-03-01</p> <p>Cognitive <span class="hlt">skills</span> predict <span class="hlt">academic</span> performance, so schools that improve <span class="hlt">academic</span> performance might also improve cognitive <span class="hlt">skills</span>. To investigate the impact schools have on both <span class="hlt">academic</span> performance and cognitive <span class="hlt">skills</span>, we related standardized achievement-test scores to measures of cognitive <span class="hlt">skills</span> in a large sample (N = 1,367) of eighth-grade students attending traditional, exam, and charter public schools. Test scores and gains in test scores over time correlated with measures of cognitive <span class="hlt">skills</span>. Despite wide variation in test scores across schools, differences in cognitive <span class="hlt">skills</span> across schools were negligible after we controlled for fourth-grade test scores. Random offers of enrollment to oversubscribed charter schools resulted in positive impacts of such school attendance on math achievement but had no impact on cognitive <span class="hlt">skills</span>. These findings suggest that schools that improve standardized achievement-test scores do so primarily through channels other than improving cognitive <span class="hlt">skills</span>. PMID:24434238</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED448336.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED448336.pdf"><span id="translatedtitle">Construction Cluster <span class="hlt">Skills</span> Standards.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>DePaul Univ., Chicago, IL. Built Environment Partnership.</p> <p></p> <p>Twelve construction cluster <span class="hlt">skill</span> standards and associated benchmarks were developed as part of a federally funded school-to-work initiative that included the following parties: the Chicago Public Schools; City Colleges of Chicago; and business, labor, and community organizations. The standards, which include core <span class="hlt">academic</span>, generic workplace…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED543032.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED543032.pdf"><span id="translatedtitle">21st Century <span class="hlt">Skills</span> Map</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Partnership for 21st Century Skills, 2011</p> <p>2011-01-01</p> <p>The Partnership for 21st Century <span class="hlt">Skills</span> (P21) has forged alliances with key national organizations representing the core <span class="hlt">academic</span> subjects, including Social Studies, English, Math, Science, Geography, World Languages and the Arts. These collaborations have resulted in the development of 21st Century <span class="hlt">Skills</span> Maps that illustrate the essential…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Change+AND+Matter+AND+Experiment&pg=4&id=EJ356305','ERIC'); return false;" href="http://eric.ed.gov/?q=Change+AND+Matter+AND+Experiment&pg=4&id=EJ356305"><span id="translatedtitle">Enhancing <span class="hlt">Academic</span> Performance: Issues in Target Selection.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hoge, Robert D.; Andrews, D. A.</p> <p>1987-01-01</p> <p>Learning of subject matter and acquisition of <span class="hlt">academically</span> relevant <span class="hlt">skills</span> are important goals in enhancing <span class="hlt">academic</span> achievement in the classroom. The results of 22 experiments reviewed in this article support the validity of the <span class="hlt">academic</span> performance targets but not classroom behavior targets. Some limitations on these conclusions are discussed.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=granting+AND+credit&pg=3&id=ED302661','ERIC'); return false;" href="http://eric.ed.gov/?q=granting+AND+credit&pg=3&id=ED302661"><span id="translatedtitle">Granting <span class="hlt">Academic</span> Credit for Vocational Education.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>White, Barbara</p> <p></p> <p>This document is intended to provide suggestions to the decision makers in Hawaii's public education system who are trying to find strategies for better integrating vocational and <span class="hlt">academic</span> education and who are considering granting equivalent credit for basic <span class="hlt">academic</span> <span class="hlt">skills</span> taught in vocational and <span class="hlt">academic</span> courses. The following topics are…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=soft+AND+skills&id=EJ1091776','ERIC'); return false;" href="http://eric.ed.gov/?q=soft+AND+skills&id=EJ1091776"><span id="translatedtitle">"Soft <span class="hlt">Skills</span>": A Phrase in Search of Meaning</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Matteson, Miriam L.; Anderson, Lorien; Boyden, Cynthia</p> <p>2016-01-01</p> <p>Soft <span class="hlt">skills</span> are a collection of people management <span class="hlt">skills</span>, important to many professions and job positions, including <span class="hlt">academic</span> librarianship. Yet the concept of soft <span class="hlt">skills</span> lacks definition, scope, instrumentation, and systematic education and training. This literature review explores the definition of "soft <span class="hlt">skills</span>"; contrasts <span class="hlt">skills</span> with…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1075408.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1075408.pdf"><span id="translatedtitle">Potential of Mobile Learning in Teaching of ESL <span class="hlt">Academic</span> Writing</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Zaki, Arlina Ahmad; Yunus, Melor Md</p> <p>2015-01-01</p> <p>The potentials of mobile learning in teaching <span class="hlt">academic</span> writing <span class="hlt">skills</span> for ESL students are explored in this paper. Although there have been studies on MALL to improve writing <span class="hlt">skills</span>, <span class="hlt">academic</span> writing was never really touched. Few aspects are covered like the changes in educational technology, defining MALL, identifying issues in <span class="hlt">academic</span> writing…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED447609.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED447609.pdf"><span id="translatedtitle">"Creating STARS": An Educational Intervention Addressing <span class="hlt">Academic</span> Failure.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Keymer, Carol A.</p> <p></p> <p>This paper describes an educational intervention program for <span class="hlt">academically</span> failing students which focuses on visual perceptual <span class="hlt">skills</span> and learning strategies. It considers visual perceptual problems as the undetected cause of much <span class="hlt">academic</span> failure. Basic visual <span class="hlt">skills</span> necessary for <span class="hlt">academic</span> success are identified including visual acuity, binocular…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4026853','PMC'); return false;" href="http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4026853"><span id="translatedtitle">Assessing study <span class="hlt">skills</span> among a sample of university students: an Iranian survey</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p></p> <p>2014-01-01</p> <p>Purpose: Numerous studies have revealed that study <span class="hlt">skills</span> have a constructive role on the <span class="hlt">academic</span> performance of students, in addition to educational quality, students’ intelligence, and their affective characteristics. This study aims to examine study <span class="hlt">skills</span> and the factors influencing them among the health sciences students of Urmia University of Medical Sciences in Iran. Methods: This was a cross-sectional study carried out from May to November 2013. A total of 340 Urmia health sciences students were selected using a simple sampling method. Data were collected using the Study <span class="hlt">Skills</span> Assessment Questionnaire of Counseling Center of Houston University and analyzed with descriptive and analytical statistics. Results: The mean and standard deviation of the students’ study <span class="hlt">skills</span> were 172.5±23.2, out of a total score of 240. Around 1.2% of the study <span class="hlt">skills</span> were weak; 86.8%, moderate; and 12%, good. Among the study <span class="hlt">skills</span>, the scores of time management, and memory and concentration were better than the others. Also, there was a significant positive correlation between study <span class="hlt">skills</span> scores and the students’ family housing status and <span class="hlt">academic</span> level (P<0.05). Conclusion: Although the majority of the participants had moderate study <span class="hlt">skills</span>, these were not sufficient and far from good. Improving and promoting the study <span class="hlt">skills</span> of university students require the designing and implementing of education programs for study strategies. Therefore, decision makers and planners in the educational <span class="hlt">areas</span> of universities should consider the topic described above. PMID:24798427</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=daughter&pg=7&id=EJ837238','ERIC'); return false;" href="http://eric.ed.gov/?q=daughter&pg=7&id=EJ837238"><span id="translatedtitle">Autism, Social Competence, and <span class="hlt">Academic</span> Performance</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Schriber Orloff, Susan N.</p> <p>2009-01-01</p> <p>In this article, a reader is asking for advice regarding her 10-year-old daughter who is having difficulty with her reading and focusing <span class="hlt">skills</span> and social <span class="hlt">skills</span>. The author recommends that her daughter should have a full evaluation of her <span class="hlt">academic</span> <span class="hlt">skills</span> and potentials inclusive of psychology, speech, and occupational therapy. The author also…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/24872855','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/24872855"><span id="translatedtitle">Setting up a veterinary medicine <span class="hlt">skills</span> lab in Germany.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Dilly, Marc; Tipold, Andrea; Schaper, Elisabeth; Ehlers, Jan P</p> <p>2014-01-01</p> <p>The amendments introduced to the current Veterinary Licensing Ordinance (TAppV) by the Veterinary Licensing Regulation (TAppO) have brought a high degree of <span class="hlt">skills</span> orientation to fill the gap between <span class="hlt">academic</span> study and preparing for a wide range of professional <span class="hlt">skills</span>. In order to improve the veterinary <span class="hlt">skills</span> of students while conveying fundamental methods in a structured and reproducible way, the University of Veterinary Medicine Hannover, Foundation, has set up the first central veterinary <span class="hlt">skills</span> lab in Germany. Practical training is provided by means of a three-tier delivery approach. This involves around 40 simulators on an <span class="hlt">area</span> of approx. 800 m(2) under the guidance of 6-8 staff members, along with supplementary resources such as posters, text instructions and YouTube videos. Since it opened in March 2013, there have been 769 visits to the <span class="hlt">skills</span> lab and 30,734 hits on YouTube. Initial results show that the <span class="hlt">skills</span> lab helps to maintain student motivation by teaching them practical <span class="hlt">skills</span> at an early stage of the basic study-based acquisition of knowledge, whilst reinforcing <span class="hlt">skills</span> acquisition per se in competence-based teaching. It enables veterinary students to prepare for their first examinations and treatments of live patients in a manner compliant with animal welfare. PMID:24872855</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/27472734','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/27472734"><span id="translatedtitle">Students' perception and experience of intimate <span class="hlt">area</span> examination and sexual history taking during undergraduate clinical <span class="hlt">skills</span> training: A study from two Saudi medical colleges.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Abdulghani, Hamza Mohammad; Haque, Shafiul; Irshad, Mohammad; Al-Zahrani, Noor; Al-Bedaie, Eman; Al-Fahad, Latifah; Al-Eid, Manar; Al-Mohaimeed, Abdulrahman</p> <p>2016-07-01</p> <p>This study explores the experiences of Saudi undergraduate medical students about intimate-<span class="hlt">area</span> examination (IAE) and sexual history taking (SHT) <span class="hlt">skills</span> and assesses the barriers and their impacts on students' learning. This survey-based study was performed at 2 Saudi university medical colleges and revealed that most of the students never performed IAE, that is, female breast, male genital, female genital, female pelvic, male rectal, and female rectal. We found that 42.3% students had never taken any sexual history during their course. Both, male and female students reported barriers of patient refusal, mismatched sex, cultural background, ethical factors, lack of supervision, lack of training, and lack of <span class="hlt">skills</span>. Among the currently used pedagogical techniques, majority of the students were satisfied with real patient-based learning, followed by video and manikin-based learning. The study indicates that Saudi students do not have sufficient experience of IAE and SHT because of above-mentioned barriers along with religious issues. This study suggests that teachers provide positive support to students and that they develop novel, competent teaching-and-learning techniques to meet the <span class="hlt">skills</span> training of students without compromising on religious, sociocultural, and ethical values of the kingdom. PMID:27472734</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=DEVELOPMENT+AND+EMBRYONIC&pg=4&id=EJ071986','ERIC'); return false;" href="http://eric.ed.gov/?q=DEVELOPMENT+AND+EMBRYONIC&pg=4&id=EJ071986"><span id="translatedtitle"><span class="hlt">Academic</span> Libraries in Iran</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Deale, H. Vail</p> <p>1973-01-01</p> <p>Iranian librarianship is in the embryonic stages of development, especially with respect to modern and functional <span class="hlt">academic</span> libraries. In three major <span class="hlt">areas</span>--personnel, resources, and physical facilities--the <span class="hlt">academic</span> libraries are deficient compared with Western standards. (16 references) (Author)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=sexuality+AND+criminal+AND+behavior&pg=5&id=EJ193793','ERIC'); return false;" href="http://eric.ed.gov/?q=sexuality+AND+criminal+AND+behavior&pg=5&id=EJ193793"><span id="translatedtitle">Evaluating Social <span class="hlt">Skills</span> of Sexual Aggressives.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Becker, Judith V.; And Others</p> <p>1978-01-01</p> <p>Outlines the current means of assessing various social <span class="hlt">skills</span> and applying <span class="hlt">skills</span> training treatments to sexual aggressives. A major finding was that treatment in one <span class="hlt">skills</span> <span class="hlt">area</span> does not generalize into other <span class="hlt">skills</span> <span class="hlt">areas</span>; that is, each <span class="hlt">skills</span> deficit must be resolved by individual treatment. (Author)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED503775.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED503775.pdf"><span id="translatedtitle">Determining the Study <span class="hlt">Skills</span> of Student Teachers</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Tural Dincer, Guner; Akdeniz, Ali Riza</p> <p>2008-01-01</p> <p>Background: It is known that success of a student is affected by the <span class="hlt">skills</span> of motivation, time management. Studies have showed that there is positive relationship between <span class="hlt">academic</span> achievement and study <span class="hlt">skills</span> of a student. Purpose: It is thought that study <span class="hlt">skills</span> of learners should be defined to be more successful on teaching-learning process.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/1208112','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/1208112"><span id="translatedtitle">2015 Stewardship Science <span class="hlt">Academic</span> Programs Annual</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Stone, Terri; Mischo, Millicent</p> <p>2015-02-01</p> <p>The Stockpile Stewardship <span class="hlt">Academic</span> Programs (SSAP) are essential to maintaining a pipeline of professionals to support the technical capabilities that reside at the National Nuclear Security Administration (NNSA) national laboratories, sites, and plants. Since 1992, the United States has observed the moratorium on nuclear testing while significantly decreasing the nuclear arsenal. To accomplish this without nuclear testing, NNSA and its laboratories developed a science-based Stockpile Stewardship Program to maintain and enhance the experimental and computational tools required to ensure the continued safety, security, and reliability of the stockpile. NNSA launched its <span class="hlt">academic</span> program portfolio more than a decade ago to engage students <span class="hlt">skilled</span> in specific technical <span class="hlt">areas</span> of relevance to stockpile stewardship. The success of this program is reflected by the large number of SSAP students choosing to begin their careers at NNSA national laboratories.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED549143.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED549143.pdf"><span id="translatedtitle">CREATE: A Comprehensive Model for Instruction of <span class="hlt">Academic</span> Language and Literacy in the Content <span class="hlt">Areas</span>. CREATE Brief</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Duguay, Annie</p> <p>2012-01-01</p> <p>This brief outlines a systematic school-wide intervention that consistently integrates content knowledge and language and literacy development in content <span class="hlt">area</span> curricula. The brief first describes the elements of the intervention, including implementation, professional development and coaching support, in critical content <span class="hlt">areas</span>. It then explains…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=hospitality&pg=2&id=EJ793059','ERIC'); return false;" href="http://eric.ed.gov/?q=hospitality&pg=2&id=EJ793059"><span id="translatedtitle"><span class="hlt">Academic</span> Hospitality</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Phipps, Alison; Barnett, Ronald</p> <p>2007-01-01</p> <p><span class="hlt">Academic</span> hospitality is a feature of <span class="hlt">academic</span> life. It takes many forms. It takes material form in the hosting of <span class="hlt">academics</span> giving papers. It takes epistemological form in the welcome of new ideas. It takes linguistic form in the translation of <span class="hlt">academic</span> work into other languages, and it takes touristic form through the welcome and generosity with…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li class="active"><span>22</span></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_22 --> <div id="page_23" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li class="active"><span>23</span></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="441"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=importance+AND+Base+AND+data&pg=2&id=EJ1099495','ERIC'); return false;" href="http://eric.ed.gov/?q=importance+AND+Base+AND+data&pg=2&id=EJ1099495"><span id="translatedtitle"><span class="hlt">Academically</span> Resilient Latino Elementary Students Bridging the Achievement Gap</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Diamond, Elena; Furlong, Michael J.; Quirk, Matthew</p> <p>2016-01-01</p> <p>This study investigated associations between school-readiness patterns of Latino students and their subsequent <span class="hlt">academic</span> achievement. After identifying a subgroup of students with <span class="hlt">academic</span> risk at kindergarten entry who showed signs of later average or better <span class="hlt">academic</span> <span class="hlt">skill</span> development, <span class="hlt">academic</span> data were gathered to explore how this group of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=stephen+AND+elliott&pg=7&id=EJ642722','ERIC'); return false;" href="http://eric.ed.gov/?q=stephen+AND+elliott&pg=7&id=EJ642722"><span id="translatedtitle">Children's Social Behaviors as Predictors of <span class="hlt">Academic</span> Achievement: A Longitudinal Analysis.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Malecki, Christine Kerres; Elliott, Stephen N.</p> <p>2002-01-01</p> <p>Investigates relationships among a diverse sample of elementary students' social <span class="hlt">skills</span>, problem behaviors, <span class="hlt">academic</span> competence, and <span class="hlt">academic</span> achievement. Results indicate that social <span class="hlt">skills</span> are positively predictive of concurrent levels of <span class="hlt">academic</span> achievement and problem behaviors are negatively predictive of concurrent <span class="hlt">academic</span> achievement.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED241543.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED241543.pdf"><span id="translatedtitle">Survey of <span class="hlt">Academic</span> Writing Tasks Required of Graduate and Undergraduate Foreign Students.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bridgeman, Brent; Carlson, Sybil</p> <p></p> <p>Designed to define the <span class="hlt">academic</span> writing <span class="hlt">skills</span> required of beginning undergraduate and graduate students, a survey of needed <span class="hlt">academic</span> writing <span class="hlt">skills</span> was completed by faculty in 190 <span class="hlt">academic</span> departments at 34 American and Canadian universities with high foreign student enrollments. At the graduate level, six <span class="hlt">academic</span> disciplines with relatively…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=magnetic+AND+motor&pg=4&id=EJ971985','ERIC'); return false;" href="http://eric.ed.gov/?q=magnetic+AND+motor&pg=4&id=EJ971985"><span id="translatedtitle">Role of Broca's <span class="hlt">Area</span> in Implicit Motor <span class="hlt">Skill</span> Learning: Evidence from Continuous Theta-Burst Magnetic Stimulation</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Clerget, Emeline; Poncin, William; Fadiga, Luciano; Olivier, Etienne</p> <p>2012-01-01</p> <p>Complex actions can be regarded as a concatenation of simple motor acts, arranged according to specific rules. Because the caudal part of the Broca's region (left Brodmann's <span class="hlt">area</span> 44, BA 44) is involved in processing hierarchically organized behaviors, we aimed to test the hypothesis that this <span class="hlt">area</span> may also play a role in learning structured motor…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED446545.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED446545.pdf"><span id="translatedtitle">Do Study <span class="hlt">Skills</span> Empower Students? An Exploration of the Early Childhood Studies Scheme's YC100 Study <span class="hlt">Skills</span> Module Placed within the Wider Institutional Context of the University of North London: Student Responses to a Study <span class="hlt">Skills</span> Programme Designed To Empower Them within the <span class="hlt">Academic</span> Environment.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sinfield, Sandra</p> <p></p> <p>This paper examines the effectiveness of the University of North London's Early Childhood Studies Scheme (ECSS), exploring student characteristics and how its YC100 Study <span class="hlt">Skills</span> module addressed students' needs. The module empowers nontraditional ECSS students by building a self-confidence and <span class="hlt">skills</span> infrastructure that teaches them how to study,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Physical+AND+literacy&pg=4&id=EJ1080816','ERIC'); return false;" href="http://eric.ed.gov/?q=Physical+AND+literacy&pg=4&id=EJ1080816"><span id="translatedtitle">Using <span class="hlt">Academic</span> Language to Level the Playing Field for English Language Learners in Physical Education: Part 2</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Constantinou, Phoebe; Wuest, Deborah A.</p> <p>2015-01-01</p> <p>The common core, with its emphasis on the development of English language art and mathematics <span class="hlt">skills</span> and literacy, presents challenges for teachers of all subjects. <span class="hlt">Academic</span> language is expected to be developed within each disciplinary <span class="hlt">area</span>. In other words, educators are expected to identify the language demands of their discipline and prepare…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=pheasant&id=EJ607542','ERIC'); return false;" href="http://eric.ed.gov/?q=pheasant&id=EJ607542"><span id="translatedtitle">Plants, Animals and Basic <span class="hlt">Skills</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Pheasant, Robert</p> <p>2000-01-01</p> <p>Countrystart is a class in which students work with plants and animals, providing numerous opportunities to integrate basic <span class="hlt">skills</span> teaching. The practical subject <span class="hlt">area</span> becomes the vehicle to develop other <span class="hlt">skills</span> needed by students. (JOW)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/25477809','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/25477809"><span id="translatedtitle">Comparison of effects of transcranial magnetic stimulation on primary motor cortex and supplementary motor <span class="hlt">area</span> in motor <span class="hlt">skill</span> learning (randomized, cross over study).</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kim, Yong Kyun; Shin, Sung Hun</p> <p>2014-01-01</p> <p>Motor <span class="hlt">skills</span> require quick visuomotor reaction time, fast movement time, and accurate performance. Primary motor cortex (M1) and supplementary motor <span class="hlt">area</span> (SMA) are closely related in learning motor <span class="hlt">skills</span>. Also, it is well known that high frequency repeated transcranial magnetic stimulation (rTMS) on these sites has a facilitating effect. The aim of this study was to compare the effects of high frequency rTMS activation of these two brain sites on learning of motor <span class="hlt">skills</span>. Twenty three normal volunteers participated. Subjects were randomly stimulated on either brain <span class="hlt">area</span>, SMA or M1. The motor task required the learning of sequential finger movements, explicitly or implicitly. It consisted of pressing the keyboard sequentially with their right hand on seeing 7 digits on the monitor explicitly, and then tapping the 7 digits by memorization, implicitly. Subjects were instructed to hit the keyboard as fast and accurately as possible. Using Musical Instrument Digital Interface (MIDI), the keyboard pressing task was measured before and after high frequency rTMS for motor performance, which was measured by response time (RT), movement time, and accuracy (AC). A week later, the same task was repeated by cross-over study design. At this time, rTMS was applied on the other brain <span class="hlt">area</span>. Two-way ANOVA was used to assess the carry over time effect and stimulation sites (M1 and SMA), as factors. Results indicated that no carry-over effect was observed. The AC and RT were not different between the two stimulating sites (M1 and SMA). But movement time was significantly decreased after rTMS on both SMA and M1. The amount of shortened movement time after rTMS on SMA was significantly increased as compared to the movement time after rTMS on M1 (p < 0.05), especially for implicit learning of motor tasks. The coefficient of variation was lower in implicit trial than in explicit trial. In conclusion, this finding indicated an important role of SMA compared to M1, in implicit motor</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED355442.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED355442.pdf"><span id="translatedtitle">Principles for the Development of Core <span class="hlt">Skills</span> across the Curriculum. Core <span class="hlt">Skills</span> Action Pack.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Further Education Unit, London (England).</p> <p></p> <p>This packet contains a set of principles for core <span class="hlt">skills</span> development together with corresponding activities for teachers and learners that have been developed in Great Britain. Core <span class="hlt">skills</span> are defined as transferable <span class="hlt">skills</span> central to <span class="hlt">academic</span>, vocational, and personal development. An introduction explains the FEU's principles and guidelines for…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/23691356','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/23691356"><span id="translatedtitle">Nurse managers' perceptions related to their leadership styles, knowledge, and <span class="hlt">skills</span> in these <span class="hlt">areas</span>-a viewpoint: case of health centre wards in Finland.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Vesterinen, Soili; Suhonen, Marjo; Isola, Arja; Paasivaara, Leena; Laukkala, Helena</p> <p>2013-01-01</p> <p>The purpose of this study was to explore nurse managers' perceptions related to their leadership styles, knowledge, and their <span class="hlt">skills</span> in these <span class="hlt">areas</span> in health centre wards in Finland. The data were collected from nurse managers (n = 252) in health centre hospitals in Finland using a structured questionnaire (response rate 63%). Six leadership styles-visionary, coaching, affiliate, democratic, commanding, and isolating-were reflected on. Almost all respondents in every age group considered four leadership styles-visionary, coaching, affiliate, and democratic-to be very important or important. Nurse managers estimated their knowledge and <span class="hlt">skills</span> in leadership styles to be essentially fairly sufficient or sufficient. Nurse managers' abilities to reflect, understand, and, if necessary, change their leadership style influence the work unit's success and employees' job satisfaction. Nurse managers, especially new nurse managers, need more theoretic, evidence-based education to cope with these expectations and to develop their professional abilities. Together with universities, health care organizations should start planning nurse manager education programmes that focus on strategic issues, leadership, job satisfaction, challenging situations in leadership, change management, work unit management (e.g., economy, efficiency, and resources), and how the nurse managers consider their own wellbeing. PMID:23691356</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=assessing+AND+content+AND+management+AND+system&id=EJ766411','ERIC'); return false;" href="http://eric.ed.gov/?q=assessing+AND+content+AND+management+AND+system&id=EJ766411"><span id="translatedtitle">Assessing Applied <span class="hlt">Skills</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>DiMartino, Joe; Castaneda, Andrea</p> <p>2007-01-01</p> <p>A recent employer survey sponsored by the Partnership for 21st Century <span class="hlt">Skills</span> found that the <span class="hlt">skills</span> new job entrants most need for success in the workplace--oral and written communication, time management, critical thinking, problem solving, personal accountability, and the ability to work effectively with others--are the <span class="hlt">areas</span> in which recent…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Periodic+AND+table&pg=5&id=EJ911849','ERIC'); return false;" href="http://eric.ed.gov/?q=Periodic+AND+table&pg=5&id=EJ911849"><span id="translatedtitle">Lab<span class="hlt">Skills</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>O'Brien, Nick</p> <p>2010-01-01</p> <p>This article describes Lab<span class="hlt">Skills</span>, a revolutionary teaching tool to improve practical science in schools. Lab<span class="hlt">Skills</span> offers the chance to help improve the exposure that the average Key Stage 5 (age 16-19) student has to practical work. This is a huge <span class="hlt">area</span> for development being highlighted by universities who are seeing a worryingly growing trend in…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/8202584','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/8202584"><span id="translatedtitle">Oral health knowledge, attitudes, behaviour and <span class="hlt">skills</span> of children entering school in urban and rural <span class="hlt">areas</span> in Tanzania.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Nyandindi, U; Palin-Palokas, T; Milén, A; Robison, V; Kombe, N</p> <p>1994-01-01</p> <p>This study analysed the prevailing oral health-related knowledge, attitudes and behaviour of children entering school in Tanzania. The assessment was conducted in a random sample of 200 children who were newly enrolled in first grade in urban and rural <span class="hlt">areas</span> of the Ilala district, by means of interviews, oral hygiene check-ups and practical exercises. Toothbrushing was a prevalent habit among these children, but its efficiency was low. Modern toothbrushes were commonly used and preferred to wooden toothbrushes. Toothpaste was considered essential and commonly used in urban <span class="hlt">areas</span> but, instead, charcoal or ash were used in rural <span class="hlt">areas</span>. The children's sugar consumption was low, but they widely valued sugary snacks. They had low awareness of gum disease and tooth decay, and poor knowledge about the causes and prevention of these diseases. These findings indicate gaps in the children's oral health ideas and practices acquired from home. The ongoing school oral health education is a crucial opportunity for the required improvements. PMID:8202584</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/16410177','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/16410177"><span id="translatedtitle">The activation of the cortical hand <span class="hlt">area</span> by toe tapping in two bilateral upper-extremities amputees with extraordinary foot movement <span class="hlt">skill</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Yu, Xiaojing; Zhang, Shizheng; Liu, Hai; Chen, Yizhang</p> <p>2006-01-01</p> <p>Functional reorganization of the human brain after an arm amputation has been documented in several investigations, but as far as we know, there has been no report on amputees with <span class="hlt">skilled</span> foot movement ability. To further assess the power of functional reorganization of the brain after an amputation, we investigated two bilateral upper-extremities amputees who were professional sculptors and painters with their feet. Performance tests showed that they possessed high foot movement ability. Functional MRI data indicated that toe tapping of the amputees not only activated the classical foot primary motor cortex, but also activated the hand <span class="hlt">area</span>. In the T1-weighted MRI, the central sulci of both amputees kept their characteristic shape. Our study suggests that there is a remarkable power of neural plasticity in the motor cortex, and the maturation of the cortex develops in response to daily practice. The possible mechanisms of the reorganization are tentatively discussed. PMID:16410177</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=team+AND+balance&pg=4&id=EJ1034934','ERIC'); return false;" href="http://eric.ed.gov/?q=team+AND+balance&pg=4&id=EJ1034934"><span id="translatedtitle">How <span class="hlt">Academic</span> Is <span class="hlt">Academic</span> Development?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Fraser, Kym; Ling, Peter</p> <p>2014-01-01</p> <p>University provision for <span class="hlt">academic</span> development is well established in the USA, UK and many other countries. However, arrangements for its provision and staffing vary. In Australia, there has been a trend towards professional rather than <span class="hlt">academic</span> staff appointments. Is this appropriate? In this paper, the domains of <span class="hlt">academic</span> development work are…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED087852.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED087852.pdf"><span id="translatedtitle">The Dynamics of Life <span class="hlt">Skills</span> Coaching. Life <span class="hlt">Skills</span> Series.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Curtiss, Paul R.; Warren, Phillip W.</p> <p></p> <p>This book is to be used in a Life <span class="hlt">Skills</span> Coach Training course. Life <span class="hlt">skills</span> are defined as problem-solving behaviors appropriately and responsibly used in the management of personal affairs. They apply to the following <span class="hlt">areas</span> of responsibility: self, family, leisure, community, and job. A course aimed at training people in the life <span class="hlt">skills</span> implies…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/21883608','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/21883608"><span id="translatedtitle">Adolescent drinking, <span class="hlt">academic</span> achievement and leisure time use by secondary education students in a rural <span class="hlt">area</span> of Crete.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Koutra, Kleio; Papadovassilaki, Kyriaki; Kalpoutzaki, Pelagia; Kargatzi, Maria; Roumeliotaki, Theano; Koukouli, Sofia</p> <p>2012-01-01</p> <p>This study investigated the alcohol consumption of secondary education students and their relationship to school life and leisure time use with peers. A cross-sectional survey was conducted in March 2007, and the study population consisted of 14- to 19-year-old students living in an agricultural <span class="hlt">area</span> of Crete. The final sample consisted of 117 individuals (response rate 90.0%). A short previously validated self-completion questionnaire was used collecting information on: personal and family characteristics; school progress; leisure time activities and relations with other adolescents; and alcohol consumption. Alcohol consumption differed significantly between male (75.5%) and female (25.8%) students (P < 0.001). Almost half of the participants (48.3%) reported alcohol consumption during nights out with friends. The mean grade for the previous year for students consuming alcohol was lower compared with those who did not, but the difference was not statistically significant (P = 0.066). Statistical evidence supported the hypothesis that students who consumed alcohol had more absences and this association was stronger for male students. The frequency of alcohol consumption was found to relate to the number of absences for both sexes. Male students who had been suspended from school were more likely to drink alcohol than those who had not been suspended. Statistical evidence also supported the hypotheses that students who spent their free time in cafeterias, bars or billiard halls were more likely to drink alcohol and also consume alcohol at higher frequencies than those that did not spend their free time this way (P = 0.002 and P < 0.001, respectively). More health education programmes and actions are needed at the national and local level to help students, families, schools, communities and the state better understand the real dimensions of the problem. PMID:21883608</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED219028.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED219028.pdf"><span id="translatedtitle">[Annual Reports for the <span class="hlt">Academic</span> Year 1980-81 from 49 States, the District of Columbia and 3 Canadian Provinces Focusing on Problems, Issues, Achievements and Other <span class="hlt">Areas</span> of Interest to the Postsecondary Education Community.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Berve, Nancy M., Ed.</p> <p>1981-01-01</p> <p>Annual reports are presented for the <span class="hlt">academic</span> year 1980-1981 from 49 states (except Maine), the District of Columbia, and three Canadian provinces focusing on problems, issues, achievements, and other <span class="hlt">areas</span> of interest to the postsecondary education community. Specific topics include the following: long-range plans for higher education,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1053517.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1053517.pdf"><span id="translatedtitle">Does <span class="hlt">Academic</span> Work Make Australian <span class="hlt">Academics</span> Happy?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Duncan, Roderick; Tilbrook, Kerry; Krivokapic-Skoko, Branka</p> <p>2015-01-01</p> <p>Happiness research is a rapidly-growing <span class="hlt">area</span> in social psychology and has emphasised the link between happiness and workplace productivity and creativity for knowledge workers. Recent articles in this journal have raised concerns about the level of happiness and engagement of Australian <span class="hlt">academics</span> with their work, however there is little research…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/19083351','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/19083351"><span id="translatedtitle"><span class="hlt">Academic</span> buoyancy: Towards an understanding of students' everyday <span class="hlt">academic</span> resilience.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Martin, Andrew J; Marsh, Herbert W</p> <p>2008-02-01</p> <p><span class="hlt">Academic</span> buoyancy is developed as a construct reflecting everyday <span class="hlt">academic</span> resilience within a positive psychology context and is defined as students' ability to successfully deal with <span class="hlt">academic</span> setbacks and challenges that are typical of the ordinary course of school life (e.g., poor grades, competing deadlines, exam pressure, difficult schoolwork). Data were collected from 598 students in Years 8 and 10 at five Australian high schools. Half-way through the school year and then again at the end of the year, students were asked to rate their <span class="hlt">academic</span> buoyancy as well as a set of hypothesized predictors (self-efficacy, control, <span class="hlt">academic</span> engagement, anxiety, teacher-student relationship) in the <span class="hlt">area</span> of mathematics. Multilevel modeling found that the bulk of variance in <span class="hlt">academic</span> buoyancy was explained at the student level. Confirmatory factor analysis and structural equation modeling showed that (a) Time 1 anxiety (negatively), self-efficacy, and <span class="hlt">academic</span> engagement significantly predict Time 1 <span class="hlt">academic</span> buoyancy; (b) Time 2 anxiety (negatively), self-efficacy, <span class="hlt">academic</span> engagement, and teacher-student relationships explain variance in Time 2 <span class="hlt">academic</span> buoyancy over and above that explained by <span class="hlt">academic</span> buoyancy at Time 1; and (c) of the significant predictors, anxiety explains the bulk of variance in <span class="hlt">academic</span> buoyancy. PMID:19083351</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li class="active"><span>23</span></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_23 --> <div id="page_24" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li class="active"><span>24</span></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="461"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=order+AND+form&id=EJ994672','ERIC'); return false;" href="http://eric.ed.gov/?q=order+AND+form&id=EJ994672"><span id="translatedtitle">Developing Multimodal <span class="hlt">Academic</span> Literacies among College Freshmen</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Jacobs, Gloria E.</p> <p>2012-01-01</p> <p>In this article, the author draws on a semester long freshmen learning community in which multimodal texts were used as primary texts along with traditional texts to support students' <span class="hlt">academic</span> literacy <span class="hlt">skills</span>. Analysis shows that a multimodal text created by students contain elements of <span class="hlt">academic</span> literacies and qualities of multimodal texts. An…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=new&pg=6&id=EJ962410','ERIC'); return false;" href="http://eric.ed.gov/?q=new&pg=6&id=EJ962410"><span id="translatedtitle">Developing New <span class="hlt">Academic</span> Developers: Doing before Being?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kensington-Miller, Barbara; Brailsford, Ian; Gossman, Peter</p> <p>2012-01-01</p> <p>A small group of new <span class="hlt">academic</span> developers reflected on their induction into the profession and wondered if things could have been done differently. The researchers decided to question the directors of three tertiary <span class="hlt">academic</span> development units about how they recruited new developers, what <span class="hlt">skills</span> and competences they looked for and how they inducted…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Wolf+AND+behavior&pg=6&id=EJ964176','ERIC'); return false;" href="http://eric.ed.gov/?q=Wolf+AND+behavior&pg=6&id=EJ964176"><span id="translatedtitle">Another Use for Dr. Seuss: Reading for Social <span class="hlt">Skills</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wolf, Janice J.; Baker, Pamela Hudson</p> <p>2012-01-01</p> <p>Time is limited. Teachers often struggle to address the diverse needs of learners in their classrooms, especially when faced with <span class="hlt">academic</span> and social <span class="hlt">skills</span> concerns. Finding effective ways to teach social <span class="hlt">skills</span> in the context of <span class="hlt">academic</span> instruction makes sense. Books by Dr. Seuss provide a variety of high-interest stories that can be used to…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Physical+AND+literacy&id=EJ1036936','ERIC'); return false;" href="http://eric.ed.gov/?q=Physical+AND+literacy&id=EJ1036936"><span id="translatedtitle">Using Physical Education to Improve Literacy <span class="hlt">Skills</span> in Struggling Students</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wachob, David A.</p> <p>2014-01-01</p> <p>Literacy <span class="hlt">skills</span> are an essential part of <span class="hlt">academic</span> performance. When physical educators collaborate with classroom teachers to address these <span class="hlt">skills</span>, student engagement in the learning process can greatly improve. This article begins by reviewing the growing issues surrounding student literacy and its impact on <span class="hlt">academic</span> performance. The discussion…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ926449.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ926449.pdf"><span id="translatedtitle">On Being a Happy <span class="hlt">Academic</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Martin, Brian</p> <p>2011-01-01</p> <p>Happiness research provides guidance on what <span class="hlt">academics</span> can do to increase their satisfaction at work. Changes in external circumstances, such as salary rises, seldom have a lasting effect. More likely to improve long-term happiness levels are exercising well-developed <span class="hlt">skills</span>, building strong relationships, helping others and cultivating…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Knowledge+AND+Librarian&pg=3&id=EJ675094','ERIC'); return false;" href="http://eric.ed.gov/?q=Knowledge+AND+Librarian&pg=3&id=EJ675094"><span id="translatedtitle">Students' Perceptions of <span class="hlt">Academic</span> Librarians.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Fagan, Jody</p> <p>2002-01-01</p> <p>Reports findings of a survey of 48 undergraduate students regarding their perceptions of <span class="hlt">academic</span> librarians and discusses ideas for addressing existing misconceptions. Highlights include perceptions concerning librarians' education; librarians' <span class="hlt">skills</span>, knowledge, and expertise; librarians versus clerical workers; and librarians' attitudes toward…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=big+AND+internet&pg=5&id=EJ676508','ERIC'); return false;" href="http://eric.ed.gov/?q=big+AND+internet&pg=5&id=EJ676508"><span id="translatedtitle">Library <span class="hlt">Skills</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Paul, Karin; Kuhlthau, Carol C.; Branch, Jennifer L.; Solowan, Diane Galloway; Case, Roland; Abilock, Debbie; Eisenberg, Michael B.; Koechlin, Carol; Zwaan, Sandi; Hughes, Sandra; Low, Ann; Litch, Margaret; Lowry, Cindy; Irvine, Linda; Stimson, Margaret; Schlarb, Irene; Wilson, Janet; Warriner, Emily; Parsons, Les; Luongo-Orlando, Katherine; Hamilton, Donald</p> <p>2003-01-01</p> <p>Includes 19 articles that address issues related to library <span class="hlt">skills</span> and Canadian school libraries. Topics include information literacy; inquiry learning; critical thinking and electronic research; collaborative inquiry; information <span class="hlt">skills</span> and the Big 6 approach to problem solving; student use of online databases; library <span class="hlt">skills</span>; Internet accuracy;…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=improving+AND+employability+AND+skills&pg=4&id=EJ245286','ERIC'); return false;" href="http://eric.ed.gov/?q=improving+AND+employability+AND+skills&pg=4&id=EJ245286"><span id="translatedtitle">Basic <span class="hlt">Skills</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Luparelli, Augustus N.; And Others</p> <p>1981-01-01</p> <p>These four articles focus on developing basic reading, science, and job search <span class="hlt">skills</span>: "Reading Program for Vocational Classes" by Augustus Luparelli; "Why Teach Employability <span class="hlt">Skills</span>?" by Larry Siefferman; "Improving Vocabulary and Reading <span class="hlt">Skills</span>" by Edythe Conway; and "Science in Everyday Life" by Virginia Eleazer and George Carney. (SK)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=compete+AND+industry&pg=3&id=EJ902807','ERIC'); return false;" href="http://eric.ed.gov/?q=compete+AND+industry&pg=3&id=EJ902807"><span id="translatedtitle"><span class="hlt">Skill</span> Set</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Holdsworth, Tom</p> <p>2007-01-01</p> <p>With competition to attract quality students into career and technical education programs and many entrants to the workforce inadequately prepared with employability <span class="hlt">skills</span>, some community colleges have found a way to answer industry's call--they are launching <span class="hlt">Skills</span>USA chapters on campus. In this article, the author features <span class="hlt">Skills</span>USA, a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED507483.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED507483.pdf"><span id="translatedtitle">A Paradigm Shift to Improve <span class="hlt">Academic</span> Performance</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Rulloda, Rudolfo B.</p> <p>2009-01-01</p> <p>A shift to computer <span class="hlt">skills</span> for improving <span class="hlt">academic</span> performances was investigated. The No Child Left Behind Act of 2001 increased the amount of high school dropouts after the Act was enacted. At-risk students were included in this research study. Several models described using teachers for core subjects and mentors to built citizenship <span class="hlt">skills</span>, along…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=gabbay&id=EJ510201','ERIC'); return false;" href="http://eric.ed.gov/?q=gabbay&id=EJ510201"><span id="translatedtitle">A Current Events Approach to <span class="hlt">Academic</span> Reading.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hirsch, Sharon F.; Gabbay, Anita</p> <p>1995-01-01</p> <p>Presents a current events course designed to teach students in Israel both English language <span class="hlt">skills</span> as well as the advanced reading and study <span class="hlt">skills</span> they need to comprehend university level texts and journal articles. A current events approach to <span class="hlt">academic</span> reading enlivens the foreign language classroom and motivates and broadens the horizons of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=full+AND+inclusion+AND+classrooms&id=EJ990242','ERIC'); return false;" href="http://eric.ed.gov/?q=full+AND+inclusion+AND+classrooms&id=EJ990242"><span id="translatedtitle">Examining School-Based Social <span class="hlt">Skills</span> Program Needs and Barriers for Students with High-Functioning Autism Spectrum Disorders Using Participatory Action Research</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ostmeyer, Katrina; Scarpa, Angela</p> <p>2012-01-01</p> <p>Participatory action research (PAR) is a method used to develop interventions with the direct input of stakeholders. Social <span class="hlt">skills</span> are a core deficit of children with high-functioning autism spectrum disorders (HFASD) that can affect <span class="hlt">academic</span> performance and other <span class="hlt">areas</span> of well-being, yet empirically supported services are not always available.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=instruments+AND+measure+AND+lab&pg=4&id=ED201373','ERIC'); return false;" href="http://eric.ed.gov/?q=instruments+AND+measure+AND+lab&pg=4&id=ED201373"><span id="translatedtitle">Clark County Community College Students: Highlights from a Survey of their Backgrounds, Activities, Ratings of <span class="hlt">Skills</span>, Use of Support Services, and Educational Attainments.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Friedlander, Jack</p> <p></p> <p>This series of 15 brief reports summarizes findings for a survey of 564 Clark County Community College students which was conducted in Spring 1981 to determine: (1) student characteristics and educational background; (2) student usage of campus support services; (3) student ratings of their abilities in eight <span class="hlt">academic</span> <span class="hlt">skill</span> <span class="hlt">areas</span>; (4) the extent…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=employment+AND+seeking+AND+process&pg=5&id=ED421913','ERIC'); return false;" href="http://eric.ed.gov/?q=employment+AND+seeking+AND+process&pg=5&id=ED421913"><span id="translatedtitle">Finding an <span class="hlt">Academic</span> Job. Graduate Survival <span class="hlt">Skills</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sowers-Hoag, Karen; Harrison, Dianne F.</p> <p></p> <p>This book is intended for individuals seeking first-time employment as full-time faculty in colleges or universities. Individual chapters address the following topics (sample subtopics appear in parentheses): (1) what colleges and universities look for in new faculty (the chances of becoming a professor and the ways in which colleges and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=soft+AND+skills&pg=4&id=EJ858797','ERIC'); return false;" href="http://eric.ed.gov/?q=soft+AND+skills&pg=4&id=EJ858797"><span id="translatedtitle">Hard Facts and Soft <span class="hlt">Skills</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Terego, Alex</p> <p>2009-01-01</p> <p>The argument now raging in <span class="hlt">academic</span> circles pits those who espouse teaching 21st century <span class="hlt">skills</span> against those who believe that schools should be teaching explicit and well-sequenced content. This debate has largely been framed as an either-or proposition. In this author's view, portraying this debate as one between two mutually exclusive sides…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Willows&pg=3&id=EJ134123','ERIC'); return false;" href="http://eric.ed.gov/?q=Willows&pg=3&id=EJ134123"><span id="translatedtitle">Prison Without Walls Teaches Job <span class="hlt">Skills</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Naymark, Rick</p> <p>1976-01-01</p> <p>In Sandstone, Minnesota, at the Willow River Camp and the Sandstone Vocational School, a residential job-<span class="hlt">skill</span> program teaches social and <span class="hlt">academic</span> <span class="hlt">skills</span>, as well as a trade, to selected Minnesota prison inmates in a 24-hour-a-day group-centered program free of restrictions, rehabilitating the whole person. (Author/BP)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=interpersonal+skills+in+organizations&pg=2&id=EJ955027','ERIC'); return false;" href="http://eric.ed.gov/?q=interpersonal+skills+in+organizations&pg=2&id=EJ955027"><span id="translatedtitle">Strategies to Enhance Interpersonal Relations in <span class="hlt">Academic</span> Advising</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hughey, Judy K.</p> <p>2011-01-01</p> <p>The relationship between interpersonal <span class="hlt">skills</span> is positively correlated with effective <span class="hlt">academic</span> advising. Professional <span class="hlt">academic</span> advisors feel significant pressure to meet a wide array of student needs, increase retention rates, help students in their efforts of <span class="hlt">academic</span> achievement and career exploration, and support institutions to excel in…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/27306968','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/27306968"><span id="translatedtitle">Women in <span class="hlt">Academic</span> Medicine.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Thibault, George E</p> <p>2016-08-01</p> <p>More than a decade ago, women achieved parity with men in the number of matriculants to medical school, nearly one-third of the faculty of medical schools were women, and there were some women deans and department chairs. These trends were promising, but today there are still significant differences in pay, <span class="hlt">academic</span> rank, and leadership positions for women compared with men in <span class="hlt">academic</span> medicine. Though there has been progress in many <span class="hlt">areas</span>, the progress is too slow to achieve previously recommended goals, such as 50% women department chairs by 2025 and 50% women deans by 2030.The author points to the findings presented in the articles from the Research Partnership on Women in Biomedical Careers in this issue, as well as research being published elsewhere, as an evidence base for the ongoing discussion of gender equity in <span class="hlt">academic</span> medicine. More attention to culture and the working environment will be needed to achieve true parity for women in <span class="hlt">academic</span> medical careers. PMID:27306968</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=healthy+AND+relationship&pg=5&id=EJ1096732','ERIC'); return false;" href="http://eric.ed.gov/?q=healthy+AND+relationship&pg=5&id=EJ1096732"><span id="translatedtitle">Child Self-Regulation, Parental Secure Base Scripts, and At-Risk Kindergartners' <span class="hlt">Academic</span> Achievement</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McLear, Caitlin; Trentacosta, Christopher J.; Smith-Darden, Joanne</p> <p>2016-01-01</p> <p>Research Findings: Early reading and mathematics <span class="hlt">skills</span> predict later <span class="hlt">academic</span> success, and child self-regulation and secure parent-child relationships are both predictors of early <span class="hlt">academic</span> <span class="hlt">skills</span>. Self-regulatory and family relationship factors have rarely been studied together as predictors of early <span class="hlt">academic</span> success in populations of young…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Study+AND+skills&pg=3&id=EJ1034684','ERIC'); return false;" href="http://eric.ed.gov/?q=Study+AND+skills&pg=3&id=EJ1034684"><span id="translatedtitle">Making the Grade: The Importance of <span class="hlt">Academic</span> Enablers in the Elementary School Counseling Program</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Barna, Jennifer S.; Brott, Pamelia E.</p> <p>2014-01-01</p> <p>Elementary school counselors can support <span class="hlt">academic</span> achievement by connecting their comprehensive programs to increasing <span class="hlt">academic</span> competence. One valuable framework focuses on <span class="hlt">academic</span> enablers, which are identified as interpersonal <span class="hlt">skills</span>, motivation, engagement, and study <span class="hlt">skills</span> (DiPerna, 2004). In this article, the authors (a) discuss the…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li class="active"><span>24</span></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_24 --> <div id="page_25" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li class="active"><span>25</span></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="481"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=risk+AND+management+AND+australia&pg=2&id=EJ1023584','ERIC'); return false;" href="http://eric.ed.gov/?q=risk+AND+management+AND+australia&pg=2&id=EJ1023584"><span id="translatedtitle">The Symbolic Role of <span class="hlt">Academic</span> Boards in University <span class="hlt">Academic</span> Quality Assurance</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Rowlands, Julie</p> <p>2013-01-01</p> <p>While much research on quality assurance in higher education has centred on issues related to the impact on teaching and learning and <span class="hlt">academic</span> staff, there is a significant gap in the <span class="hlt">area</span> of quality assurance and <span class="hlt">academic</span> governance. Within Australia the roles of university <span class="hlt">academic</span> boards (also known as <span class="hlt">academic</span> senates or faculty senates) have…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=power+AND+compensation&pg=3&id=EJ377698','ERIC'); return false;" href="http://eric.ed.gov/?q=power+AND+compensation&pg=3&id=EJ377698"><span id="translatedtitle">Keeping the <span class="hlt">Academic</span> Machine Well-Oiled.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Chait, Richard P.</p> <p>1988-01-01</p> <p>Five <span class="hlt">areas</span> of an institution's <span class="hlt">academic</span> self-monitoring need close attention: institutional mission; resource levels; staffing flexibility, selectivity, compensation, and opportunities; <span class="hlt">academic</span> program status; and the institution's drawing and holding power. (MSE)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Non-financial+AND+Information&id=ED245747','ERIC'); return false;" href="http://eric.ed.gov/?q=Non-financial+AND+Information&id=ED245747"><span id="translatedtitle"><span class="hlt">Academic</span> Policy.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Chicago City Colleges, IL.</p> <p></p> <p>This statement outlines the <span class="hlt">academic</span> policies of the City Colleges of Chicago. Part I outlines the Institution's <span class="hlt">academic</span> standards, covering: (1) student class attendance; (2) the grading system; (3) mid-term grades; (4) the use of non-grade designations; i.e., administrative initiated withdrawal, auditor, no-show withdrawal, incomplete, and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=bullies&pg=5&id=EJ814298','ERIC'); return false;" href="http://eric.ed.gov/?q=bullies&pg=5&id=EJ814298"><span id="translatedtitle"><span class="hlt">Academic</span> Bullies</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Fogg, Piper</p> <p>2008-01-01</p> <p>Many professors have been traumatized by <span class="hlt">academic</span> bullies. Unlike bullies at school, the <span class="hlt">academic</span> bully plays a more subtle game. Bullies may spread rumors to undermine a colleague's credibility or shut their target out of social conversations. The more aggressive of the species cuss out co-workers, even threatening to get physical. There is…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=word+AND+lends&pg=3&id=EJ906566','ERIC'); return false;" href="http://eric.ed.gov/?q=word+AND+lends&pg=3&id=EJ906566"><span id="translatedtitle"><span class="hlt">Academic</span> Engagement</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Swift, Christopher</p> <p>2010-01-01</p> <p>The academy is defined by a fundamentally uncertain pursuit of certainty. The question of whether <span class="hlt">academic</span> work is a sufficient form of engagement on its own is inseparable from the contradiction inherent to this pursuit. Like any properly <span class="hlt">academic</span> question, it lends itself to a forum: a response is nearly obligatory for any professor in the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=intellectual+AND+property+AND+consulting&id=ED413805','ERIC'); return false;" href="http://eric.ed.gov/?q=intellectual+AND+property+AND+consulting&id=ED413805"><span id="translatedtitle"><span class="hlt">Academic</span> Duty.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kennedy, Donald</p> <p></p> <p>This book by a former university president examines the state of the research university faculty, focusing on teaching and how success at teaching can be evaluated; ethical problems in reviewing the work of others, research and how it is supported; outside commitments; and research misconduct. Chapters include: "<span class="hlt">Academic</span> Freedom, <span class="hlt">Academic</span> Duty,"…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED125718.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED125718.pdf"><span id="translatedtitle">To Determine the Practical or Occupational <span class="hlt">Skills</span> That Are Taught in Four Non-occupational Subjects and Identify Applicable Job <span class="hlt">Areas</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lomen, Lynn D.</p> <p></p> <p>This study was designed to determine the degree to which English I, Political Science I, Mathematics 20, and Spanish I were perceived by Los Angeles Valley College graduates to have contributed to their acquisition of practical <span class="hlt">skills</span>. A questionnaire listing 21 job-related <span class="hlt">skills</span> (determined through employer and supervisor interviews) was sent to…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=instruments+AND+measure+AND+lab&pg=4&id=ED228302','ERIC'); return false;" href="http://eric.ed.gov/?q=instruments+AND+measure+AND+lab&pg=4&id=ED228302"><span id="translatedtitle">The Life Role <span class="hlt">Skills</span> Laboratory Project: An LEA Consortium Effort in Georgia to Develop Instructional Activities in Four Life Role <span class="hlt">Areas</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Klein, Gerald A.</p> <p></p> <p>The statewide implementation of the Georgia State Board of Education (GSBE) policy for high school graduation requirements was begun in September, 1980. It specifically stated that the GSBE would be responsible for assessing the basic <span class="hlt">skills</span>, or learner <span class="hlt">skills</span>, of students enrolled in public schools. It further stated that each local school system…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=history+AND+english+AND+language&pg=2&id=EJ926674','ERIC'); return false;" href="http://eric.ed.gov/?q=history+AND+english+AND+language&pg=2&id=EJ926674"><span id="translatedtitle">Assessing Listening for <span class="hlt">Academic</span> Purposes: Defining and Operationalising the Test Construct</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Taylor, Lynda; Geranpayeh, Ardeshir</p> <p>2011-01-01</p> <p>English language proficiency tests designed to assess the high-level listening <span class="hlt">skills</span> required for <span class="hlt">academic</span> purposes have a surprisingly long history, but recent developments in English language testing indicate a resurgence of interest in assessing <span class="hlt">academic</span> literacy and aural/oral <span class="hlt">skills</span>, including the listening <span class="hlt">skills</span> needed in an academic…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=birth+AND+order&pg=7&id=EJ317945','ERIC'); return false;" href="http://eric.ed.gov/?q=birth+AND+order&pg=7&id=EJ317945"><span id="translatedtitle">The Social and <span class="hlt">Academic</span> Consequences of Birth Order: Real, Artifactual, or Both?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Steelman, Lala Carr; Powell, Brian</p> <p>1985-01-01</p> <p>Examined impact of birth order on social <span class="hlt">skills</span> and <span class="hlt">academic</span> performance of children and adolescents (N=3,568). Results revealed no significant relationship between birth order and <span class="hlt">academic</span> performance but did reveal a significant positive relationship between birth order and social <span class="hlt">skills</span>. Leadership <span class="hlt">skills</span> were related to birth order for males.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/21209521','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/21209521"><span id="translatedtitle"><span class="hlt">Academic</span> detailing.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Shankar, P R; Jha, N; Piryani, R M; Bajracharya, O; Shrestha, R; Thapa, H S</p> <p>2010-01-01</p> <p>There are a number of sources available to prescribers to stay up to date about medicines. Prescribers in rural <span class="hlt">areas</span> in developing countries however, may not able to access some of them. Interventions to improve prescribing can be educational, managerial, and regulatory or use a mix of strategies. Detailing by the pharmaceutical industry is widespread. <span class="hlt">Academic</span> detailing (AD) has been classically seen as a form of continuing medical education in which a trained health professional such as a physician or pharmacist visits physicians in their offices to provide evidence-based information. Face-to-face sessions, preferably on an individual basis, clear educational and behavioural objectives, establishing credibility with respect to objectivity, stimulating physician interaction, use of concise graphic educational materials, highlighting key messages, and when possible, providing positive reinforcement of improved practices in follow-up visits can increase success of AD initiatives. AD is common in developed countries and certain examples have been cited in this review. In developing countries the authors have come across reports of AD in Pakistan, Sudan, Argentina and Uruguay, Bihar state in India, Zambia, Cuba, Indonesia and Mexico. AD had a consistent, small but potentially significant impact on prescribing practices. AD has much less resources at its command compared to the efforts by the industry. Steps have to be taken to formally start AD in Nepal and there may be specific hindering factors similar to those in other developing nations. PMID:21209521</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=SQL&pg=5&id=EJ808962','ERIC'); return false;" href="http://eric.ed.gov/?q=SQL&pg=5&id=EJ808962"><span id="translatedtitle">An Implementation of the IT Fundamentals Knowledge <span class="hlt">Area</span> in an Introductory IT Course</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Aasheim, Cheryl; Lee, Chong Kwon; Reichgelt, Han</p> <p>2006-01-01</p> <p>The recently promulgated IT model curriculum contains IT fundamentals (ITF) as one of its knowledge <span class="hlt">areas</span>. It is intended to give students a broad understanding of (1) the IT profession and the <span class="hlt">skills</span> that students must develop to become successful IT professionals and (2) the <span class="hlt">academic</span> discipline of IT and its relationship to other disciplines.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ncbi.nlm.nih.gov/pubmed/26147139','PUBMED'); return false;" href="http://www.ncbi.nlm.nih.gov/pubmed/26147139"><span id="translatedtitle">Views from academia and industry on <span class="hlt">skills</span> needed for the modern research environment.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Talgar, Cigdem P; Goodey, Nina M</p> <p>2015-01-01</p> <p>Reports from employers of higher education graduates indicate the existence of a considerable gap between the <span class="hlt">skills</span> required by employers and those possessed by recent graduates. As a first step toward closing this gap, this study aims to determine its origin. Interviews with nine research-active biochemistry professionals were used to identify the most important <span class="hlt">skills</span> for biochemistry students to succeed in research positions postgraduation. The results of these interviews were used to develop a survey, which was then administered to a larger group of biochemistry faculty and industry professionals. The output of the survey was a list of 52 <span class="hlt">skills</span> valued by biochemistry professionals and rated by perceived importance. Importantly, the survey results also afford a comparative look at the prioritization of <span class="hlt">skills</span> by two key populations: the <span class="hlt">academic</span> faculty training students and the industry professionals hiring them. While there are many <span class="hlt">areas</span> of agreement between these two populations, the survey also reveals <span class="hlt">areas</span> were priorities diverge. The discrepancies found here suggest that the <span class="hlt">skills</span> gap manifest at the point of employment may stem directly from differences in prioritization between the <span class="hlt">academic</span> and industrial environments. This article aims to provide insight into the needs and requirements of the modern biochemical research environment, and invites debate concerning the preparation students receive in academia. Moreover, the results presented herein point to a need for further exploration of the possible misalignment of these two critical environments for young scientists. PMID:26147139</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Natural+AND+environment&pg=5&id=EJ1071214','ERIC'); return false;" href="http://eric.ed.gov/?q=Natural+AND+environment&pg=5&id=EJ1071214"><span id="translatedtitle">An Observation Tool for Monitoring Social <span class="hlt">Skill</span> Implementation in Contextually Relevant Environments</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Morgan, Joseph John; Hsiao, Yun-Ju; Dobbins, Nicole; Brown, Nancy B.; Lyons, Catherine</p> <p>2015-01-01</p> <p><span class="hlt">Skills</span> related to social-emotional learning (SEL) are essential for college and career readiness. Failure to use appropriate <span class="hlt">skills</span> for SEL in school is often linked to several negative <span class="hlt">academic</span> outcomes, including rejection by school community members, <span class="hlt">academic</span> deficits, and higher rates of problematic behavior. Social <span class="hlt">skills</span> interventions are…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=george+AND+martin&pg=3&id=EJ629733','ERIC'); return false;" href="http://eric.ed.gov/?q=george+AND+martin&pg=3&id=EJ629733"><span id="translatedtitle"><span class="hlt">Academic</span> Freedom and <span class="hlt">Academic</span> Tenure.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>De George, Richard T.</p> <p>2001-01-01</p> <p>Asserts that Martin Michaelson's proposal in "Should Untenured as Well as Tenured Faculty Be Guaranteed <span class="hlt">Academic</span> Freedom? A Few Observations," despite its good intentions, is seriously flawed and if adopted in preference to existing standards will weaken rather than strengthen <span class="hlt">academic</span> freedom. (EV)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=stephen+AND+elliott&pg=5&id=EJ788261','ERIC'); return false;" href="http://eric.ed.gov/?q=stephen+AND+elliott&pg=5&id=EJ788261"><span id="translatedtitle">Social Adjustment and <span class="hlt">Academic</span> Achievement: A Predictive Model for Students with Diverse <span class="hlt">Academic</span> and Behavior Competencies</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ray, Corey E.; Elliott, Stephen N.</p> <p>2006-01-01</p> <p>This study examined the hypothesized relationship between social adjustment, as measured by perceived social support, self-concept, and social <span class="hlt">skills</span>, and performance on <span class="hlt">academic</span> achievement tests. Participants included 27 teachers and 77 fourth- and eighth-grade students with diverse <span class="hlt">academic</span> and behavior competencies. Teachers were asked to…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED216449.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED216449.pdf"><span id="translatedtitle">Developing Basic <span class="hlt">Skills</span> Programs in Secondary Schools.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wallace, Daisy G., Ed.</p> <p></p> <p>Thirteen authors present twelve articles concerning the development of basic <span class="hlt">skills</span> programs in secondary schools. These articles focus on the following topic <span class="hlt">areas</span>: practices and strategies for teaching basic <span class="hlt">skills</span> in secondary classrooms; language as a factor in basic <span class="hlt">skills</span> learning; development of <span class="hlt">skills</span> in oral communication, reading,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED315869.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED315869.pdf"><span id="translatedtitle"><span class="hlt">Academic</span> Internship Program: Sponsor's Handbook.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Charlotte-Mecklenburg Public Schools, Charlotte, NC.</p> <p></p> <p>Since its beginning in 1975 at the West Charlotte High School in North Carolina, the <span class="hlt">Academic</span> Internship Program has joined over 6,000 high school students in partnerships with more than 600 sponsors from the business community. The program is intended to: (1) provide opportunities for high school students to explore <span class="hlt">areas</span> of <span class="hlt">academic</span>, career, or…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=open+AND+channels&pg=4&id=ED563312','ERIC'); return false;" href="http://eric.ed.gov/?q=open+AND+channels&pg=4&id=ED563312"><span id="translatedtitle">Nursing Faculty and <span class="hlt">Academic</span> Integrity</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wilson, Cecilia E.</p> <p>2013-01-01</p> <p>Insufficient information exists regarding the process influencing faculty decisions, specifically in the <span class="hlt">area</span> of maintaining <span class="hlt">academic</span> integrity in an online environment. The purpose of the study was to explore the experiences and decision-making process of nursing faculty related to maintaining <span class="hlt">academic</span> integrity in an online environment. The…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=year+AND+plan&pg=7&id=EJ1032056','ERIC'); return false;" href="http://eric.ed.gov/?q=year+AND+plan&pg=7&id=EJ1032056"><span id="translatedtitle">Developing <span class="hlt">Skills</span> in Second Year Biological Science Undergraduates</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Robinson, Rosanna L.; McDonald, James E.</p> <p>2014-01-01</p> <p>Development of <span class="hlt">skills</span> in bioscience undergraduates is seen as desirable by <span class="hlt">academic</span> staff, students and employers, and this is reflected across most degree programmes. However, providing the opportunity for students to practise <span class="hlt">skills</span> may alone be insufficient for their development. With an evident discrepancy between the <span class="hlt">skills</span> expected of…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li class="active"><span>25</span></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_25 --> <center> <div class="footer-extlink text-muted"><small>Some links on this page may take you to non-federal websites. Their policies may differ from this site.</small> </div> </center> <div id="footer-wrapper"> <div class="footer-content"> <div id="footerOSTI" class=""> <div class="row"> <div class="col-md-4 text-center col-md-push-4 footer-content-center"><small><a href="http://www.science.gov/disclaimer.html">Privacy and Security</a></small> <div class="visible-sm visible-xs push_footer"></div> </div> <div class="col-md-4 text-center col-md-pull-4 footer-content-left"> <img src="https://www.osti.gov/images/DOE_SC31.png" alt="U.S. Department of Energy" usemap="#doe" height="31" width="177"><map style="display:none;" name="doe" id="doe"><area shape="rect" coords="1,3,107,30" href="http://www.energy.gov" alt="U.S. Deparment of Energy"><area shape="rect" coords="114,3,165,30" href="http://www.science.energy.gov" alt="Office of Science"></map> <a ref="http://www.osti.gov" style="margin-left: 15px;"><img src="https://www.osti.gov/images/footerimages/ostigov53.png" alt="Office of Scientific and Technical Information" height="31" width="53"></a> <div class="visible-sm visible-xs push_footer"></div> </div> <div class="col-md-4 text-center footer-content-right"> <a href="http://www.osti.gov/nle"><img src="https://www.osti.gov/images/footerimages/NLElogo31.png" alt="National Library of Energy" height="31" width="79"></a> <a href="http://www.science.gov"><img src="https://www.osti.gov/images/footerimages/scigov77.png" alt="science.gov" height="31" width="98"></a> <a href="http://worldwidescience.org"><img src="https://www.osti.gov/images/footerimages/wws82.png" alt="WorldWideScience.org" height="31" width="90"></a> </div> </div> </div> </div> </div> <p><br></p> </div><!-- container --> </body> </html>