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Sample records for academic skill level

  1. 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…

  2. 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…

  3. 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…

  4. Assessing the Bibliographic Instruction Skills Needed for Entry-Level Reference Positions in Academic Libraries.

    ERIC Educational Resources Information Center

    Moegling, Mary Lou

    The purpose of this study is to determine responsibilities expected of newly-hired academic 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…

  5. 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…

  6. 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…

  7. 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,…

  8. How Does Early Developmental Assessment Predict Academic and Attentional-Behavioural Skills at Group and Individual Levels?

    ERIC Educational Resources Information Center

    Valtonen, Riitta; Ahonen, Timo; Tolvanen, Asko; Lyytinen, Paula

    2009-01-01

    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 skills 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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.

  13. 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…

  14. A Content Analysis of Exit Level Mathematics on the Texas Assessment of Academic Skills: Addressing the Issue of Instructional Decision-Making in Texas.

    ERIC Educational Resources Information Center

    Confrey, Jere; Carrejo, David

    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 Academic Skills (TAAS) over a period of three years to examine to what extent its results can be used to guide…

  15. Texas Assessment of Academic Skills and TEAMS Exit Level. Student Performance Results, 1991-1992. Volume 2. Performance by School District.

    ERIC Educational Resources Information Center

    Texas Education Agency, Austin.

    This report presents the Texas Assessment of Academic Skills (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…

  16. Texas Assessment of Academic Skills and TEAMS Exit Level. Student Performance Results, 1991-1992. Volume 1. Statewide and Regional Results.

    ERIC Educational Resources Information Center

    Texas Education Agency, Austin.

    This report presents the Texas Assessment of Academic Skills (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…

  17. 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…

  18. A Longitudinal Study Exploring the Relationship of Representational Levels of Three Aspects of Preschool Sociodramatic Play and Early Academic Skills

    ERIC Educational Resources Information Center

    Hanline, Mary Frances; Milton, Sande; Phelps, Pamela C.

    2008-01-01

    The purpose of this study was to explore the predictive relationship between the level of symbolic representation in preschoolers' sociodramatic play and reading and mathematics abilities and rate of growth in early elementary grades for children with and without disabilities. The relationship of three aspects of sociodramatic play--symbolic…

  19. 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…

  20. 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…

  1. 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…

  2. Measuring Academic Efficiency at the School Level.

    ERIC Educational Resources Information Center

    Marzano, Robert J.; Hutchins, C. L.

    In this paper, academic efficiency is operationally defined and a methodology for measuring it at the school level is described. Academic efficiency is defined as the extent to which a school utilizes its time for the academic development of all its students. The measure of academic efficiency must include three elements: time, students, and…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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,…

  15. The Long Term Effects of Social Skills Training in Elevating Overall Academic Grade Point Average, School Attendance, Health Level, and Resistance to Drug Use and Peer Pressure.

    ERIC Educational Resources Information Center

    Richards, Nancy; Smith, Manuel J.

    Project STAR (Social Thinking and Reasoning Program) is a classroom-based social skills 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…

  16. 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

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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

  5. 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…

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

    ERIC Educational Resources Information Center

    Demaray, Michelle Kilpatrick; Jenkins, Lyndsay N.

    2011-01-01

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

  7. Those Who Can Coach Can Teach: Collaborating With Athletic Coaches to Raise the Level of Students' Close Reading, Argumentation Skills, and Academic Agency

    ERIC Educational Resources Information Center

    Ehrenworth, Mary; Minor, Cornelius; Federman, Mark; Jennings, James; Messer, Katherine; McCloud, Christopher

    2015-01-01

    Building on the work of John Hattie, Richard Kent, and Tom Newkirk, a think tank collaborative in New York City's high schools works to raise the level of students' close reading, argumentation, and agency across the curriculum by teaching students to analyze athletic competitions, to compose sports arguments, and to transfer and apply these…

  8. Women's Skills Linked to Estrogen Levels.

    ERIC Educational Resources Information Center

    Weiss, R.

    1988-01-01

    Summarizes the result of research which considers the effect of women's hormone level on specific skills. Reports that low estrogen levels allow women to excel at spatial skills, but perform poorly at complex motor tasks and speech articulation. Discusses some implications and further research ideas. (YP)

  9. 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

  10. 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

  11. 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…

  12. 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)…

  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 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

  15. Psychological Factors in the Academic Achievement of Remedial-Level English Students in Community College

    ERIC Educational Resources Information Center

    Jennings, Heather M.

    2012-01-01

    Rates of in-coming college students in need of academic remediation are on the rise, for both community college and four-year colleges. Consequently, many of these students will be required to enroll in some level of academic remediation in reading, writing and/or math to develop the basic skills necessary for student success in college-level…

  16. 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.)

  17. Teaching Badminton Based on Student Skill Levels

    ERIC Educational Resources Information Center

    Wang, Jianyu; Moffit, Jeff

    2009-01-01

    Badminton has been identified as a lifelong activity. It is an inexpensive sport and everyone--children, seniors, and individuals with disabilities--can reach a level of enjoyment in the game after mastering basic skills and tactics. In teaching badminton, teachers need to understand how students develop game play ability from a low level to an…

  18. The Special Education Core Curriculum Manual: Competency Level -- Communication Skills, Mathematics, Life Skills, and Study Skills.

    ERIC Educational Resources Information Center

    Margolis, Leonard; And Others

    The manual is intended to provide basic objectives and teaching strategies for teachers of handicapped children at the upper elementary and secondary level in the areas of communication, mathematics, life skills, and study skills. Each subject area is divided into sub-sections under which learning objectives and associated teaching activities are…

  19. 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…

  20. 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

  1. Academic Locus of Control, Tendencies Towards Academic Dishonesty and Test Anxiety Levels as the Predictors of Academic Self-Efficacy

    ERIC Educational Resources Information Center

    Yesilyurt, Etem

    2014-01-01

    Many studies have focused on finding the level of effect that academic locus of control, tendencies towards academic dishonesty, and test anxiety levels have had on academic self-efficacy, and providing a separate explanation ratio for each. The relationship among the effects of the academic locus of control, tendencies towards academic…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. Estimating Availability of Middle Level Skilled Manpower

    ERIC Educational Resources Information Center

    Khanale, Prakash; Vaingankar, Anil

    2006-01-01

    The economic reform policies are being introduced in India in phases since 1990. It demands for competent middle level skilled manpower in country. By keeping this in mind, National Council for Education, Research and Training (NCERT), New Delhi, India introduces a revised policy in 1992 and promotes vocational education. Today, several…

  7. 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

  8. 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.…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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

  14. 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

  15. 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

  16. 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

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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.…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. "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…

  11. 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,…

  12. 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…

  13. 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…

  14. 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…

  15. 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

  16. Testing a Model for Promoting Academic Success of Learning Disabled Students at the University Level. Final Report.

    ERIC Educational Resources Information Center

    Swan, Robert J.

    Instead of emphasizing basic skills remediation or academic tutoring, a counseling model can provide a consistent support system, reduce client anxiety levels, and build self-confidence among learning disabled (LD) college students. All of the services offered under this model--(1) academic advisement, (2) personal counseling, (3) career…

  17. 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

  18. 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…

  19. 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)

  20. 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…

  1. 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

  2. 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…

  3. 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…

  4. 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

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. Sequential Levels of Reading Skills, Prekindergarten--Grade 12.

    ERIC Educational Resources Information Center

    New York City Board of Education, Brooklyn, NY.

    This guide is designed to help teachers, staff members responsible for teacher training, and reading supervisors provide better reading instruction. The skills that lead to mature reading are arranged on eight levels of developmental sequence. Level A is concerned with developing prereading skills. Levels B to D treat initiating and developing…

  10. 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

  11. 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

  12. 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

  13. 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

  14. 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…

  15. 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…

  16. Tiered Models of Integrated Academic and Behavioral Support: Effect of Implementation Level on Academic Outcomes

    ERIC Educational Resources Information Center

    Noltemeyer, Amity; Sansosti, Frank J.

    2012-01-01

    This exploratory study examined (a) Integrated Systems Model (ISM) implementation levels, and (b) the effect of implementation of the academic and behavioral components of ISM on student academic outcomes. Participants included 2,660 students attending six suburban elementary schools. Hierarchical linear regression was conducted using a control…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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)

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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,…

  16. 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…

  17. 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…

  18. Cognitive Level of Academic Challenges Provided to College Students.

    ERIC Educational Resources Information Center

    Whittington, M. Susie; McCormick, David F.

    A study assessed the cognitive level of academic challenges incorporated into courses offered in the College of Agricultural Sciences at the Pennsylvania State University. Eleven faculty members from nine departments provided copies of all academic challenges used in their courses. They were categorized by type: activities, problem sets, written…

  19. Masters Level Graduate Student Writing Groups: Exploring Academic Identity

    ERIC Educational Resources Information Center

    Ruggles, Tosha M.

    2012-01-01

    This action research project explores masters level graduate student writing and academic identity during one semester in an interdisciplinary masters program. Informing this study is a two part theoretical framework including the Academic Literacy Model (Lea and Street) and Wenger's concept of identity. The purpose of this exploration was to…

  20. 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.

  1. 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

  2. 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…

  3. 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

  4. 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

  5. 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

  6. 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

  7. 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…

  8. 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…

  9. Intermediate Level Skills: How Are They Changing? Skills Task Force Research Paper 4.

    ERIC Educational Resources Information Center

    Lloyd, Caroline; Steedman, Hilary

    This paper focuses on the demand for and supply of intermediate-level vocational skills within the United Kingdom (UK) economy. Using existing research from surveys and case studies, Part One argues that there is a lack of evidence that widespread intermediate-skill shortages exist within the expanding service sector. In the manufacturing sector,…

  10. Illinois Occupational Skill Standards: Entry-Level Truck Driver.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    This document, which is intended to serve as a guide for workforce preparation program providers, details the Illinois Occupational Skill Standards for programs preparing students for employment as entry-level truck drivers. The document begins with a brief overview of the Illinois perspective on occupational skill standards and credentialing, the…

  11. Reading Processing Skills among EFL Learners in Different Proficiency Levels

    ERIC Educational Resources Information Center

    Dhanapala, Kusumi Vasantha; Yamada, Jun

    2015-01-01

    This study aims to understand how EFL learners in different reading proficiency levels comprehend L2 texts, using five-component skills involving measures of (1) vocabulary knowledge, (2) drawing inferences and predictions, (3) knowledge of text structure and discourse organization, (4) identifying the main idea and summarizing skills, and (5)…

  12. 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

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  14. 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

  15. 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)

  16. 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

  17. Effects of Study Skills Programs on the Academic Behaviors of College Students.

    ERIC Educational Resources Information Center

    Bender, David S.

    This study investigated the effects of a study skills 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 Skills Development Program…

  18. 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…

  19. Academic Attribution of Secondary Students: Gender, Year Level and Achievement Level

    ERIC Educational Resources Information Center

    Mok, Magdalena Mo Ching; Kennedy, Kerry John; Moore, Phillip John

    2011-01-01

    This study is concerned with the attribution of secondary students. Causal interpretations for academic success and failure were analysed to investigate the effect of gender, year level and achievement level on students' academic attributions in Hong Kong, a Confucian Heritage Culture. The sample for the study comprised 14,846 students currently…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. Texas Essential Knowledge and Skills (TEKS) Educator's Guide to TEKS-Based Assessment. Elementary Level TAAS Grades 3-6, 1999-2000.

    ERIC Educational Resources Information Center

    Texas Education Agency, Austin. Div. of Student Assessment.

    The goal of this series of guides is to show Texas educators what components of the Texas Essential Knowledge and Skills (TEKS) curriculum are eligible for testing on the Texas Assessment of Academic Skills (TAAS) and end-of-course tests. This elementary level guide contains information for subjects tested in grades 3 through 6. The sections are:…

  5. 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…

  6. 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.

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. Prospective Teachers' Problem Solving Skills and Self-Confidence Levels

    ERIC Educational Resources Information Center

    Gursen Otacioglu, Sena

    2008-01-01

    The basic objective of the research is to determine whether the education that prospective teachers in different fields receive is related to their levels of problem solving skills and self-confidence. Within the mentioned framework, the prospective teachers' problem solving and self-confidence levels have been examined under several variables.…

  13. 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

  14. 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…

  15. Academic performance and student engagement in level 1 physics undergraduates

    NASA Astrophysics Data System (ADS)

    Casey, M. M.; McVitie, S.

    2009-09-01

    At the beginning of academic year 2007-08, staff in the Department of Physics and Astronomy at the University of Glasgow started to implement a number of substantial changes to the administration of the level 1 physics undergraduate class. The main aims were to improve the academic performance and progression statistics. With this in mind, a comprehensive system of learning support was introduced, the main remit being the provision of an improved personal contact and academic monitoring and support strategy for all students at level 1. The effects of low engagement with compulsory continuous assessment components had already been observed to have a significant effect on students sitting in the middle of the grade curve. Analysis of data from the 2007-08 class showed that even some nominally high-achieving students achieved lowered grades due to the effects of low engagement. Nonetheless, academic and other support measures put in place during 2007-08 played a part in raising the passrate for the level 1 physics class by approximately 8% as well as raising the progression rate by approximately 10%.

  16. 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

  17. Simulator effects on cognitive skills and confidence levels.

    PubMed

    Brannan, Jane D; White, Anne; Bezanson, Judy L

    2008-11-01

    Use of a human patient simulator (HPS) as a tool for experiential learning provides a mechanism by which students can participate in clinical decision making, practice skills, and observe outcomes from clinical decisions. The purpose of this study was to compare the effectiveness of two instructional methods to teach specific nursing education content, acute myocardial infarction, on junior-level nursing students' cognitive skills and confidence. The instructional methods included an interactive approach using the HPS method, compared with traditional classroom lecture. Results of this study suggest that use of a teaching strategy involving the HPS method made a positive difference in the nursing students' ability to answer questions on a test of cognitive skills. Confidence levels were not found to be significantly enhanced by use of the HPS method. PMID:19010047

  18. Teaching Higher Level Thinking Skills through Computer Courseware.

    ERIC Educational Resources Information Center

    Edwards, Lois

    A rationale is presented for teaching gifted students to gain computer literacy, learn programing, use utility software (e.g., word processing packages), and use interactive educational courseware containing drills, simulations, or educational strategy games to develop higher level and creative thinking skills. Evaluation of courseware for gifted…

  19. Movement Planning Reflects Skill Level and Age Changes in Toddlers

    ERIC Educational Resources Information Center

    Chen, Yu-ping; Keen, Rachel; Rosander, Kerstin; Von Hofsten, Claes

    2010-01-01

    Kinematic measures of children's reaching were found to reflect stable differences in skill level for planning for future actions. Thirty-five toddlers (18-21 months) were engaged in building block towers (precise task) and in placing blocks into an open container (imprecise task). Sixteen children were retested on the same tasks a year later.…

  20. Middle Level Technician/Higher Technical & Business Skills. Evaluation Report.

    ERIC Educational Resources Information Center

    European Social Fund, Dublin (Ireland).

    A study examined European Social Fund (ESF)-funded middle-level technician (MLT) and higher technical and business skills (HTBS) courses at Irish technical colleges. Data were obtained from the following: review of relevant literature; review of all program-monitoring documents submitted by Ireland's Department of Education since 1990; interviews…

  1. Aural-Oral Communicative Skills among Yemeni Secondary Level Students

    ERIC Educational Resources Information Center

    Baskaran, M.

    2011-01-01

    Many attempts are currently being made to develop Aural-Oral Communicative skills in English at school level, but it remains a difficult task for the teachers of English. There are a lot of readymade cassettes available in the market but they have hardly served the purpose. Admittedly, cassettes help and yield better results for learners, subject…

  2. System Thinking Skills at the Elementary School Level

    ERIC Educational Resources Information Center

    Assaraf, Orit Ben-Zvi; Orion, Nir

    2010-01-01

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

  3. Skill Acquisition Measures (SAM). Elementary Mathematics Level IV. Teacher's Manual.

    ERIC Educational Resources Information Center

    Lancaster City School District, PA.

    The Skill Acquisition Measures (SAM) were designed by the Lancaster (Pennsylvania) School District as criterion referenced tests for mathematics. This manual consists of copies of the student test forms for level 4, with additional information for the teacher's use. Each of the test items is presented with the correct answers and the criteria for…

  4. Skill Acquisition Measures (SAM). Elementary Mathematics Level V. Teacher's Manual.

    ERIC Educational Resources Information Center

    Lancaster City School District, PA.

    The Skill Acquisition Measures (SAM) were designed by the Lancaster (Pennsylvania) School District as criterion referenced tests for mathematics. This manual consists of copies of the student test forms for level 5, with additional information for the teacher's use. Each of the test items is presented with the correct answers and the criteria for…

  5. Level of and motivation for extracurricular activity are associated with academic performance in the veterinary curriculum.

    PubMed

    Jones, Meredyth L; Rush, Bonnie R; Elmore, Ronnie G; White, Brad J

    2014-01-01

    The objectives of this project were to determine the number of school-sanctioned extracurricular opportunities available to veterinary students and characterize the policies of school administrations toward extracurricular involvement and academic standing. Further, we sought to describe the level of extracurricular involvement of veterinary students, determine the association between extracurricular activity involvement and academic performance, and determine the motivation for extracurricular involvement of veterinary students. Survey data were obtained from 18 associate deans of colleges of veterinary medicine regarding the number of extracurricular student organizations within their school and administrative recommendations regarding student involvement. Another survey was administered and responded to by 665 veterinary students enrolled in curricular years 1-3 at Kansas State University and Texas A&M University regarding their extracurricular involvement. Associate deans of 11 schools responded that they make formal or informal recommendations to students about extracurricular activities, workload, and academic priority (61.1%). In a multivariate model, students who participated two times per week or more had a significantly higher overall grade point average (GPA) than students participating once per week (p<.0500). Students for whom the primary reason for participation was networking or social enhancement had a significantly lower overall GPA than students for whom the primary reason was gaining new knowledge and skills (p<.0500). These results indicate that student extracurricular involvement is a consideration for administrators when counseling students in academic difficulty. Moderate levels of extracurricular involvement can contribute to the academic success of students, but students should temper their level of involvement based upon their own motivations. PMID:24981424

  6. 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…

  7. 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…

  8. Teaching information literacy skills to sophomore-level biology majors.

    PubMed

    Thompson, Leigh; Blankinship, Lisa Ann

    2015-05-01

    Many undergraduate students lack a sound understanding of information literacy. The skills that comprise information literacy are particularly important when combined with scientific writing for biology majors as they are the foundation skills necessary to complete upper-division biology course assignments, better train students for research projects, and prepare students for graduate and professional education. To help undergraduate biology students develop and practice information literacy and scientific writing skills, a series of three one-hour hands-on library sessions, discussions, and homework assignments were developed for Biological Literature, a one-credit, one-hour-per-week, required sophomore-level course. The embedded course librarian developed a learning exercise that reviewed how to conduct database and web searches, the difference between primary and secondary sources, source credibility, and how to access articles through the university's databases. Students used the skills gained in the library training sessions for later writing assignments including a formal lab report and annotated bibliography. By focusing on improving information literacy skills as well as providing practice in scientific writing, Biological Literature students are better able to meet the rigors of upper-division biology courses and communicate research findings in a more professional manner. PMID:25949754

  9. Teaching Information Literacy Skills to Sophomore-Level Biology Majors

    PubMed Central

    Thompson, Leigh; Blankinship, Lisa Ann

    2015-01-01

    Many undergraduate students lack a sound understanding of information literacy. The skills that comprise information literacy are particularly important when combined with scientific writing for biology majors as they are the foundation skills necessary to complete upper-division biology course assignments, better train students for research projects, and prepare students for graduate and professional education. To help undergraduate biology students develop and practice information literacy and scientific writing skills, a series of three one-hour hands-on library sessions, discussions, and homework assignments were developed for Biological Literature, a one-credit, one-hour-per-week, required sophomore-level course. The embedded course librarian developed a learning exercise that reviewed how to conduct database and web searches, the difference between primary and secondary sources, source credibility, and how to access articles through the university’s databases. Students used the skills gained in the library training sessions for later writing assignments including a formal lab report and annotated bibliography. By focusing on improving information literacy skills as well as providing practice in scientific writing, Biological Literature students are better able to meet the rigors of upper-division biology courses and communicate research findings in a more professional manner. PMID:25949754

  10. Early Reading Skills and Academic Achievement Trajectories of Students Facing Poverty, Homelessness, and High Residential Mobility

    ERIC Educational Resources Information Center

    Herbers, Janette E.; Cutuli, J. J.; Supkoff, Laura M.; Heistad, David; Chan, Chi-Keung; Hinz, Elizabeth; Masten, Ann S.

    2012-01-01

    This investigation tested the importance of early academic 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…

  11. Assertive Skills and Academic Performance in Primary and Secondary Education, Giftedness, and Conflictive Students

    ERIC Educational Resources Information Center

    Marugan de Miguelsanz, Montserrat; Carbonero Martin, Miguel Angel; Palazuelo Martinez, Ma Marcela

    2012-01-01

    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 academic performance and, on the other, we verified whether students who are excluded from the norm, either because of their…

  12. Investigating students' academic numeracy in 1st level university courses

    NASA Astrophysics Data System (ADS)

    Galligan, Linda; Hobohm, Carola

    2015-06-01

    This paper investigates how an online test (`Self-Test' developed at the University of Southern Queensland) can enrich students' understanding of their academic numeracy, through a purpose-built, self-assessment tool aligned with online modules. Since its creation and evaluation, the tool has been developed and tailored to suit other first year courses based around an academic numeracy framework of competence, confidence and critical awareness (Galligan 2013a). This paper will highlight how the new Self-Test is underpinned by this framework and how students' levels of numeracy can be better understood by the lecturer through Self-Test in a first year nursing for numeracy course and a maths for teachers course. It particularly addresses over- and under-confidence, error analysis and students' reflective comments, and how this understanding can better inform course development and teaching.

  13. SWRL Communication Skills Programs: Quality Assurance Information for the 1973-74 Academic Year.

    ERIC Educational Resources Information Center

    Hanson, Ralph A.; And Others

    This document reports on the quality assurance aspects of the tryout of three SWRL (Southwest Regional Laboratory) Communication Skills 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…

  14. 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

  15. 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…

  16. 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).…

  17. 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…

  18. 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.…

  19. 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…

  20. 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)

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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"…

  6. 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…

  7. 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…

  8. 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;…

  9. 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…

  10. 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…

  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. 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…

  13. 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

  14. Survival Skills: Secondary.

    ERIC Educational Resources Information Center

    Curriculum Review, 1979

    1979-01-01

    Reviewed are five programs (textbooks, audiovisual materials, workbooks, video-cassettes) designed to improve academic survival skills in secondary students. Content emphasis, reading level, rationale, objectives, organization, instructional method, student evaluation, physical features, and recommendations are listed for each. (KC)

  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. Identifying the Literacy Skills Needed by Entry-Level and Mid-to-Executive Level Secretaries.

    ERIC Educational Resources Information Center

    Norback, Judith Shaul; And Others

    A project described the literacy skills, tasks, and materials of the entry-level and the mid-to-executive level secretary jobs. It tested Job Literacy Analysis (JLA), a six-step methodology resulting in a job literacy description that includes a representative collection of the most important materials required for competent performance of the job…

  17. Teaching Research Skills at the K-12 Level

    NASA Astrophysics Data System (ADS)

    Huebner, P. J.

    2004-12-01

    Few programs have as much of an impact on students' understanding of science as science fair projects. Science fair projects allow students to learn the scientific process through observation and discovery, and provides them the opportunity to share the excitement of their discoveries with practicing scientists and engineers. With the increasing demand to meet State and National student achievement levels, schools are focusing on content rather than process. To provide teachers with the knowledge and skills to develop project-based instruction pedagogy, American Indian Programs (AIP) at Arizona State University initiated a State Science Fair. Through the Arizona American Indian Science and Engineering Fair, teachers and students develop scientific skills and knowledge through actively engaging in research. Teaching these skills at the K-12 level increases students' interest in the sciences and provides them the skills to actively engage in research at the post secondary level. With American Indians being the most underrepresented minority in the sciences this effort can have a major influence in students choosing a career in the sciences. Because most teachers lack even a basic understanding of research or the scientific method, AIP has developed a three-day teacher workshop designed to promote greater understanding in the scientific process, research and how to support high quality research projects. Referred to as the AIP Intel Educator Academy, the demand for this type of teacher training is reflective in this workshop being requested and presented in other States as well as internationally. This session will provide: An overview of the workshop, the development of school-based science fair programs, partnerships to support science learning in schools, how to get involved, and the efforts of AIP to reform science teaching at Arizona Tribal schools through participation in science fairs. Networking through the AISEF e-mentor program. In depth information on the

  18. Requisite Skills of Entry-Level Programmers: An Empirical Study in Brunei Darussalam.

    ERIC Educational Resources Information Center

    Rahman, Mohd Noah A.; Rahim, M. Mahbubur; Seyal, Afzaal H.

    1999-01-01

    Reports the results of an empirical study in Brunei Darussalam that identified the types of skills required for entry-level computer programmers. Investigated whether skills were related to organizational size; determined that communications skills were the top requirement, followed by database management systems skills; and discovered a decline…

  19. 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).…

  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. Changes in Badminton Game Play across Developmental Skill Levels among High School Students

    ERIC Educational Resources Information Center

    Wang, Jianyu; Liu, Wenhao

    2012-01-01

    The study examined changes in badminton game play across developmental skill levels among high school students in a physical education setting. Videotapes of badminton game play of 80 students (40 boys and 40 girls) in the four developmental skill levels (each skill level had 10 boys and 10 girls) were randomly selected from a database associated…

  2. Leveling Up: Narrowing the Teacher Academic Capital Gap in Illinois. Illinois Education Research Council. Policy Research Report: IERC 2008-1

    ERIC Educational Resources Information Center

    White, Bradford R.; Presley, Jennifer B.; DeAngelis, Karen J.

    2008-01-01

    This study examines the distribution, change, and impact of the Index of Teacher Academic Capital (ITAC) in all Illinois public schools from 2001 to 2006. The ITAC is a school-level composite of five measures: teacher ACT Composite and English scores, teacher Basic Skills Test results, teacher certification status, and teacher undergraduate…

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  5. 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…

  6. Balancing Managerial and Academic Values: Mid-Level Academic Management at a Private University in Malaysia

    ERIC Educational Resources Information Center

    Thian, Lok Boon; Alam, Gazi Mahabubul; Idris, Abdul Rahman

    2016-01-01

    Purpose: Representing both "central university administration" and academics, deans are increasingly being confronted with the competing managerial and academic values. Being able to manage the competing values is pivotal to the success of a dean. However, there is dearth of research studying this. Considering the for-profit private…

  7. 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…

  8. 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…

  9. 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…

  10. Does self-reflection and peer-assessment improve Saudi pharmacy students’ academic performance and metacognitive skills?

    PubMed Central

    Yusuff, Kazeem B.

    2014-01-01

    Background: The patient-centered focus of clinical pharmacy practice which demands nuanced application of specialized knowledge and skills 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’ academic performance and metacognitive skills, 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

  11. Golfing skill level postural control differences: a brief report.

    PubMed

    Wrobel, James S; Marclay, Samuel; Najafi, Bijan

    2012-01-01

    Golfers have better balance than their age-matched counterparts; however, it is uncertain if this persists during the swing as a function of skill level. The purpose of the study was to investigate dynamic postural control (center of mass (COM) motion) measured during different phases of the swing in golfers of varying proficiency. Eighteen healthy golfers were grouped by handicap: novice (no handicap, n = 7), intermediate (handicap 15-19, n = 7), and advanced (handicap 9-14, n = 4). Indoor testing was performed hitting 3 tee shots using a common driver. A five-camera (60 Hz) motion analysis system (9 markers) was used to extract kinematics data. There were no significant group differences in gender, age, or BMI. Advanced players had lower COM displacement with respect to address at the time of maximum arm speed (p = 0. 001) compared to intermediate (57%, p = 0.014) and novice (73%, p = 0.023). These changes persisted after COM distance and time normalization. Advanced golfers had improved COM linearity during the downswing (p < 0.001) compared to intermediate (30%, p = 0.029) and novice (51%, p < 0.001). Advanced players had decreased COM displacement at the time of maximum arm speed and a more linear COM path during the early downswing. Further study should focus on these changes during ball launch conditions. Key pointsStudies suggest that static and dynamic balance is important in golf. However, none have investigated dynamic postural control during the golf swing in golfers of varying proficiency.Our findings suggest advanced players demonstrated improved postural control at the point of maximum arm speed when compared to less skilled players. Furthermore, center of mass acceleration in advanced players is closer to impact than less-skilled players.We observed an increased center of mass linearity of trajectory during the early downswing for advanced players over novice players. We theorized this strategy may help advanced golfers to improve the economy of COM

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

    ERIC Educational Resources Information Center

    Malecki, Christine Kerres; Elliott, Stephen N.

    2002-01-01

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

  16. Survey of Academic Writing Tasks Required of Graduate and Undergraduate Foreign Students.

    ERIC Educational Resources Information Center

    Bridgeman, Brent; Carlson, Sybil

    Designed to define the academic writing skills required of beginning undergraduate and graduate students, a survey of needed academic writing skills was completed by faculty in 190 academic departments at 34 American and Canadian universities with high foreign student enrollments. At the graduate level, six academic disciplines with relatively…

  17. 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

  18. 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…

  19. 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…

  20. Effectiveness of Music Education for the Improvement of Reading Skills and Academic Achievement in Young Poor Readers: A Pragmatic Cluster-Randomized, Controlled Clinical Trial

    PubMed Central

    Cogo-Moreira, Hugo; de Ávila, Clara Regina Brandão; Ploubidis, George B.; Mari, Jair de Jesus

    2013-01-01

    Introduction Difficulties in word-level reading skills are prevalent in Brazilian schools and may deter children from gaining the knowledge obtained through reading and academic achievement. Music education has emerged as a potential method to improve reading skills because due to a common neurobiological substratum. Objective To evaluate the effectiveness of music education for the improvement of reading skills and academic 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 skills and academic 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 (academic 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

  1. Teacher Consultation To Develop Students' Higher Level Thinking Skills.

    ERIC Educational Resources Information Center

    Singer, Elaine; Houtz, John C.

    An inservice consultation program between teachers and a school psychologist was designed to establish classroom conditions to improve 7th- and 8th-grade students' (N=233) thinking skills. Inservice training conducted by the psychologist emphasized encouragement of ideas, modeling thinking skills, opportunities for practice, and support of diverse…

  2. Effects of Language Intervention on Syntactic Skill Levels in Preschoolers

    ERIC Educational Resources Information Center

    Vasilyeva, Marina; Huttenlocher, Janellen; Waterfall, Heidi

    2006-01-01

    Questions concerning the role of input in the growth of syntactic skills have generated substantial debate within psychology and linguistics. The authors address these questions by investigating the effects of experimentally manipulated input on children's skill with the passive voice. The study involved 72 four-year-olds who listened to stories…

  3. 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…

  4. 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…

  5. Characteristics of Competency. Measurement Criteria for Entry-Level Electronics Technician Skills..

    ERIC Educational Resources Information Center

    Electronic Industries Foundation, Washington, DC.

    This supplement to "Raising the Standard" details the knowledge and skills required to successfully achieve competence in each of the tasks identified in the standards manual. It is divided into five sections that correspond to the five skill categories for entry-level electronics technician: additional skills, desirable behavior and work habits,…

  6. Ordinary Level as Results Predictors of Students' Academic Performance in Chemistry in Nigerian Universities

    ERIC Educational Resources Information Center

    Kolawole, E. B.; Oginni, O. I.; Fayomi, E. O.

    2011-01-01

    This paper examined ordinary level result as predictors of students' academic performance in chemistry in South-west Nigeria universities. It also examined the relationship between the academic performance of students in each level of the university examinations and their corresponding secondary school certificates examination. The sample of the…

  7. An Ordinary Level as Predictors of Students' Academic Performance in Chemistry in Nigerian Universities

    ERIC Educational Resources Information Center

    Kolawole, E. B.; Oginni, O. I.; Fayomi, E. O.

    2011-01-01

    This paper examined an ordinary level as predictors of students' academic performance in chemistry in South-west Nigeria universities. It also revealed the relationship between the academic performance of students in each level of the university examinations and their corresponding secondary school certificates examination. The sample of the study…

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

    ERIC Educational Resources Information Center

    Yokus, Tuba

    2015-01-01

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

  9. Modeling the Relationship between Lexico-Grammatical and Discourse Organization Skills in Middle Grade Writers: Insights into Later Productive Language Skills That Support Academic Writing

    ERIC Educational Resources Information Center

    Galloway, Emily Phillips; Uccelli, Paola

    2015-01-01

    Learning to write in middle school requires the expansion of sentence-level and discourse-level language skills. In this study, we investigated later language development in the writing of a cross-sectional sample of 235 upper elementary and middle school students (grades 4-8) by examining the use of (1) lexico-grammatical forms that support…

  10. 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…

  11. 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…

  12. Academic Writing Development at the University Level: Phrasal and Clausal Complexity across Level of Study, Discipline, and Genre

    ERIC Educational Resources Information Center

    Staples, Shelley; Egbert, Jesse; Biber, Douglas; Gray, Bethany

    2016-01-01

    Using the British Academic Written English corpus, this study focuses on the use of grammatical complexity features in university level texts written by first language (L1) English writers to demonstrate knowledge and perform other specialized tasks required of advanced academic writers. While the primary focus of the analysis is on writing…

  13. Investigating Students' Academic Numeracy in 1st Level University Courses

    ERIC Educational Resources Information Center

    Galligan, Linda; Hobohm, Carola

    2015-01-01

    This paper investigates how an online test ("Self-Test" developed at the University of Southern Queensland) can enrich students' understanding of their academic numeracy, through a purpose-built, self-assessment tool aligned with online modules. Since its creation and evaluation, the tool has been developed and tailored to suit other…

  14. Word-Level Stress Patterns in the Academic Word List

    ERIC Educational Resources Information Center

    Murphy, John; Kandil, Magdi

    2004-01-01

    This paper addresses teachers and researchers of English as a second or foreign language who are interested in speech intelligibility training and/or vocabulary acquisition. The study reports a stress-pattern analysis of the Academic Word List (AWL) as made available by Coxhead [TESOL Quarterly 34 (2000) 213]. To examine the AWL in a new way, we…

  15. Academic Environments in Detail: Holland's Theory at the Subdiscipline Level

    ERIC Educational Resources Information Center

    Lattuca, Lisa R.; Terenzini, Patrick T.; Harper, Betty J.; Yin, Alex C.

    2010-01-01

    Studies of change in colleges and universities often consider faculty support a key influence on the success of academic reform efforts. Scholars, however, have given relatively little attention to the role of disciplinary environments (e.g., culture, values, and habits of mind) on educational innovation and change. Using data from 1,272 faculty…

  16. Study Attitude and Academic Achievement at Secondary Level in Pakistan

    ERIC Educational Resources Information Center

    Sarwar, Muhammad; Bashir, Muhamamd; Alam, Muhammad

    2010-01-01

    The author compared study attitudes of low and high achievers by using a self-developed study attitude scale (SAS) consisting of 36 items. Academic performance was measured through marks obtained by the students in the 9th grade examination conducted by the external body. The analysis revealed that the study attitude of secondary school students…

  17. Levels of Stress and Academic Performance in Baccalaureate Nursing Students.

    ERIC Educational Resources Information Center

    Gwele, Nonthandazo Sylvia; Uys, Leana Ria

    1998-01-01

    Comparison of 39 nursing students in an old program with 62 in the first year of a new baccalaureate program showed the former experienced more stress and did not perceive the program as challenging. Academic gains of new-program students were not as significant as those of old-program students. (SK)

  18. Middle Level Activities Programs: Helping Achieve Academic Success.

    ERIC Educational Resources Information Center

    Hovland, Don

    1990-01-01

    The middle school athletic program should be based on the same philosophy governing academics and nonathletic activities. Essential criteria include total participation, no emphasis on winning, administrative and staff encouragement, short athletic sessions providing several choices, no tournaments or community "all-star" teams, appropriately…

  19. Access Skills. Vocational Readiness Skills Inventory for Special Needs Students. (Revised Entry Level Skills Inventory.) Missouri LINC.

    ERIC Educational Resources Information Center

    Cassity, Sandra; Boyer-Stephens, Arden

    This manual is intended to assist special educators and vocational educators in determining the vocational readiness skills of special needs students. The information in this Missouri inventory is based on data provided by the Michigan Occupational Data Analysis System (ODAS) as a part of the Vocational-Technical Education Consortium of States…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  1. Practitioner Perspectives on Cataloging Education for Entry-Level Academic Librarians.

    ERIC Educational Resources Information Center

    Letarte, Karen M.; Turvey, Michelle R.; Borneman, Dea; Adams, David L.

    2002-01-01

    Discussion of the role of cataloging education within the library profession focuses on results of a survey of members of the Association of Research Libraries that investigated the importance of cataloging competencies for all entry-level academic librarians. Discusses implications for library education for academic librarians and for the…

  2. A Study of the Competencies Needed of Entry-Level Academic Health Sciences Librarians

    ERIC Educational Resources Information Center

    Philbrick, Jodi Lynn

    2012-01-01

    The purpose of this study was to identify the professional and personal competencies that entry-level academic health sciences librarians should possess from the perspectives of academic health sciences library directors, library and information sciences (LIS) educators who specialize in educating health sciences librarians, and individuals who…

  3. The Development of Cognitive Skills and Gains in Academic School Readiness for Children from Low-Income Families

    PubMed Central

    Welsh, Janet A.; Nix, Robert L.; Blair, Clancy; Bierman, Karen L.; Nelson, Keith E.

    2010-01-01

    This study examined developmental associations between growth in domain-general cognitive processes (working memory and attention control) and growth in domain-specific skills (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 skills during the pre-kindergarten year, and furthermore, that growth in these domain-general cognitive skills made unique contributions to the prediction of kindergarten math and reading achievement, controlling for growth in domain-specific skills. These findings extend research highlighting the importance of working memory and attention control for academic 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

  4. Effects of language intervention on syntactic skill levels in preschoolers.

    PubMed

    Vasilyeva, Marina; Huttenlocher, Janellen; Waterfall, Heidi

    2006-01-01

    Questions concerning the role of input in the growth of syntactic skills have generated substantial debate within psychology and linguistics. The authors address these questions by investigating the effects of experimentally manipulated input on children's skill with the passive voice. The study involved 72 four-year-olds who listened to stories containing either a high proportion of passive voice sentences or a high proportion of active voice sentences. Following 10 story sessions, children's production and comprehension of passives were assessed. Intervention type affected performance--children who heard stories with passive sentences produced more passive constructions (and with fewer mistakes) and showed higher comprehension scores than children who heard stories with active sentences. Theoretical implications of these results for the understanding of the nature of syntactic skills and practical implications for the development of preschool materials are discussed. PMID:16420126

  5. Food Services. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Vastano, Josephine; And Others

    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…

  6. Custom Cabinetmaking. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Holmes, Kenneth

    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…

  7. Child Care Aide. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Moore, Pamela Hullen

    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…

  8. Commercial Art. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Vassallo, Thomas

    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…

  9. Printing. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Abram, Roy

    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…

  10. Design Drafting. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Sharkey, Jeff

    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…

  11. Interior Design. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Guarini, Michael

    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…

  12. General Management Skills: Do Practitioners and Academic Faculty Agree on Their Importance?

    ERIC Educational Resources Information Center

    Levenburg, Nancy M.

    1996-01-01

    Usable responses from 165 business practitioners and 218 business faculty showed significant differences on the perceived importance of general management skills, especially oral/written communication, problem solving, and teamwork. Global awareness, diversity, and project management skills received low rankings from both groups. (SK)

  13. Auto Body Repair. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Ormsbee, Robert

    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…

  14. Marine Trades. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Abbott, Alan

    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…

  15. Automotive Mechanics. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Brown, Desmond

    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…

  16. Dental Assisting. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Mattia, Nancy

    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…

  17. Fashion Merchandising. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Williams, Edwina

    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…

  18. Welding. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Browning, Terry

    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…

  19. Plumbing and Heating. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Mahieu, Louis

    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…

  20. The Role of Persistence at Preschool Age in Academic Skills at Kindergarten

    ERIC Educational Resources Information Center

    Mokrova, Irina L.; O'Brien, Marion; Calkins, Susan D.; Leerkes, Esther M.; Marcovitch, Stuart

    2013-01-01

    The current study examined the role of preschoolers' motivation, operationalized as persistence, in the formation of language and math skills at kindergarten. The participants were 263 children from diverse ethnic and socio-economic backgrounds. Demographic information, child persistence, and early cognitive-linguistic skills were assessed at…

  1. Development of an Instrument to Measure Student Use of Academic Success Skills: An Exploratory Factor Analysis

    ERIC Educational Resources Information Center

    Carey, John; Brigman, Greg; Webb, Linda; Villares, Elizabeth; Harrington, Karen

    2014-01-01

    This article describes the development of the Student Engagement in School Success Skills instrument including item development and exploratory factor analysis. The instrument was developed to measure student use of the skills and strategies identified as most critical for long-term school success that are typically taught by school counselors.

  2. Electrical Trades. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Cannone, 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 model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  3. Building Trades. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Gudzak, Raymond

    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; a preface; a…

  4. Cosmetology/Hairstyling. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Romano, Marie

    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…

  5. Professional and Academic Levels of a Mass Media Writing Course.

    ERIC Educational Resources Information Center

    Smith, Edward J.

    1997-01-01

    Describes a revised media writing course (required of all journalism majors) at Texas A&M University. States that it meets "scholarship" and "centrality" issues in nine ways: communication theory, personal skills, critical thinking, writing about writing, thematic organization, coaching writing, critiques and revisions, freedom and ethics, and…

  6. Increasing Academic Skills of Students with Autism Using Fifth Grade Peers as Tutors.

    ERIC Educational Resources Information Center

    Kamps, Debra; And Others

    1989-01-01

    Nonhandicapped fifth-grade students conducted tutoring sessions in math, language, and reading for two elementary-aged children with autism. Results demonstrated that normal peers could effectively increase academic behaviors of autistic students through tutoring activities. (Author/JDD)

  7. The Level of Realizing Geographical Skills in Geography Lessons

    ERIC Educational Resources Information Center

    Unlu, Mehmet

    2011-01-01

    Learning geography for an individual starts with the relationship between human and location. This relationship develops depending on gaining some skills which are necessary for understanding and using the geographical location as effective as possible. One of the main goals of high school geography education is to enable individuals to gain…

  8. Performance in Reading Radiographs: Does Level of Education Predict Skill?

    ERIC Educational Resources Information Center

    Margolis, Stephen A.; Nilsson, Karl Anders; Reed, Richard L.

    2003-01-01

    Senior medical students (n=23), family practitioners (n=16), general practitioners (n=41), and family practice educators (n=7) analyzed 12 sets of radiographs. Mean score across all groups was 73%, with no significant differences among groups. Experiential training did not appear to improve diagnostic skill. (Contains 17 references.) (SK)

  9. PATHWAYS: An Adult Basic Skills Writing Workbook, Level II.

    ERIC Educational Resources Information Center

    Barabe, Rosemeri; And Others

    Utilizing Southwestern American Indian myths, legends, history, information on religious beliefs, architecture, fine arts, and social practices, the Adult Basic Education (ABE) Writing Skills workbook presents well-researched information about the rich heritage of the Indian culture of the Southwest, whilst offering a sequential, systematic…

  10. PATHWAYS: An Adult Basic Skills Reading Workbook, Level I.

    ERIC Educational Resources Information Center

    Barabe, Rosemeri; And Others

    Utilizing Southwestern Indian myths, legends, history, information on religious beliefs, architecture, fine arts, and social practices, the Adult Basic Education (ABE) Reading Skills workbook presents well-researched information about the rich heritage of the Indian culture of the Southwest, whilst offering a sequential, systematic approach to…

  11. Improving Social Skills at the Elementary and Secondary Level.

    ERIC Educational Resources Information Center

    Bausman, Kathy; Bent, Shirley; Collister, Jennifer; Post, Judy

    This action research project examined the impact of a social skills intervention to reduce the amount of inappropriate, rude, and disruptive behavior from elementary and secondary students. Targeted for this study were elementary and secondary students in three schools in rural western Illinois. The problems of lack of preparation for class,…

  12. Pink Noise in Rowing Ergometer Performance and the Role of Skill Level.

    PubMed

    Den Hartigh, Ruud J R; Cox, Ralf F A; Gernigon, Christophe; Van Yperen, Nico W; Van Geert, Paul L C

    2015-10-01

    The aim of this study was to examine (1) the temporal structures of variation in rowers’ (natural) ergometer strokes to make inferences about the underlying motor organization, and (2) the relation between these temporal structures and skill level. Four high-skilled and five lower-skilled rowers completed 550 strokes on a rowing ergometer. Detrended Fluctuation Analysis was used to quantify the temporal structure of the intervals between force peaks. Results showed that the temporal structure differed from random, and revealed prominent patterns of pink noise for each rower. Furthermore, the high-skilled rowers demonstrated more pink noise than the lower-skilled rowers. The presence of pink noise suggeststhat rowing performance emerges from the coordination among interacting component processes across multiple time scales. The difference in noise pattern between high-skilled and lower-skilled athletes indicates that the complexity of athletes’ motor organization is a potential key characteristic of elite performance. PMID:26559647

  13. Impaired IQ and Academic Skills in Adults Who Experienced Moderate to Severe Infantile Malnutrition: A Forty-Year Study

    PubMed Central

    Waber, Deborah P.; Bryce, Cyralene P.; Girard, Jonathan M.; Zichlin, Miriam; Fitzmaurice, Garrett M.; Galler, Janina R.

    2013-01-01

    Objectives To evaluate IQ and academic skills 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 academic skills 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

  14. Using Academic Language to Level the Playing Field for English-Language Learners in Physical Education: Part 1

    ERIC Educational Resources Information Center

    Constantinou, Phoebe; Wuest, Deborah A.

    2015-01-01

    With the common core emphasis on English language art and mathematics skills, physical educators are faced with a challenging task. Educators, in general, are expected to identifying the language demands of their discipline and develop academic language skills within each disciplinary area. In other words, educators are expected to prepare…

  15. Texas Essential Knowledge and Skills (TEKS) Educator's Guide to TEKS-Based Assessment. Exit Level TAAS, 1999-2000.

    ERIC Educational Resources Information Center

    Texas Education Agency, Austin. Div. of Student Assessment.

    The goal of this series of guides is to show Texas educators what components of the Texas Essential Knowledge and Skills (TEKS) curriculum are eligible for testing on the Texas Assessment of Academic Skills (TAAS) and end-of-course tests. This booklet contains information for tests administered beginning in the 10th grade as graduation…

  16. Critical Skill Sets of Entry-Level IT Professionals: An Empirical Examination of Perceptions from Field Personnel

    ERIC Educational Resources Information Center

    McMurtrey, Mark E.; Downey, James P.; Zeltmann, Steven M.; Friedman, William H.

    2008-01-01

    Understanding the skill sets required of IT personnel is a critical endeavor for both business organizations and academic or training institutions. Companies spend crucial resources training personnel, particularly new IT employees, and educational institutions must know what skills are essential in order to plan an effective curriculum. Rapid…

  17. Disentangling fine motor skills' relations to academic achievement: the relative contributions of visual-spatial integration and visual-motor coordination.

    PubMed

    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 childhood and adolescence. Furthermore, the majority of research linking fine motor skills and academic achievement has not determined which specific components of fine motor skill 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 skills are most closely related to achievement. The present study examined two separate elements of fine motor skills--visual-motor coordination and visual-spatial integration--and their associations with various measures of academic 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 skills are associated with these two achievement domains suggests potential avenues for targeted math and writing interventions for children of all ages. PMID:24303571

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

    PubMed Central

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

    2015-01-01

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

  19. Behavioral Self-Regulation and Relations to Emergent Academic Skills among Children in Germany and Iceland

    ERIC Educational Resources Information Center

    von Suchodoletz, Antje; Gestsdottir, Steinunn; Wanless, Shannon B.; McClelland, Megan M.; Birgisdottir, Freyja; Gunzenhauser, Catherine; Ragnarsdottir, Hrafnhildur

    2013-01-01

    The present study investigated a direct assessment of behavioral self-regulation (the Head-Toes-Knees-Shoulders; HTKS) and its contribution to early academic 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…

  20. Do Learning and Study Skills Affect Academic Performance?--An Empirical Investigation

    ERIC Educational Resources Information Center

    Griffin, Richard; MacKewn, Angie; Moser, Ernest; VanVuren, Ken W.

    2012-01-01

    Universities and colleges are very interested in understanding the factors that influence their students' academic 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…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  2. Teaching for Connection: Critical Thinking Skills, Problem Solving, and Academic and Occupational Competencies. Lesson Plans.

    ERIC Educational Resources Information Center

    Hedges, Lowell E.

    This document contains 48 sample lesson plans that practicing teachers of vocational and academic 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;…

  3. Introducing the College Student to Academic Inquiry: An Individualized Course in Library Research Skills.

    ERIC Educational Resources Information Center

    Blum, Mark E.; Spangehl, Stephen

    This paper discusses a course designed to equip students to use library resources while conducting academic 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…

  4. Promoting Digital Literacy Skills: Examples from the Literature and Implications for Academic Librarians

    ERIC Educational Resources Information Center

    Kenton, Jeffrey; Blummer, Barbara

    2010-01-01

    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 academic librarians, and especially those in junior and community colleges, to enhance students'…

  5. The Effects of Academic Skills on Chinese ESL Students' Lecture Comprehension

    ERIC Educational Resources Information Center

    Huang, Jinyan

    2006-01-01

    Research with ESL students has begun to show that Chinese students experience particular challenges in English academic 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…

  6. Evaluating the Effects of Basic Skills Mathematics Placement on Academic Outcomes of Community College Students

    ERIC Educational Resources Information Center

    Melguizo, Tatiana; Bo, Hans; Prather, George; Kim, Bo

    2011-01-01

    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' academic 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…

  7. The "Processes" of Learning: On the Use of Halliday's Transitivity in Academic Skills Advising

    ERIC Educational Resources Information Center

    Moore, Tim

    2007-01-01

    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 academic advising context to assist students struggling to write effectively…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  9. Enhancing Autonomous L2 Vocabulary Learning Focusing on the Development of Word-Level Processing Skills

    ERIC Educational Resources Information Center

    Toyoda, Etsuko

    2007-01-01

    The paper reviewed studies in word-level processing skills and related areas, and profiled how the development of L2 word recognition and integration skills would contribute to autonomous "kango" (Chinese originated words or words created from Chinese originated words) vocabulary learning. Despite the fact that the acquisition of a…

  10. 1971-72 Tryout of the Level 2 Composition Skills Exercises.

    ERIC Educational Resources Information Center

    Trithart, Lee; And Others

    Level 2 of the Southwest Regional Laboratory (SWRL) Composition Skills Program is designed to help children achieve writing fluency and elementary punctuation skills. This report describes the results of the 1971-1972 developmental tryouts of the program in a wide range of school locations. Data obtained from the tryout corroborated data obtained…

  11. PATHWAYS: An Adult Basic Skills Writing Workbook, Level II. Teacher's Guide.

    ERIC Educational Resources Information Center

    Barabe, Rosemeri; And Others

    Developed to facilitate the teaching/learning process, this teacher's guide corresponds to the Adult Basic Education (ABE) Writing Skills Workbook Level II, and may be used as an answer book, as well as a reference manual. It contains concise explanations of the various skills presented, suggested teaching strategies, answers to workbook…

  12. PATHWAYS: An Adult Basic Education Reading Skills Workbook, Level I. Teacher's Guide.

    ERIC Educational Resources Information Center

    Barabe, Rosemeri; And Others

    Developed to facilitate the teaching/learning process, this guide corresponds to the Adult Basic Education (ABE) Reading Skills Workbook Level I, and may be used as an answer book, as well as a reference manual. It contains concise explanations of the various skills presented, suggested teaching strategies, answers to workbook exercises, and a…

  13. Analysis of Skills Requirement for Entry-Level Programmer/Analysts in Fortune 500 Corporations

    ERIC Educational Resources Information Center

    Lee, Choong Kwon; Han, Hyo-Joo

    2008-01-01

    This paper presents the most up-to-date skill requirements for programmer/analyst, one of the most demanded entry-level job titles in the Information Systems (IS) field. In the past, several researchers studied job skills for IS professionals, but few have focused especially on "programmer/analyst." The authors conducted an extensive empirical…

  14. Entry Level Basic Skills for Vocational Education, 1981-82. Final Report.

    ERIC Educational Resources Information Center

    Cumberland County Coll., Vineland, NJ.

    A project was conducted at Cumberland County College to determine (1) whether remediation of basic skills deficiencies has an effect on the successful completion of selected vocational courses; (2) the levels of basic skills competencies in reading, writing, and mathematics necessary for entry into selected vocational courses; and (3) the most…

  15. Effects of Student Skill Level on Knowledge, Decision Making, Skill Execution and Game Performance in a Mini-Volleyball Sport Education Season

    ERIC Educational Resources Information Center

    Mahedero, Pilar; Calderón, Antonio; Arias-Estero, José Luis; Hastie, Peter A.; Guarino, Anthony J.

    2015-01-01

    The purpose of the paper was to examine the effects of student skill level on knowledge, decision making, skill execution and game performance in a mini-volleyball Sport Education season. Forty-eight secondary school students from two classes participated in a 12 lesson season. Knowledge, decision-making and skill execution (components of game…

  16. Catering for Student Diversity: Building Academic Skills in Graduate Attributes Learning and Assessment Opportunities through Collaborative Work

    ERIC Educational Resources Information Center

    Owen, Susanne; Davis, Gary

    2011-01-01

    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 skills and qualifications and the importance of establishing a systematic process for ensuring increased participation of those from under-represented…

  17. More than just fun and games: the longitudinal relationships between strategic video games, self-reported problem solving skills, and academic grades.

    PubMed

    Adachi, Paul J C; Willoughby, Teena

    2013-07-01

    Some researchers have proposed that video games possess good learning principles and may promote problem solving skills. 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 skills 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 skills over time than less strategic video game play. In addition, the results showed support for an indirect association between strategic video game play and academic grades, in that strategic video game play predicted higher self-reported problem solving skills, and, in turn, higher self-reported problem solving skills predicted higher academic grades. The novel findings that strategic video games promote self-reported problem solving skills and indirectly predict academic grades are important considering that millions of adolescents play video games every day. PMID:23344653

  18. Behavioral Self-Regulation and Executive Function Both Predict Visuomotor Skills and Early Academic Achievement

    ERIC Educational Resources Information Center

    Becker, Derek R.; Miao, Alicia; Duncan, Robert; McClelland, Megan M.

    2014-01-01

    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 skills (VMS) in a sample of 127 prekindergarten and kindergarten children. It also examined the relative contribution of…

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

    ERIC Educational Resources Information Center

    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,…

  20. Promoting Academic Writing/Referencing Skills: Outcome of an Undergraduate E-Learning Pilot Project

    ERIC Educational Resources Information Center

    Brown, Cary A.; Dickson, Rumona; Humphreys, Anne-Louise; McQuillan, Vicky; Smears, Elizabeth

    2008-01-01

    Future health care professionals will require self-directed learning skills. 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…

  1. Employability Skills, the Student Path, and the Role of the Academic Library and Partners

    ERIC Educational Resources Information Center

    Tyrer, Gwyneth; Ives, Joanne; Corke, Charlotte

    2013-01-01

    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 skills in…

  2. Goal Orientations and Metacognitive Skills of Normal Technical and Normal Academic Students on Project Work

    ERIC Educational Resources Information Center

    Ee, J.; Wang, C.; Koh, C.; Tan, O.; Liu, W.

    2009-01-01

    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 skills. This preliminary findings of a large scale study examines the role of goal orientations (achievement goals and social goals) in…

  3. Project BABS (Bilingual Academic and Business Skills). O.E.E. Evaluation Report, 1981-1982.

    ERIC Educational Resources Information Center

    Torres, Judith A.; Puccio, Ignazio

    Project BABS is a Title VII-funded comprehensive project designed to develop the business and basic skills 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…

  4. Academic Admission Requirements as Predictors of Counseling Knowledge, Personal Development, and Counseling Skills

    ERIC Educational Resources Information Center

    Smaby, Marlowe H.; Maddux, Cleborne D.; Richmond, Aaron S.; Lepkowski, William J.; Packman, Jill

    2005-01-01

    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 skills of graduates of counseling programs. Multiple regression analysis produced significant models predicting…

  5. Motor Skills, Attention and Academic Achievements. An Intervention Study in School Years 1-3

    ERIC Educational Resources Information Center

    Ericsson, Ingegerd

    2008-01-01

    The aim was to study effects of an extension of physical education and motor training on motor skills, 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…

  6. Pre-Academic Program for Children Delayed in Oral Communication Skills.

    ERIC Educational Resources Information Center

    Skarda, Dolores; And Others

    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 skills in language delayed children. Explained are administrative aspects of the program including evolution of the speech and language disabilities department (1940-74), and…

  7. Children's Temperament and Academic Skill Development during First Grade: Teachers' Interaction Styles as Mediators

    ERIC Educational Resources Information Center

    Viljaranta, Jaana; Aunola, Kaisa; Mullola, Sari; Virkkala, Johanna; Hirvonen, Riikka; Pakarinen, Eija; Nurmi, Jari-Erik

    2015-01-01

    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 skill development during the first grade, and the extent to which this impact would be mediated by teachers' interaction styles…

  8. CPS Test Trend Review: Iowa Tests of Basic Skills, 2001. Research Data Brief. Academic Productivity Series.

    ERIC Educational Resources Information Center

    Rosenkranz, Todd

    This report tracks student performance on the Iowa Tests of Basic Skills (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…

  9. The Effect of Scientific Process Skills Education on Students' Scientific Creativity, Science Attitudes and Academic Achievements

    ERIC Educational Resources Information Center

    Aktamis, Hilal; Ergin, Omer

    2008-01-01

    The aim of this study is to investigate the effects of teaching scientific process skills 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…

  10. Learning Style and Study Skills Differences across Business and Other Academic Majors.

    ERIC Educational Resources Information Center

    Journal of Education for Business, 1986

    1986-01-01

    This study examines differences in study skills 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)

  11. The write stuff: A proactive approach to increasing academics' writing skills and outcomes.

    PubMed

    Dwyer, Trudy; Friel, Deborah; McAllister, Margaret; Searl, Kerry Reid; Rossi, Dolene

    2015-07-01

    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, academics 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 academic 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

  12. Analytic and Informational Support for State-Level Academic Planning.

    ERIC Educational Resources Information Center

    Caruthers, J. Kent; Orwig, Melvin D.

    Any state-level postsecondary education agency could perform its job more effectively through discriminate use of the available technology of informational and analytic planning approaches. The paper attempts to increase an awareness of how data, analytic techniques, and their product information should be used to assist state-level academic…

  13. Critical Thinking Disposition and Skills in Dental Students: Development and Relationship to Academic Outcomes.

    PubMed

    Whitney, Eli M; Aleksejuniene, Jolanta; Walton, Joanne N

    2016-08-01

    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 skills to clinical situations. The aims of this study were to describe critical thinking disposition and skills 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 Skills 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

  14. Refining the Experimental Analysis of Academic Skills Deficits: Part I. An Investigation of Variables That Affect Generalized Oral Reading Performance

    PubMed Central

    2005-01-01

    Experimental analyses for improving reading fluency deficits have rarely targeted generalized increases in academic responding. As a consequence, the variables that may help students to generalize newly learned forms of academic 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

  15. Language Matters: The Supply of and Demand for UK Born and Educated Academic Researchers with Skills in Languages Other Than English. Technical Report

    ERIC Educational Resources Information Center

    Levitt, Ruth; Janta, Barbara; Shehabi, Ala'a; Jones, Daniel; Valentini, Elizabeth

    2009-01-01

    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 skills in academic research in the humanities and…

  16. 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…

  17. Teacher's Guide to Resources of the Oklahoma Historical Society, Keyed to the Priority Academic Student Skills (PASS), Grades 6-12 Oklahoma History.

    ERIC Educational Resources Information Center

    National Diffusion Network (DHEW/OE), Washington, DC.

    This guide is correlated to the PASS (Priority Academic Student Skills) 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…

  18. The Effectiveness of the Constant Time Delay Procedure in Teaching Pre-School Academic Skills to Children with Developmental Disabilities in a Small Group Teaching Arrangement

    ERIC Educational Resources Information Center

    Aldemir, Ozgul; Gursel, Oguz

    2014-01-01

    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 academic skills to pre-school children in small-group…

  19. Instructional Strategies and Students' Academic Performance in Electrical Installation in Technical Colleges in Akwa Ibom State: Instructional Skills for Structuring Appropriate Learning Experiences for Students

    ERIC Educational Resources Information Center

    Onweh, Vincent E.; Akpan, Udeme Timothy

    2014-01-01

    The study investigated the effects of instructional strategies on students' academic performance in Electrical Installation in Technical Colleges in Akwa Ibom State. Instructional skills are the most specific category of teaching behaviours. A non-equivalent control group quasi experimental design was adopted for the study. Four intact classes…

  20. Effect of Instruction in Emotional Intelligence Skills on Locus of Control and Academic Self-Efficacy among Junior Secondary School Students in Niger State, Nigeria

    ERIC Educational Resources Information Center

    Umaru, Yunusa; Umma, Abdulwahid

    2015-01-01

    This study investigated the effect of instruction in emotional intelligence Skills on locus of control and academic 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…

  1. The Effect of Use of Animations on the Academic Achievements of the Students, Retention of the Knowledge Learned, and the Scientific Process Skills

    ERIC Educational Resources Information Center

    Dasdemir, Ikramettin

    2013-01-01

    This study was conducted to determine the effect of the use of the animation on the academic achievements of the students, retention of this achievement, and the development of scientific process skills 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…

  2. Can Explicit Instruction in Social and Emotional Learning Skills Benefit the Social-Emotional Development, Well-Being, and Academic Achievement of Young Children?

    ERIC Educational Resources Information Center

    Ashdown, Daniela Maree; Bernard, Michael E.

    2012-01-01

    This study investigated the effect of a social and emotional learning skills curriculum, the "You Can Do It! Early Childhood Education Program" (YCDI), on the social-emotional development, well-being, and academic achievement of 99 preparatory and grade 1 students attending a Catholic school in Melbourne, Australia. One preparatory and one grade 1…

  3. Targeted versus Mixed Preschools and Kindergartens: Effects of Class Composition and Teacher-Managed Activities on Disadvantaged Children's Emergent Academic Skills

    ERIC Educational Resources Information Center

    de Haan, Annika; Elbers, Ed; Hoofs, Huub; Leseman, Paul

    2013-01-01

    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 academic skills, and (c) the amount of teacher-managed…

  4. Impact of Full-Day Head Start Prekindergarten Class Model on Student Academic Performance, Cognitive Skills, and Learning Behaviors by the End of Grade 2. Evaluation Brief

    ERIC Educational Resources Information Center

    Zhao, Huafang; Modarresi, Shahpar

    2013-01-01

    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 academic performance, cognitive skills, 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…

  5. Examining the Relationship between Treatment Outcomes for Academic Achievement and Social Skills in School-Age Children with Attention-Deficit Hyperactivity Disorder

    ERIC Educational Resources Information Center

    Rutherford, Laura E.; DuPaul, George J.; Jitendra, Asha K.

    2008-01-01

    The purpose of this study was to determine the relationship between treatment-induced changes in academic achievement and social skills 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…

  6. Striatal volume predicts level of video game skill acquisition.

    PubMed

    Erickson, Kirk I; Boot, Walter R; Basak, Chandramallika; Neider, Mark B; Prakash, Ruchika S; Voss, Michelle W; Graybiel, Ann M; Simons, Daniel J; Fabiani, Monica; Gratton, Gabriele; Kramer, Arthur F

    2010-11-01

    Video game skills transfer to other tasks, but individual differences in performance and in learning and transfer rates make it difficult to identify the source of transfer benefits. We asked whether variability in initial acquisition and of improvement in performance on a demanding video game, the Space Fortress game, could be predicted by variations in the pretraining volume of either of 2 key brain regions implicated in learning and memory: the striatum, implicated in procedural learning and cognitive flexibility, and the hippocampus, implicated in declarative memory. We found that hippocampal volumes did not predict learning improvement but that striatal volumes did. Moreover, for the striatum, the volumes of the dorsal striatum predicted improvement in performance but the volumes of the ventral striatum did not. Both ventral and dorsal striatal volumes predicted early acquisition rates. Furthermore, this early-stage correlation between striatal volumes and learning held regardless of the cognitive flexibility demands of the game versions, whereas the predictive power of the dorsal striatal volumes held selectively for performance improvements in a game version emphasizing cognitive flexibility. These findings suggest a neuroanatomical basis for the superiority of training strategies that promote cognitive flexibility and transfer to untrained tasks. PMID:20089946

  7. Assessing Listening for Academic Purposes: Defining and Operationalising the Test Construct

    ERIC Educational Resources Information Center

    Taylor, Lynda; Geranpayeh, Ardeshir

    2011-01-01

    English language proficiency tests designed to assess the high-level listening skills required for academic purposes have a surprisingly long history, but recent developments in English language testing indicate a resurgence of interest in assessing academic literacy and aural/oral skills, including the listening skills needed in an academic…

  8. Academic Perspectives on College-Level Learning: Implications for Workplace Learning

    ERIC Educational Resources Information Center

    Travers, Nan L.

    2012-01-01

    Purpose: The purpose of this study is to explore faculty definitions of college-level learning in order to develop a universal definition to assist employers, career counselors, and academic institutions in assessing college-level workplace learning. Design/methodology/approach: Faculty were administered an electronic survey to gather definitions…

  9. Students' Critical Thinking Ability: Description Based on Academic Level and Gender

    ERIC Educational Resources Information Center

    Zetriuslita, Hj.; Ariawan, Rezi; Nufus, Hayatun

    2016-01-01

    This research aims to describe students' critical thinking ability based on the level academic and gender. The populations of this study were 132 students participating in five classes of Calculus course. The research data obtained through technical tests and interview techniques. This study found that the high level of capability, both male…

  10. Conception of Learning and Motivation of Spanish Psychology Undergraduates in Different Academic Levels

    ERIC Educational Resources Information Center

    Rabanaque, Samuel; Martinez-Fernandez, J. Reinaldo

    2009-01-01

    Three conceptions of learning (rote, interpretative and constructive), and two aspects of motivation (level and value of motivation) were identified in 258 Spanish psychology undergraduates classified in three different academic levels (initial, intermediate and final course). Results about conceptions of learning showed final-course students are…

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  12. Differences in Work, Levels of Involvement, and Academic Performance between Residential and Commuter Students

    ERIC Educational Resources Information Center

    Alfano, Halley J.; Eduljee, Nina B.

    2013-01-01

    The purpose of this study was to investigate the relationship between work, levels of involvement and academic performance between residential and commuter students. One hundred and eight undergraduate students at a private college in the Northeast were surveyed. Surveys aimed at examining work and levels of involvement were administered to the…

  13. Risks and benefits of epilepsy surgery in a pediatric population: Consequences for memory and academic skills.

    PubMed

    Martin, Rebecca; Cirino, Paul; Hiscock, Merrill; Schultz, Rebecca; Collins, Robert; Chapieski, Lynn

    2016-09-01

    We examined benefits and risks for memory and academic 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 academic test scores in the group that did not have surgery exemplified a potential risk of living with seizures and antiepilepsy medication. PMID:27494354

  14. Innovative Training Experience for Advancing Entry Level, Mid-Skilled and Professional Level URM Participation in the Geosciences Workforce

    NASA Astrophysics Data System (ADS)

    Okoro, M. H.; Johnson, A.

    2015-12-01

    The representation of URMs in the U.S. Geosciences workforce remains proportionally low compared to their representation in the general population (Bureau of Labor Sta.s.cs, 2014). Employment in this and related industries is projected to grow 32% by 2030 for minority workers (Gillula and Fullenbaum, 2014), corresponding to an additional 48,000 jobs expected to be filled by minorities (National Research Council, 2014). However, there is a shortage of employees with proper training in the hard sciences (Holeywell, 2014; Ganzglass, 2011), as well as craft skills (Hoover and Duncan, 2013), both important for middle skill employment. Industry recognizes the need for developing and retaining a diverse workforce, therefore we hightlight a program to serve as a potential vanguard initative for developing an innovative training experience for URM and underserved middle skilled workers with essential knowledge, experience and skills necessary to meet the demands of the Geosciences industry's growing need for a safe, productive and diverse workforce. Objectives are for participants to achieve the following: understanding of geosciences workforce trends and associated available opportunities; mastery of key environmental, health and safety topics; improvements in decision making skills and preparedness for responding to potential environmental, health and safety related situations; and engagement in one-on-one coaching sessions focused on resume writing, job interviewing and key "soft skills" (including conflict resolution, problem solving and critical observation, representing 3 major skills that entry- level workers typically lack.

  15. Asking the Right Questions: Developing Thinking Skills through Wisconsin's Grade Level Foundations

    ERIC Educational Resources Information Center

    Ratway, Beth

    2008-01-01

    In an attempt to deal with the problem of generating the thinking skills needed for the 21st century, this article discusses how a statewide of 30 teachers developed Grade Level Foundations. The core component of the Grade Level Foundations for Social Studies consists of a set of questions that are designed to stimulate higher level thinking about…

  16. Testing a model of science process skills acquisition: An interaction with parents' education, preferred language, gender, science attitude, cognitive development, academic ability, and biology knowledge

    NASA Astrophysics Data System (ADS)

    Germann, Paul J.

    Path analysis techniques were used to test a hypothesized structural model of direct and indirect causal effects of student variables on science process skills. 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 skills achievement. Academic 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 academic ability had the greatest total effects on science process skills. Implications for practitioners and researchers are discussed.

  17. Student Learning Outcomes and Attitudes When Biotechnology Lab Partners Are of Different Academic Levels

    PubMed Central

    Miller, Heather B.; Witherow, D. Scott; Carson, Susan

    2012-01-01

    The North Carolina State University Biotechnology Program offers laboratory-intensive courses to both undergraduate and graduate students. In “Manipulation and Expression of Recombinant DNA,” students are separated into undergraduate and graduate sections for the laboratory, but not the lecture, component. Evidence has shown that students prefer pairing with someone of the same academic level. However, retention of main ideas in peer learning environments has been shown to be greater when partners have dissimilar abilities. Therefore, we tested the hypothesis that there will be enhanced student learning when lab partners are of different academic levels. We found that learning outcomes were met by both levels of student, regardless of pairing. Average undergraduate grades on every assessment method increased when undergraduates were paired with graduate students. Many of the average graduate student grades also increased modestly when graduate students were paired with undergraduates. Attitudes toward working with partners dramatically shifted toward favoring working with students of different academic levels. This work suggests that offering dual-level courses in which different-level partnerships are created does not inhibit learning by students of different academic levels. This format is useful for institutions that wish to offer “boutique” courses in which student enrollment may be low, but specialized equipment and faculty expertise are needed. PMID:22949428

  18. Cognitive Priming and Cognitive Training: Immediate and Far Transfer to Academic Skills in Children.

    PubMed

    Wexler, Bruce E; Iseli, Markus; Leon, Seth; Zaggle, William; Rush, Cynthia; Goodman, Annette; Esat Imal, A; Bo, Emily

    2016-01-01

    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 academic achievement. PMID:27615029

  19. Assessing L2 Lexical versus Inflectional Accuracy across Skill Levels

    ERIC Educational Resources Information Center

    West, Donna E.

    2014-01-01

    This study measures whether number and type of morphemes in an elicited imitation string results in a greater number of modifications with L2 experience. Rationale is drawn from L2 working memory processing limitations at distinct levels of proficiency. 38 subjects (L2 Spanish university students) comprise three proficiency groups: beginning,…

  20. Does academic assessment system type affect levels of academic stress in medical students? A cross-sectional study from Pakistan

    PubMed Central

    Ali, Madiha; Asim, Hamna; Edhi, Ahmed Iqbal; Hashmi, Muhammad Daniyal; Khan, Muhammad Shahjahan; Naz, Farah; Qaiser, Kanza Noor; Qureshi, Sidra Masud; Zahid, Mohammad Faizan; Jehan, Imtiaz

    2015-01-01

    Introduction Stress among medical students induced by academic pressures is on the rise among the student population in Pakistan and other parts of the world. Our study examined the relationship between two different systems employed to assess academic performance and the levels of stress among students at two different medical schools in Karachi, Pakistan. Methods A sample consisting of 387 medical students enrolled in pre-clinical years was taken from two universities, one employing the semester examination system with grade point average (GPA) scores (a tiered system) and the other employing an annual examination system with only pass/fail grading. A pre-designed, self-administered questionnaire was distributed. Test anxiety levels were assessed by The Westside Test Anxiety Scale (WTAS). Overall stress was evaluated using the Perceived Stress Scale (PSS). Results There were 82 males and 301 females while four did not respond to the gender question. The mean age of the entire cohort was 19.7±1.0 years. A total of 98 participants were from the pass/fail assessment system while 289 were from the GPA system. There was a higher proportion of females in the GPA system (85% vs. 59%; p<0.01). Students in the pass/fail assessment system had a lower score on the WTAS (2.4±0.8 vs. 2.8±0.7; p=0.01) and the PSS (17.0±6.7 vs. 20.3±6.8; p<0.01), indicating lower levels of test anxiety and overall stress than in students enrolled in the GPA assessment system. More students in the pass/fail system were satisfied with their performance than those in the GPA system. Conclusion Based on the present study, we suggest governing bodies to revise and employ a uniform assessment system for all the medical colleges to improve student academic performance and at the same time reduce stress levels. Our results indicate that the pass/fail assessment system accomplishes these objectives. PMID:26112353

  1. The Relations between Lower and Higher Level Comprehension Skills and Their Role in Prediction of Early Reading Comprehension

    ERIC Educational Resources Information Center

    Silva, Macarena; Cain, Kate

    2015-01-01

    This study of 4- to 6-year-olds had 2 aims: first, to determine how lower level comprehension skills (receptive vocabulary and grammar) and verbal memory support early higher level comprehension skills (inference and literal story comprehension), and second, to establish the predictive power of these skills on subsequent reading comprehension.…

  2. 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

  3. Investigation of the Relationship between Physical Activity Level and Healthy Life-Style Behaviors of Academic Staff

    ERIC Educational Resources Information Center

    Turkmen, Mutlu; Ozkan, Ali; Kul, Murat; Bozkus, Taner

    2015-01-01

    The purpose of the study was to determine the relationship of physical activity (PA) level and healthy life-style behaviors in academic staff in Bartin University, Turkey. The short form of International Physical Activity Questionnaire was administered for the determination of physical activity level of academic staff. Their PA levels were…

  4. The Role of the Graduate-Level Academic Advisor for Military and Student Veterans: An Ethnographic Study

    ERIC Educational Resources Information Center

    Miller, Michelle A.

    2013-01-01

    The role of a graduate-level academic advisor is essential to all levels of higher education. With the introduction of the Post 9/11 GI Bill, there has been an influx of military and student veterans enrolling in postsecondary and graduate-level education programs. The role of the academic advisor has increased significantly with the influx of…

  5. Employment Opportunities for New Academic Librarians: Assessing the Availability of Entry Level Jobs

    ERIC Educational Resources Information Center

    Tewell, Eamon C.

    2012-01-01

    This study examines the availability of entry level positions in academic libraries to better illuminate the status of the job market for current students and recent graduates of Library & Information Science programs. Over a twelve month period from 2010-2011, 1385 job advertisements were collected, with content analysis methods used to evaluate…

  6. The Score Difference of Emotional Intelligence among Engineering Students at Different Levels of Academic Year

    ERIC Educational Resources Information Center

    Saibani, Nizaroyani; Sabtu, Idham; Muhamad, Norhamidi; Wahab, Dzuraidah Abd.; Sahari, Ja'afar

    2013-01-01

    The number of students from the under-graduate level who have successfully completed their studies is on the increase every year. In the selection process for the best employee-candidate, employers have to take into consideration several factors other than academic excellence, including values that depict EQ or emotional intelligence. This study…

  7. Employer Perceptions of the Academic Preparation of Entry-Level Certified Athletic Trainers

    ERIC Educational Resources Information Center

    Massie, J. Brett; Strang, Adam J.; Ward, Rose Marie

    2009-01-01

    Objective: To determine employers' (clinic based ATs) perceived satisfaction of the academic preparation of entry-level ATs, and to identify perceived inadequacies of the (ATEP) curriculum. Design and Setting: Athletic trainers employed in clinical setting completed an online survey instrument. Subjects: One-hundred-four ATs serving in the NATA…

  8. Resilience and Academic Achievement of Male and Female Secondary Level Students in Pakistan

    ERIC Educational Resources Information Center

    Sarwar, Muhammad; Inamullah, Hafiz; Khan, Naeemullah; Anwar, Nadeem

    2010-01-01

    Resilience is the ability to succeed despite barriers that make it difficult for the students to succeed. The purpose of this study was to investigate the relationship between resilience and academic achievement of secondary level students of Gujranwala, Pakistan. A Resilience scale was used to collect data. The sample consisted of 127 secondary…

  9. Academic Procrastination and the Performance of Graduate-Level Cooperative Groups in Research Methods Courses

    ERIC Educational Resources Information Center

    Jiao, Qun G.; DaRos-Voseles, Denise A.; Collins, Kathleen M. T.; Onwuegbuzie, Anthony J.

    2011-01-01

    This study examined the extent to which academic procrastination predicted the performance of cooperative groups in graduate-level research methods courses. A total of 28 groups was examined (n = 83 students), ranging in size from 2 to 5 (M = 2.96, SD = 1.10). Multiple regression analyses revealed that neither within-group mean nor within-group…

  10. Geographic Information Systems Librarianship: Suggestions for Entry-Level Academic Professionals

    ERIC Educational Resources Information Center

    Martindale, Jaime

    2004-01-01

    Future Geographic Information Systems (GIS) librarians face a number of challenges that other Library and Information Studies (LIS) graduates may not when preparing for a career in academic librarianship. This article discusses these challenges and offers suggestions to help entry-level GIS librarians begin successful and rewarding careers.

  11. Basic Factors that Affect General Academic Motivation Levels of Candidate Preschool Teachers

    ERIC Educational Resources Information Center

    Celikoz, Nadir

    2010-01-01

    The purpose of this study is to investigate some personal and familial factors that affect overall academic motivation levels of candidate preschool teachers. The study group of this research consists of 285 students attending the child development and preschool education department at Selcuk University Faculty of Vocational Education in the…

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

    ERIC Educational Resources Information Center

    Sajan, K. S.

    2010-01-01

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

  13. Nonintellective Predictors of Academic Success in the Introductory College-Level Speech Communication Course.

    ERIC Educational Resources Information Center

    Hayes, Daniel T.; Morganstern, Barry F.

    Data from 212 students were collected as part of a study of factors that contribute to academic success in introductory college-level speech communication courses. Nine noncognitive predictor variables were included: speech experience, absence of speech anxiety, four indicators of aspiration/performance consistency, and three demographic…

  14. Using Academic Language to Level the Playing Field for English Language Learners in Physical Education: Part 2

    ERIC Educational Resources Information Center

    Constantinou, Phoebe; Wuest, Deborah A.

    2015-01-01

    The common core, with its emphasis on the development of English language art and mathematics skills and literacy, presents challenges for teachers of all subjects. Academic language is expected to be developed within each disciplinary area. In other words, educators are expected to identify the language demands of their discipline and prepare…

  15. Characteristics of youth soccer players aged 13–15 years classified by skill level

    PubMed Central

    Malina, Robert M; Ribeiro, Basil; Aroso, João; Cumming, Sean P

    2007-01-01

    Objective To evaluate the growth, maturity status and functional capacity of youth soccer players grouped by level of skill. Subjects The sample included 69 male players aged 13.2–15.1 years from clubs that competed in the highest division for their age group. Methods Height and body mass of players were measured and stage of pubic hair (PH) was assessed at clinical examination. Years of experience in football were obtained at interview. Three tests of functional capacity were administered: dash, vertical jump and endurance shuttle run. Performances on six soccer‐specific tests were converted to a composite score which was used to classify players into quintiles of skill. Multiple analysis of covariance, controlling for age, was used to test differences among skill groups in experience, growth status and functional capacity, whereas multiple linear regression analysis was used to estimate the relative contributions of age, years of training in soccer, stage of PH, height, body mass, the height×weight interaction and functional capacities to the composite skill score. Results The skill groups differed significantly in the intermittent endurance run (p<0.05) but not in the other variables. Only the difference between the highest and lowest skill groups in the endurance shuttle run was significant. Most players in the highest (12 of 14) and high (11 of 14) skill groups were in stages PH 4 and PH 5. Pubertal status and height accounted for 21% of the variance in the skill score; adding aerobic resistance to the regression increased the variance in skill accounted for to 29%. In both regressions, the coefficient for height was negative. Conclusion Adolescent soccer players aged 13–15 years classified by skill do not differ in age, experience, body size, speed and power, but differ in aerobic endurance, specifically at the extremes of skill. Stage of puberty and aerobic resistance (positive coefficients) and height (negative coefficient) are significant

  16. Factors affecting the job satisfaction levels and quit intentions of academic nurses.

    PubMed

    Altuntaş, Serap

    2014-04-01

    The descriptively designed study was conducted in order to determine academic nurses' job satisfaction levels, intention of leaving job and effective reasons. The study was implemented in 10 nursing schools offering postgraduate and doctoral education in Turkey, and data was collected from academics working in these schools who agreed to participate in the study. After obtaining the required approval from the ethics committees and institutional permissions, data was collected from 248 academic nurses using a personal information form and a "Job Satisfaction Scale" between June 2009 and January 2010. The data was analyzed by frequency and percentage distribution, using Cronbach's Alpha coefficient, ANOVA, Qui-Square and Tukey's HSD test for advanced analysis methods with SPSS 11.5 statistics packet software. This study concludes that academic nurses are moderately satisfied with their jobs. In addition, job satisfaction was found to be lower among research assistants, assistant professors, nurses with less than 10 years of academic experience, nurses who have completed their doctorate dissertations, or who are working on appointment or contract basis. PMID:23870689

  17. Does instruction in the use of personal digital assistants increase medical students' comfort and skill level?

    PubMed

    Guerrieri, Rose; Kokinova, Margarita

    2009-01-01

    Reference librarians developed an assessment tool to determine if formal classroom instruction on the use of PDAs benefits medical students. The questionnaire on PDA concepts and skills, designed to assess both comfort level and self-described skill level, was administered to students before and after a mandatory hands-on PDA class. Of 105 students surveyed, 90 (85.7%) felt the class was immediately beneficial. Mean scores on all questions increased from pre-session to post-session. Score increases were statistically significant (p < .05) for almost all questions, demonstrating to faculty, students, and instructors that the PDA class is beneficial, necessary, and should remain mandatory. PMID:19197742

  18. Cross-Country Variation in Adult Skills Inequality: Why Are Skill Levels and Opportunities so Unequal in Anglophone Countries?

    ERIC Educational Resources Information Center

    Green, Andy; Green, Francis; Pensiero, Nicola

    2015-01-01

    This article examines cross-country variations in adult skills inequality and asks why skills in Anglophone countries are so unequal. Drawing on the Organization for Economic Cooperation and Development's recent Survey of Adult Skills and other surveys, it investigates the differences across countries and country groups in inequality in both…

  19. A behavior-genetic study of the legacy of early caregiving experiences: academic skills, social competence, and externalizing behavior in kindergarten.

    PubMed

    Roisman, Glenn I; Fraley, R Chris

    2012-01-01

    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 academic skills (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 academic skills, roughly half of the association between parenting and social competence, and approximately one fourth of the correlation between parenting and externalizing behavior. PMID:22239458

  20. Examining movement variability in the basketball free-throw action at different skill levels.

    PubMed

    Button, Chris; MacLeod, Morven; Sanders, Ross; Coleman, Simon

    2003-09-01

    The analysis of variability both within and between performers can reveal important information about how athletes satisfy situational constraints. Transitory changes in the basketball free-throw shot were examined across different stages in skill development. Six female basketball players were selected, representing a range of playing expertise (pretest: 0-90% baskets scored). Each participant was video recorded performing 30 shots. Contrary to predictions, there was not a clear pattern of a reduction in trajectory variability with increasing skill level. However, improvements in skill level were associated with an increasing amount of intertrial movement consistency from the elbow and wrist joints. It is suggested that the angular motions of the elbow and wrist joints were compensated for each other toward the end of each throw to adapt to subtle changes in release parameters of the ball. PMID:14510290

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  2. A Study of the Relationship of English Comprehension Level and Academic Performance of Foreign Students in the Naval Postgraduate School.

    ERIC Educational Resources Information Center

    Park, Jung Ho

    A statistical analysis was conducted to investigate and evaluate the relationship of English comprehension levels of foreign students with their graduate academic performances at the Naval Postgraduate School. In this study, English comprehension level test scores of foreign students were correlated with the final academic grades received at the…

  3. The Relationship between Cognitive Academic Levels of Proficiency and Response to Intervention Tier Assignment and the Implications for Special Education

    ERIC Educational Resources Information Center

    Garcia-Bonery, Lillian

    2011-01-01

    The purpose of this study was to examine the relationship(s) between a student's Cognitive Academic Language Proficiency (CALP) levels of proficiency and Response to Intervention tier (RtI) assignment for academic instruction and the Texas English Language Proficiency Assessment System (TELPAS) scores. The CALP levels were derived from…

  4. Applied and Academic A Levels: Is There Really a Need for the Applied Track in UK Further Education?

    ERIC Educational Resources Information Center

    Wilkins, Stephen; Walker, Ian

    2011-01-01

    The term "applied track" in UK further education has been used to refer to the applied A level, the vocational, coursework-based version of the traditional academic A level. Vocational and coursework-based courses are often criticised for being easier than academic courses, for only attracting students who do not satisfy the requirements to take…

  5. An Integrated Skills Approach Using Feature Movies in EFL at Tertiary Level

    ERIC Educational Resources Information Center

    Tuncay, Hidayet

    2014-01-01

    This paper presents the results of a case study based on an integrated skills approach using feature movies (DVDs) in EFL syllabi at the tertiary level. 100 students took part in the study and the data was collected through a three - section survey questionnaire: demographic items, 18 likert scale questions and an open-ended question. The data…

  6. Improving Student Oral and Written Communication Skills through the Use of Higher Level Thinking.

    ERIC Educational Resources Information Center

    Kovacevich, Karen; Price, Barbara; Ronna, Vicki; Xanos, Pamela

    This study describes a program designed to increase the communication skills of at-risk students. The targeted population consists of kindergarten through third grade students in two elementary schools in a community in central Illinois. The status of family income ranges from low to high levels. Evidence for the existence of inadequate…

  7. Enhancing Creativity and Thinking Skills in Studio Art at the Secondary Level.

    ERIC Educational Resources Information Center

    Harper, Ruth

    An action research project was designed to enhance the creativity and thinking skills of students in a studio art class at the secondary level. The project was conducted between September and December 2002 at a Catholic high school near an urban center. Data were collected using observations, surveys, and document analysis. The targeted population…

  8. The City: A Multidisciplinary Unit Exercising the Higher Level Thinking Skills of Analysis, Synthesis, and Evaluation.

    ERIC Educational Resources Information Center

    Burger, Celia R.

    Designed for use with sixth grade students, this multidisciplinary unit combines independent study of urban areas with activities to develop students' higher level thinking skills. Following suggestions to teachers on strategies for introducing the unit, four options for independent study are described. The first is a study of a topic related to…

  9. Evaluation of Students' Mathematical Problem Solving Skills in Relation to Their Reading Levels

    ERIC Educational Resources Information Center

    Özsoy, Gökhan; Kuruyer, Hayriye Gül; Çakiroglu, Ahmet

    2015-01-01

    The purpose of the current study is to investigate the correlation between students' reading levels and mathematical problem solving skills. The present study was conducted in line with a qualitative research method, i.e., the phenomenological method. The study group of the current research is composed of six third grade students with different…

  10. Developing Skills for Employability at the Secondary Level: Effective Models for Asia

    ERIC Educational Resources Information Center

    Jayaram, Shubha; Engmann, Michelle

    2014-01-01

    Globally, enormous gains have been made towards the goal of universal primary education, leading to increased demands for secondary education. Consequently, more youth and young adults are now entering the formal and informal labour markets from the secondary level, which makes it important to ensure that secondary schools teach skills relevant to…

  11. Throwing Pattern: Changes in Timing of Joint Lag According to Age between and within Skill Level

    ERIC Educational Resources Information Center

    Southard, Dan

    2009-01-01

    Accomplished throwers conserve angular momentum when distal joints of the throwing arm reach peak velocity at a later time than their proximal neighbors. The result is an increase in velocity of the most distal segment--the hand. Past research indicates that skill level varies by the number of joints experiencing distal timing lag (time to peak…

  12. Necessary Skills for Entry-Level Workers in Service Industries: An Exploratory Study.

    ERIC Educational Resources Information Center

    Boyle, Mike; Sanford, Barry; Rude-Parkins, Carolyn; Boswell, James

    2001-01-01

    Interviews with 13 service industry representatives identified the skills needed for employment in entry-level jobs. Employers wanted workers who would be on time, get along with co-workers, work effectively with customers, and were willing to follow company policies. Few advancement opportunities exist for entry workers because very few have the…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  15. Examination of the Relation between Academic Procrastination and Time Management Skills of Undergraduate Students in Terms of Some Variables

    ERIC Educational Resources Information Center

    Ocak, Gürbüz; Boyraz, Serkan

    2016-01-01

    Academic 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, academic procrastination and time management, were given to 332 undergraduate students in this correlational research. Students' academic procrastination is explained through frequencies and…

  16. Effects of a Summer Camp Program on Enhancing the Academic Achievement Skills of Children with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Davenport, Teresa L.

    2011-01-01

    The purpose of this study was to determine if a summer camp utilizing academic and behavioral remediation programming could increase the academic achievement of children with autism spectrum disorders. Academic achievement was measured using the Wide Range Achievement Test-Fourth Edition (WRAT4; Wilkinson & Robertson, 2006) and an Informal Reading…

  17. A Current Events Approach to Academic Reading.

    ERIC Educational Resources Information Center

    Hirsch, Sharon F.; Gabbay, Anita

    1995-01-01

    Presents a current events course designed to teach students in Israel both English language skills as well as the advanced reading and study skills they need to comprehend university level texts and journal articles. A current events approach to academic reading enlivens the foreign language classroom and motivates and broadens the horizons of…

  18. Differences in academic performance and self-regulated learning based on level of student participation in supplemental instruction

    NASA Astrophysics Data System (ADS)

    Mack, Ana C.

    This study examined differences in academic performance and self-regulated learning based on levels of student participation in Supplemental Instruction (SI) sessions in two introductory undergraduate biology and chemistry courses offered at University of Central Florida in the Spring 2006 semester. The sample consisted of 282 students enrolled in the biology class and 451 students enrolled in chemistry. Academic performance was measured using students' final course grades and rates of withdrawal from the courses. The self-regulated learning constructs of motivation, cognition, metacognition, and resource management were measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Relationships between students' gender and ethnic background and levels of SI participation were also analyzed in this research. Findings in both biology and chemistry courses revealed a statistically significant decrease in student motivation from beginning to end of semester. In chemistry, frequent SI participants also showed statistically significantly higher levels of motivation at the end of the semester than occasional and non-SI participants. There were no statistically significant gains in cognitive, metacognitive, and resource management strategies from beginning to end of semester. However, statistically significant differences in resource management were observed at the end of the semester among SI attendance groups in both courses. Students in the high SI attendance group were more likely to use learning resources than those who did not participate regularly or did not participate at all. Statistically significant differences in academic performance based on students' SI participation were found in both biology and chemistry courses. Frequent SI participants had significantly higher final percentage grades and were more likely to receive grades of A, B, or C, than those who either did not attend SI regularly of did not participate at all. They were also less

  19. Soft Skills in Higher Education: Importance and Improvement Ratings as a Function of Individual Differences and Academic Performance

    ERIC Educational Resources Information Center

    Chamorro-Premuzic, Tomas; Arteche, Adriane; Bremner, Andrew J.; Greven, Corina; Furnham, Adrian

    2010-01-01

    Three UK studies on the relationship between a purpose-built instrument to assess the importance and development of 15 "soft skills" are reported. "Study 1" (N = 444) identified strong latent components underlying these soft skills, such that differences "between-skills" were over-shadowed by differences "between-students". Importance and…

  20. Effects of High School Students' Perceptions of School Life Quality on Their Academic Motivation Levels

    ERIC Educational Resources Information Center

    Akin Kösterelioglu, Meltem; Kösterelioglu, Ilker

    2015-01-01

    This study aims to identify the effects of high school students' perceptions of school life quality on their academic motivation levels. The study was conducted on a sample of high school students (n = 2371) in Amasya Province in the fall semester of 2013-2014 academic year. Study sample was selected with the help of cluster sampling method.…

  1. Grade-Level Differences: Relations of Parental, Teacher and Peer Support to Academic Engagement and Achievement among Hong Kong Students

    ERIC Educational Resources Information Center

    Chen, Jennifer Jun-Li

    2008-01-01

    Researchers have long been interested in understanding factors affecting student achievement. To contribute new insights to the literature, this study investigated grade-level differences in the relationships of students' perceived academic support (from parents, teachers and peers) to academic achievement directly and also indirectly through…

  2. Examining the Relationship between Pre-Service Teachers' Ethical Reasoning Levels and Their Academic Dishonesty Levels: A Structural Equation Modelling Approach

    ERIC Educational Resources Information Center

    Unal, Emre

    2011-01-01

    Academic dishonesty has recently been described as an epidemic illness and a phenomenon to be definitely prevented. Accordingly, prospective teachers are expected to have high ethical judgement levels. The section who suffers most from academic dishonesty is also teachers who serve in various ranks. Individuals with high ethical judgement levels…

  3. Middle Level Leadership for the 21st Century: Principals' Views on Essential Skills and Knowledge; Implications for Successful Preparation.

    ERIC Educational Resources Information Center

    Anfara, Vincent A.; Brown, Kathleen M.; Mills, Rebecca; Hartman, Kimberly; Mahar, Robert J.

    Middle-level principals are essential to current school reform initiatives. A study was undertaken to report what the respondents identified as the essential performance-based skills and knowledge needed for middle-level leadership, and to assess and project the impact of these knowledge and skill areas on administrator preparation programs. These…

  4. The Development of a Methodology for Establishing Task-Level Performance Standards for Apprentice, Journeyman, and Master Skill Levels in the U.S. Navy

    ERIC Educational Resources Information Center

    Hedge, Jerry W.; Borman, Walter C.; Kubisiak, U. Christean; Bourne, Mark J.

    2007-01-01

    The goal of the project examined here was to establish performance standards for Navy aerographer's mate (AG) enlisted sailors at three skill levels. We used an online expert judgment task and consensus workshop methodology to gather information from subject matter experts on minimal proficiency requirements for each task within each skill level.…

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

    PubMed Central

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

    2013-01-01

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

  6. Library Skills and Freshman English: A Librarian's Perspective.

    ERIC Educational Resources Information Center

    Birdsall, Douglas

    1986-01-01

    Reviews briefly the state of library instruction in today's academic libraries. Discusses three approaches to teaching library skills at the freshman level and details the author's experiences in working with a freshman composition course. (HTH)

  7. Literacy and Numeracy among Job Corps Students: Opportunities for Targeted Academic Infusion in CTE

    ERIC Educational Resources Information Center

    Mellard, Daryl F.; Woods, Kari L.; Desa, Deana Md.

    2012-01-01

    High literacy and numeracy demands in career and technical education (CTE) compared to low skill levels among many students prompted calls for academic infusion into training curricula. Research on CTE academic curriculum integration implicitly assumes that students' reading and math skills are like those described by models of typical academic…

  8. The Impact of EAP Study on the Academic Experiences of International Postgraduate Students in Australia

    ERIC Educational Resources Information Center

    Terraschke, Agnes; Wahid, Ridwan

    2011-01-01

    EAP courses usually not only aim to improve students' level of English but also to convey useful academic study skills and introduce students to the common genres of their discipline. These are extra skills and information other international students do not have ready access to. Yet, few studies have focused on how the academic experiences of…

  9. Write on the Edge: Using a Chemistry Corpus to Develop Academic Writing Skills Resources for Undergraduate Chemists

    ERIC Educational Resources Information Center

    Bruce, M. L.; Coffer, P. K.; Rees, S.; Robson, J. M.

    2016-01-01

    Many undergraduate students find the production of an extended piece of academic 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 Academic Purposes (EAP) workshop and associated resources for…

  10. Assessing the Academic Competence of College Students: Validation of a Self-Report Measure of Skills and Enablers.

    ERIC Educational Resources Information Center

    Elliott, Stephen N.; DiPerna, James C.

    2002-01-01

    Investigated the criterion-related validity of the Academic Competence Evaluation Scales-College (ACES-College), a self-report measure of academic 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…

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

    ERIC Educational Resources Information Center

    Brown, Tisha J.

    2012-01-01

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

  12. Refining the Experimental Analysis of Academic Skills Deficits: Part I. An Investigation of Variables that Affect Generalized Oral Reading Performance

    ERIC Educational Resources Information Center

    Daly, Edward J., III; Bonfiglio, Christine M.; Mattson, Tara; Persampieri, Michael; Foreman-Yates, Kristin

    2005-01-01

    Experimental analyses for improving reading fluency deficits have rarely targeted generalized increases in academic responding. As a consequence, the variables that may help students to generalize newly learned forms of academic responding like reading are not well understood. Furthermore, experimental analyses of reading fluency interventions…

  13. Texas Essential Knowledge and Skills (TEKS) Educator's Guide to TEKS-Based Assessment. Middle School Level TAAS Grades 6-8, 1999-2000.

    ERIC Educational Resources Information Center

    Texas Education Agency, Austin. Div. of Student Assessment.

    The goal of this series of guides is to show Texas educators what components of the Texas Essential Knowledge and Skills (TEKS) curriculum are eligible for testing on the Texas Assessment of Academic Skills (TAAS) and end-of-course tests. This middle school guide contains information for subjects tested in grades 6 through 8. The sections are: (1)…

  14. Study Skills Analysis: A Pilot Study Linking a Success and Psychology Course

    ERIC Educational Resources Information Center

    Urciuoli, Jannette Alejandra; Bluestone, Cheryl

    2013-01-01

    This study explored a concept that learning study skills in the context of the content area under study may transfer across courses, multiplying the benefits towards academic success. Methods that have been reported to influence academic growth at the community college level include success courses and applied study skills. In this pilot project…

  15. Explaining the Academic Achievement at School Leaving for Pupils with a History of Language Impairment: Previous Academic Achievement and Literacy Skills

    ERIC Educational Resources Information Center

    Dockrell, Julie E.; Lindsay, Geoff; Palikara, Olympia

    2011-01-01

    The relationships are explored between language and literacy and academic 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…

  16. Teacher-and Child-Managed Academic Activities in Preschool and Kindergarten and Their Influence on Children's Gains in Emergent Academic Skills

    ERIC Educational Resources Information Center

    de Haan, Annika K. E.; Elbers, Ed; Leseman, Paul P. M.

    2014-01-01

    The aim of this study was to assess whether children's development benefited from teacher-and child-managed academic 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…

  17. Grade level and achievement of immigrants’ children: academic redshirting in Hong Kong

    PubMed Central

    2014-01-01

    Data from Hong Kong PISA 2003 show that 15-year-old Hong Kong students who have immigrant parents from mainland China are grossly overrepresented in grades below the modal grade attended by most native Hong Kong students. Same-age comparison, when grade level is not taken into account, puts immigrants’ children at a disadvantaged position in the mathematics, reading, and science literacy tests. The academic advantage of immigrants’ children in Hong Kong is only revealed after grade is statistically controlled. Also, mainland immigrant students who are repeaters outperform native Hong Kong repeaters. Immigrant redshirting is a possible driving force behind these results. PMID:25214810

  18. On Being a Happy Academic

    ERIC Educational Resources Information Center

    Martin, Brian

    2011-01-01

    Happiness research provides guidance on what academics 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 skills, building strong relationships, helping others and cultivating…

  19. Parent-delivered compensatory education for children at risk of educational failure: Improving the academic and self-regulatory skills of a Sure Start preschool sample.

    PubMed

    Ford, Ruth M; McDougall, Sine J P; Evans, Daphne

    2009-11-01

    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 academic 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 skills. Superior inhibitory control, short-term memory, and numerical skills 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

  20. Promoting Children's Social-Emotional Skills in Preschool Can Enhance Academic and Behavioral Functioning in Kindergarten: Findings from Head Start REDI.

    PubMed

    Nix, Robert L; Bierman, Karen L; Domitrovich, Celene E; Gill, Sukhdeep

    2013-01-01

    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 skills (e.g., emotion understanding, social problem solving, and positive social behavior) as well as language/emergent literacy skills will promote cross-domain academic 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 skills targeted by the REDI intervention. Importantly, preschool gains in social-emotional skills 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 skills. These findings highlight the importance of fostering at-risk children's social-emotional skills 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 skills 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

  1. Promoting Children's Social-Emotional Skills in Preschool Can Enhance Academic and Behavioral Functioning in Kindergarten: Findings from Head Start REDI

    PubMed Central

    Nix, Robert L.; Bierman, Karen L.; Domitrovich, Celene E.; Gill, Sukhdeep

    2013-01-01

    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 skills (e.g., emotion understanding, social problem solving, and positive social behavior) as well as language/emergent literacy skills will promote cross-domain academic 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 skills targeted by the REDI intervention. Importantly, preschool gains in social-emotional skills 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 skills. These findings highlight the importance of fostering at-risk children's social-emotional skills 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 skills 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

  2. Mapping the level of scientific reasoning skills to instructional methodologies among Malaysian science-mathematics-engineering undergraduates

    NASA Astrophysics Data System (ADS)

    Tajudin, Nor'ain Mohd.; Saad, Noor Shah; Rahman, Nurulhuda Abd; Yahaya, Asmayati; Alimon, Hasimah; Dollah, Mohd. Uzi; Abd Karim, Mohd. Mustaman

    2012-05-01

    The objectives of this quantitative survey research were (1) to establish the level of scientific reasoning (SR) skills among science, mathematics and engineering (SME) undergraduates in Malaysian Institute of Higher Learning (IHL); (b) to identify the types of instructional methods in teaching SME at universities; and (c) to map instructional methods employed to the level of SR skills among the undergraduates. There were six universities according to zone involved in this study using the stratification random sampling technique. For each university, the faculties that involved were faculties which have degree students in science, mathematics and engineering programme. A total of 975 students were participated in this study. There were two instruments used in this study namely, the Lawson Scientific Reasoning Skills Test and the Lecturers' Teaching Style Survey. The descriptive statistics and the inferential statistics such as mean, t-test and Pearson correlation were used to analyze the data. Findings of the study showed that most students had concrete level of scientific reasoning skills where the overall mean was 3.23. The expert and delegator were dominant lecturers' teaching styles according to students' perception. In addition, there was no correlation between lecturers' teaching style and the level of scientific reasoning skills. Thus, this study cannot map the dominant lecturers' teaching style to the level of scientific reasoning skills of Science, Mathematics and Engineering undergraduates in Malaysian Public Institute of Higher Learning. Nevertheless, this study gave some indications that the expert and delegator teaching styles were not contributed to the development of students' scientific reasoning skills. This study can be used as a baseline for Science, Mathematics and Engineering undergraduates' level of scientific reasoning skills in Malaysian Public Institute of Higher Learning. Overall, this study also opens an endless source of other

  3. Landscaping and Greenhouse Technology. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Kucharewski, Dennis

    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. Commercial Building Construction (Masonry). COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Keck, Robert

    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…

  5. Medical Office Receptionist/Assistant. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Gorman, Dolores

    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…

  6. Business Relations--Media/Modeling. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Racanelli, Meri Gann

    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…

  7. Air Conditioning, Refrigeration and Heating. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Hardman, Thomas

    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…

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

    ERIC Educational Resources Information Center

    Murrah, William M., III.

    2010-01-01

    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…

  9. Recreational Vehicle Maintenance and Repair. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Felice, Michael

    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…

  10. Automotive and Diesel Engine Rebuilding. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Salvatore, Gerald

    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…

  11. The Impact of Kindergarten Learning-Related Skills on Academic Trajectories at the End of Elementary School

    ERIC Educational Resources Information Center

    McClelland, Megan M.; Acock, Alan C.; Morrison, Frederick J.

    2006-01-01

    Recent research indicates that children's learning-related skills (including self-regulation and social competence) contribute to early school success. The present study investigated the relation of kindergarten learning-related skills to reading and math trajectories in 538 children between kindergarten and sixth grade, and examined how children…

  12. Athletic Training Students' Perceptions of and Academic Preparation in the Use of Psychological Skills in Sport Injury Rehabilitation

    ERIC Educational Resources Information Center

    Kamphoff, Cindra S.; Hamson-Utley, J. Jordan; Antoine, Beth; Knutson, Rebecca; Thomae, Jeffrey; Hoenig, Catherine

    2010-01-01

    Context: Injured athletes rely on athletic trainers to assist them when recovering from injury. Over the last 20 years, the use of psychological skills to speed recovery has become increasingly popular. Objective: Explore athletic training students' perceptions of the importance and effectiveness of psychological skills in the rehabilitation of…

  13. Commercial Photography and Television Production. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Zelenak, John

    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…

  14. Employers' Perception of Graduates with Entry-Level Technical Skills from Construction Industry Programs in Ghana and Nigeria

    ERIC Educational Resources Information Center

    Acheampong, Philip

    2013-01-01

    The purpose of this comparative study was to identify the technical skills and abilities needed by prospective employees of construction industries in Ghana and Nigeria. Potential employees were defined here as recent graduates of construction industry programs with entry-level technical skills. The continuous growth in and expansion of these two…

  15. Jordanian TEFL Graduate Students' Use of Critical Thinking Skills (as Measured by the Cornell Critical Thinking Test, Level Z)

    ERIC Educational Resources Information Center

    Bataineh, Ruba Fahmi; Zghoul, Lamma Hmoud

    2006-01-01

    This study investigates the critical thinking skills of 50 students currently enrolled in the Master's TEFL Programme at Yarmouk University, Jordan. The Cornell Critical Thinking Test, Level Z is utilised to test the students' use, or lack thereof, of the critical thinking skills of deduction, semantics, credibility, induction, definition and…

  16. Developing a Long-Range Program To Improve Higher-Level Thinking Skills in Hillsborough County Schools.

    ERIC Educational Resources Information Center

    Duval, Eilen; Whitlock, Earl

    1987-01-01

    A project to improve higher level thinking skills of elementary students in Hillsborough County, Florida is reported as a feature article (66p). An introductory overview chapter reviews the literature on teaching thinking skills. Chapter 1 provides background information on the community and the two schools selected for the practicum. The second…

  17. Myth Exposed: Academically 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 Academic Acceleration: How to Structure a Developmental Skills Program so that Black, Inner-City Students Accelerate Their Academic Growth Rate to a Rate 5.9 Times as Great as They Have Achieved in the Past.

    ERIC Educational Resources Information Center

    Wallace, Ruby; And Others

    The success of the Developmental Skills 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 academic growth rate that is 5.9 times the rate of academic growth black inner-city students have experienced in the…

  18. Explaining and inducing savant skills: privileged access to lower level, less-processed information.

    PubMed

    Snyder, Allan

    2009-05-27

    I argue that savant skills are latent in us all. My hypothesis is that savants have privileged access to lower level, less-processed information, before it is packaged into holistic concepts and meaningful labels. Owing to a failure in top-down inhibition, they can tap into information that exists in all of our brains, but is normally beyond conscious awareness. This suggests why savant skills might arise spontaneously in otherwise normal people, and why such skills might be artificially induced by low-frequency repetitive transcranial magnetic stimulation. It also suggests why autistic savants are atypically literal with a tendency to concentrate more on the parts than on the whole and why this offers advantages for particular classes of problem solving, such as those that necessitate breaking cognitive mindsets. A strategy of building from the parts to the whole could form the basis for the so-called autistic genius. Unlike the healthy mind, which has inbuilt expectations of the world (internal order), the autistic mind must simplify the world by adopting strict routines (external order). PMID:19528023

  19. Explaining and inducing savant skills: privileged access to lower level, less-processed information

    PubMed Central

    Snyder, Allan

    2009-01-01

    I argue that savant skills are latent in us all. My hypothesis is that savants have privileged access to lower level, less-processed information, before it is packaged into holistic concepts and meaningful labels. Owing to a failure in top-down inhibition, they can tap into information that exists in all of our brains, but is normally beyond conscious awareness. This suggests why savant skills might arise spontaneously in otherwise normal people, and why such skills might be artificially induced by low-frequency repetitive transcranial magnetic stimulation. It also suggests why autistic savants are atypically literal with a tendency to concentrate more on the parts than on the whole and why this offers advantages for particular classes of problem solving, such as those that necessitate breaking cognitive mindsets. A strategy of building from the parts to the whole could form the basis for the so-called autistic genius. Unlike the healthy mind, which has inbuilt expectations of the world (internal order), the autistic mind must simplify the world by adopting strict routines (external order). PMID:19528023

  20. The Use of Navigation Forces for Assessment of Wrist Arthroscopy Skills Level

    PubMed Central

    Obdeijn, Miryam C.; van Baalen, Sophie J.; Horeman, Tim; Liverneaux, Philippe; Tuijthof, Gabrielle J. M.

    2014-01-01

    Purpose To provide an efficient learning process, feedback on performance is crucial. In skills laboratories, it is possible to measure the skills and progression of skills of the trainees objectively. This requires metrics that represent the learning curve of the trainee, which were investigated for wrist arthroscopy. The research questions were: What are the forces used by novices during wrist arthroscopy? What aspects of these navigation forces are discriminative for the wrist arthroscopy skills level? Methods A cadaver wrist was mounted in a custom-made distraction device mounted in front of a force platform (ForceTrap). Eleven novices were invited to perform two tasks on the wrist: Insertion of the scope through the 3–4 portal and the hook through the 6R portal, and visualization of the hook in the center of the image Navigation through the wrist from radial to ulnar with probing and visualization of five predefined landmarks The second task was repeated 10 times. The absolute force (F abs) and the direction of force were measured. The angle α is defined in the vertical plane, and the angle β in the horizontal plane. Results The median F abs used by novices remained below the force threshold as defined from the expert data (7.3 N). However, the direction of the applied forces by novices in both planes was not consistent with expert data and showed a wider range. Also, there was no improvement after more trials. Conclusion Our study suggests by the absence of a learning curve for the novices and a significant difference between novices and experts that novices can benefit from feedback on the magnitude and direction of forces to improve their performance. PMID:25077049

  1. The use of navigation forces for assessment of wrist arthroscopy skills level.

    PubMed

    Obdeijn, Miryam C; van Baalen, Sophie J; Horeman, Tim; Liverneaux, Philippe; Tuijthof, Gabrielle J M

    2014-05-01

    Purpose To provide an efficient learning process, feedback on performance is crucial. In skills laboratories, it is possible to measure the skills and progression of skills of the trainees objectively. This requires metrics that represent the learning curve of the trainee, which were investigated for wrist arthroscopy. The research questions were: What are the forces used by novices during wrist arthroscopy?What aspects of these navigation forces are discriminative for the wrist arthroscopy skills level?Methods A cadaver wrist was mounted in a custom-made distraction device mounted in front of a force platform (ForceTrap). Eleven novices were invited to perform two tasks on the wrist: Insertion of the scope through the 3-4 portal and the hook through the 6R portal, and visualization of the hook in the center of the imageNavigation through the wrist from radial to ulnar with probing and visualization of five predefined landmarksThe second task was repeated 10 times. The absolute force (F abs) and the direction of force were measured. The angle α is defined in the vertical plane, and the angle β in the horizontal plane. Results The median F abs used by novices remained below the force threshold as defined from the expert data (7.3 N). However, the direction of the applied forces by novices in both planes was not consistent with expert data and showed a wider range. Also, there was no improvement after more trials. Conclusion Our study suggests by the absence of a learning curve for the novices and a significant difference between novices and experts that novices can benefit from feedback on the magnitude and direction of forces to improve their performance. PMID:25077049

  2. Do economic equality and generalized trust inhibit academic dishonesty? Evidence from state-level search-engine queries.

    PubMed

    Neville, Lukas

    2012-04-01

    What effect does economic inequality have on academic integrity? Using data from search-engine queries made between 2003 and 2011 on Google and state-level measures of income inequality and generalized trust, I found that academically dishonest searches (queries seeking term-paper mills and help with cheating) were more likely to come from states with higher income inequality and lower levels of generalized trust. These relations persisted even when controlling for contextual variables, such as average income and the number of colleges per capita. The relation between income inequality and academic dishonesty was fully mediated by generalized trust. When there is higher economic inequality, people are less likely to view one another as trustworthy. This lower generalized trust, in turn, is associated with a greater prevalence of academic dishonesty. These results might explain previous findings on the effectiveness of honor codes. PMID:22421204

  3. Understanding Today's Students: Entry-Level Science Student Involvement in Academic Dishonesty

    ERIC Educational Resources Information Center

    Nelson, Lynda P.; Nelson, Rodney K.; Tichenor, Linda

    2013-01-01

    Academic dishonesty and its implications to learning within and outside of the academic arena are of historical concern to college faculty. Faculty generally associate actions and attitudes displayed in the academic environment as indicators of behavior throughout the student's life. As technology and societal changes occur, student…

  4. Enhancement of Medical Interns' Levels of Clinical Skills Competence and Self-Confidence Levels via Video iPods: Pilot Randomized Controlled Trial

    PubMed Central

    2011-01-01

    Background Designing and delivering evidence-based medical practice for students requires careful consideration from medical science educators. Social Web (Web 2.0) applications are a part of today’s educational technology milieu; however, empirical research is lacking to support the impact of interactive Web 2.0 mobile applications on medical educational outcomes. Objectives The aim of our study was to determine whether instructional videos provided by iPod regarding female and male urinary catheter insertion would increase students’ confidence levels and enhance skill competencies. Methods We conducted a prospective study with medical trainee intern (TI) participants: 10 control participants (no technological intervention) and 11 intervention participants (video iPods). Before taking part in a skills course, they completed a questionnaire regarding previous exposure to male and female urinary catheterization and their level of confidence in performing the skills. Directly following the questionnaire, medical faculty provided a 40-minute skills demonstration in the Advanced Clinical Skills Centre (ACSC) laboratory at the University of Auckland, New Zealand. All participants practiced the skills following the demonstrations and were immediately evaluated by the same faculty using an assessment rubric. Following the clinical skill evaluation, participants completed a postcourse questionnaire regarding skill confidence levels. At the end of the skills course, the intervention group were provided video iPods and viewed a male and a female urinary catheterization video during the next 3 consecutive months. The control group did not receive educational technology interventions during the 3-month period. At the end of 3 months, participants completed a follow-up questionnaire and a clinical assessment of urinary catheterization skills at the ACSC lab. Results The results indicate a decline in skill competency over time among the control group for both male and female

  5. Linking GABA and glutamate levels to cognitive skill acquisition during development.

    PubMed

    Cohen Kadosh, Kathrin; Krause, Beatrix; King, Andrew J; Near, Jamie; Cohen Kadosh, Roi

    2015-11-01

    Developmental adjustments in the balance of excitation and inhibition are thought to constrain the plasticity of sensory areas of the cortex. It is unknown however, how changes in excitatory or inhibitory neurochemical expression (glutamate, γ-aminobutyric acid (GABA)) contribute to skill acquisition during development. Here we used single-voxel proton magnetic resonance spectroscopy (1H-MRS) to reveal how differences in cortical glutamate vs. GABA ratios relate to face proficiency and working memory abilities in children and adults. We show that higher glutamate levels in the inferior frontal gyrus correlated positively with face processing proficiency in the children, but not the adults, an effect which was independent of age-dependent differences in underlying cortical gray matter. Moreover, we found that glutamate/GABA levels and gray matter volume are dissociated at the different maturational stages. These findings suggest that increased excitation during development is linked to neuroplasticity and the acquisition of new cognitive skills. They also offer a new, neurochemical approach to investigating the relationship between cognitive performance and brain development across the lifespan. PMID:26350618

  6. Linking GABA and glutamate levels to cognitive skill acquisition during development

    PubMed Central

    Krause, Beatrix; King, Andrew J.; Near, Jamie

    2015-01-01

    Abstract Developmental adjustments in the balance of excitation and inhibition are thought to constrain the plasticity of sensory areas of the cortex. It is unknown however, how changes in excitatory or inhibitory neurochemical expression (glutamate, γ‐aminobutyric acid (GABA)) contribute to skill acquisition during development. Here we used single‐voxel proton magnetic resonance spectroscopy (1H‐MRS) to reveal how differences in cortical glutamate vs. GABA ratios relate to face proficiency and working memory abilities in children and adults. We show that higher glutamate levels in the inferior frontal gyrus correlated positively with face processing proficiency in the children, but not the adults, an effect which was independent of age‐dependent differences in underlying cortical gray matter. Moreover, we found that glutamate/GABA levels and gray matter volume are dissociated at the different maturational stages. These findings suggest that increased excitation during development is linked to neuroplasticity and the acquisition of new cognitive skills. They also offer a new, neurochemical approach to investigating the relationship between cognitive performance and brain development across the lifespan. Hum Brain Mapp 36:4334–4345, 2015. © 2015 The Authors. Human Brain Mapping Published byWiley Periodicals, Inc. PMID:26350618

  7. Coordination as a function of skill level in the gymnastics longswing.

    PubMed

    Williams, Genevieve K R; Irwin, Gareth; Kerwin, David G; Hamill, Joseph; Van Emmerik, Richard E A; Newell, Karl M

    2016-01-01

    The purpose of this study was to investigate the nature of inter-joint coordination at different levels of skilled performance to: (1) distinguish learners who were successful versus unsuccessful in terms of their task performance; (2) investigate the pathways of change during the learning of a new coordination pattern and (3) examine how the learner's coordination patterns relate to those of experts in the longswing gymnastics skill. Continuous relative phase of hip and shoulder joint motions was examined for longswings performed by two groups of novices, successful (n = 4) and unsuccessful (n = 4) over five practice sessions, and two expert gymnasts. Principal component analysis showed that during longswing positions where least continuous relative phase variability occurred for expert gymnasts, high variability distinguished the successful from the unsuccessful novice group. Continuous relative phase profiles of successful novices became more out-of-phase over practice and less similar to the closely in-phase coupling of the expert gymnasts. Collectively, the findings support the proposition that at the level in inter-joint coordination a technique emerges that facilitates successful performance but is not more like an expert's movement coordination. This finding questions the appropriateness of inferring development towards a "gold champion" movement coordination. PMID:26087237

  8. An Applied Introduction to Qualitative Research Methods in Academic Advising

    ERIC Educational Resources Information Center

    Hurt, Robert L.; McLaughlin, Eric J.

    2012-01-01

    Academic advising research aids faculty members and advisors in detecting, explaining, and addressing macro-level trends beyond their local campus. It also helps legitimize the professional nature of academic advising, moving it beyond mere prescriptive models that focus on rules and course selection. Due to the erroneous belief that skills in…

  9. Disparity in Frontal Lobe Connectivity on a Complex Bimanual Motor Task Aids in Classification of Operator Skill Level.

    PubMed

    Andreu-Perez, Javier; Leff, Daniel Richard; Shetty, Kunal; Darzi, Ara; Yang, Guang-Zhong

    2016-06-01

    Objective metrics of technical performance (e.g., dexterity, time, and path length) are insufficient to fully characterize operator skill level, which may be encoded deep within neural function. Unlike reports that capture plasticity across days or weeks, this articles studies long-term plasticity in functional connectivity that occurs over years of professional task practice. Optical neuroimaging data are acquired from professional surgeons of varying experience on a complex bimanual coordination task with the aim of investigating learning-related disparity in frontal lobe functional connectivity that arises as a consequence of motor skill level. The results suggest that prefrontal and premotor seed connectivity is more critical during naïve versus expert performance. Given learning-related differences in connectivity, a least-squares support vector machine with a radial basis function kernel is employed to evaluate skill level using connectivity data. The results demonstrate discrimination of operator skill level with accuracy ≥0.82 and Multiclass Matthew's Correlation Coefficient ≥0.70. Furthermore, these indices are improved when local (i.e., within-region) rather than inter-regional (i.e., between-region) frontal connectivity is considered (p = 0.002). The results suggest that it is possible to classify operator skill level with good accuracy from functional connectivity data, upon which objective assessment and neurofeedback may be used to improve operator performance during technical skill training. PMID:26899241

  10. Science, Technology, Engineering and Math (STEM) Academic Librarian Positions during 2013: What Carnegie Classifications Reveal about Desired STEM Skills

    ERIC Educational Resources Information Center

    Trei, Kelli

    2015-01-01

    This study analyzes the requirements and preferences of 171 science, technology, engineering, and math (STEM) academic 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…

  11. A Study on the Trainee Teachers' Self Assessment in Physical Education Teaching Skills and Its Effect on Their Academic Achievement

    ERIC Educational Resources Information Center

    Inan, Mehmet

    2010-01-01

    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' academic grades of the related…

  12. Conclusion: Polar Positions on the Texas Assessment of Academic Skills (TAAS): Pragmatism and the Politics of Neglect.

    ERIC Educational Resources Information Center

    Trueba, Henry T.

    2001-01-01

    Critiques a collection of articles on accountability, testing, and academics 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…

  13. British Students' Academic Writing: Can Academia Help Improve the Writing Skills of Tomorrow's Professionals?

    ERIC Educational Resources Information Center

    Sultan, Nabil

    2013-01-01

    The problem of poor academic 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…

  14. The Validity of Interpersonal Skills Assessment via Situational Judgment Tests for Predicting Academic Success and Job Performance

    ERIC Educational Resources Information Center

    Lievens, Filip; Sackett, Paul R.

    2012-01-01

    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 academic and postacademic success criteria. Four cohorts of medical students (N = 723) were followed from admission to employment. Procedural…

  15. Use of Digital Resources in an Academic Environment: A Qualitative Study of Students' Perceptions, Experiences, and Digital Literacy Skills

    ERIC Educational Resources Information Center

    Matusiak, Krystyna K.

    2010-01-01

    The use of information resources for teaching and learning in an academic 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…

  16. What Qualifications and Skills Are Important for Digital Librarian Positions in Academic Libraries? A Job Advertisement Analysis

    ERIC Educational Resources Information Center

    Choi, Youngok; Rasmussen, Edie

    2009-01-01

    As academic 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…

  17. Practitioner Methodology for Entry-Level Hiring Assessment: Issues for Academic Outcomes Assessment.

    ERIC Educational Resources Information Center

    Kimball, Bob

    1998-01-01

    Responses from 51 of 240 regional sales managers identified skills and characteristics important for sales personnel. However, few used formal tests or instruments to assess those skills in potential employees. (SK)

  18. Evaluation of constructivist pedagogy: Influence on critical thinking skills, science fair participation and level of performance

    NASA Astrophysics Data System (ADS)

    Foxx, Robbie Evelyn

    Science education reform, driven by a rapidly advancing technological society, demands the attention of both elementary and middle school curriculum-developers. Science education training in current standards (National Research Council [NRC] Standards 1996) emphasize inquiry, which is reported to be a basic tenet of the theory known as constructivism (NAASP, 1996; Cohen, 1988; Conley, 1993; Friedman, 1999; Newman, Marks, & Gamoran, 1996; Smerdon & Burkam 1999; Sizer 1992; Talbert & McLaughlin 1993; Tobin & Gallagher, 1987; Yager, 1991, 2000). Pedagogy focusing on the tenets of constructivist theory, at the intermediate level, can address current science standards. Many science educators believe participation in science fairs helps students develop the attitudes, skills, and knowledge that will help them to be comfortable and successful in the scientific and technological society (Czerniak, 1996). Competing in science fairs is one vehicle which allows students to apply science to societal issues, solve problems and model those things scientists do. Moreover, constructing a science fair project is suggested as being an excellent means to foster the development of concepts necessary in promoting scientific literacy (Czerniak, 1996). Research further suggests that through science fairs or other inquiry activities, students construct their knowledge with fewer misconceptions as they explore and discover the nature of science (NRC 1996). Tohn 's study (as cited in Bellipanni, 1994) stated that science fairs are a major campaign to increase student skills and to allow students a chance to have fun with science. The purpose of this research was twofold: (1) to assess science problem solving skills of students instructed using constructivist pedagogy, and (2) to explore the effects of constructivist pedagogy's influence(s) on science fair participation/placement. Students' attitudes resulting from these experiences were examined as well.

  19. Where can we find future K-12 science and math teachers? a search by academic year, discipline, and academic performance level

    NASA Astrophysics Data System (ADS)

    Moin, Laura J.; Dorfield, Jennifer K.; Schunn, Christian D.

    2005-11-01

    Responding to the increasing math and science teacher shortage in the United States, this study intended to determine which science, engineering, and math (SEM) majors during which years in their undergraduate education and from which academic performance levels are most interested in K-12 teaching. Results may aid policymakers and practitioners in making most effective use of this traditional undergraduate candidate pool when designing K-12 science and math teacher recruitment programs. A survey of SEM majors from two research-oriented, urban universities is used to assess participants' interest in K-12 teaching both compared to other career choices and in isolation. Results indicate that the more successful targets for K-12 teacher recruitment include (1) SEM undergraduates in their junior and senior years independent of SEM major, (2) SEM undergraduates with mid-academic performance levels independent of SEM major and academic year, and (3) math majors followed by natural science majors and, as least promising targets, engineering majors. Results remain independent from gender and ethnicity variables.

  20. Correlation between hippocampal levels of neural, epithelial and inducible NOS and spatial learning skills in rats.

    PubMed

    Gökçek-Saraç, Çiğdem; Karakurt, Serdar; Adalı, Orhan; Jakubowska-Doğru, Ewa

    2012-12-01

    In the present study, to better understand the role of different nitric oxide synthase (NOS) isoforms in hippocampus-dependent forms of learning, we examined the expression of neural, endothelial, and inducible NOS in the hippocampus of young-adult rats classified as "poor" and "good" learners on the basis of their performance in the partially baited 12-arm radial maze. Taking into consideration strain-dependent differences in learning skills and NOS expression, experiments were performed on two different lines of laboratory rats: the inbred Wistar (W) and the outcrossed Wistar/Spraque-Dawley (W/S) line. The hippocampal levels of NOS proteins were assessed by Western Blotting. In the present study, genetically more homogenous W rats showed a slower rate of learning compared to the genetically less homogenous outcrossed W/S rats. The deficient performance in the W rat group compared to outcrossed W/S rats, and in "poor" learners of both groups compared to "good" learners was due to a higher percentage of reference memory errors. The overall NOS levels were significantly higher in W group compared to outcrossed W/S rats. In both rat lines, the rate of learning positively correlated with hippocampal levels of nNOS and negatively correlated with iNOS levels. Hippocampal eNOS levels correlated negatively with animals' performance but only in the W rats. These results suggest that all 3 NOS isoforms are implemented but play different roles in neural signaling. PMID:22909987

  1. Comparison of stability and weight shift among golfers grouped by skill level.

    PubMed

    Stemm, J D; Jacobson, B H; Royer, T D

    2006-12-01

    This study compared balance, sway, and weight shift among golfers with different skill levels. Participants (N=52) were right-handed, male golfers between the ages of 18 and 55 and were divided into 3 groups based on their official handicap (Group 1= 0-9, Group 2= 10-16, Group 3 = 17+). Postural sway velocity was recorded unilaterally for each leg and bilaterally. Weight shift as assessed by limits of stability was measured as movement velocity and directional control. During testing, participants stood on a virtual center square as illustrated by a monitor placed directly in front of them. On command participants initiated movement about eight target squares located in a circle around the center square and attempted to move quickly and accurately to the targets. Means from the three forward, three backward, three left, and three right targets were analyzed by group. While significant condition means existed for each of the analyzed means, no significant group differences were found for bilateral or unilateral postural sway, and no significant group differences were found for movement velocity or directional control. In conclusion, as measured in the current study, balance and weight shift are not significantly different among golfers with different skill. PMID:17326490

  2. Effects of locomotor skill program on minority preschoolers' physical activity levels.

    PubMed

    Alhassan, Sofiya; Nwaokelemeh, Ogechi; Ghazarian, Manneh; Roberts, Jasmin; Mendoza, Albert; Shitole, Sanyog

    2012-08-01

    This pilot study examined the effects of a teacher-taught, locomotor skill (LMS)-based physical activity (PA) program on the LMS and PA levels of minority preschooler-aged children. Eight low-socioeconomic status preschool classrooms were randomized into LMS-PA (LMS-oriented lesson plans) or control group (supervised free playtime). Interventions were delivered for 30 min/day, five days/week for six months. Changes in PA (accelerometer) and LMS variables were assessed with MANCOVA. LMS-PA group exhibited a significant reduction in during-preschool (F (1,16) = 6.34, p = .02, d = 0.02) and total daily (F (1,16) = 9.78, p = .01, d = 0.30) percent time spent in sedentary activity. LMS-PA group also exhibited significant improvement in leaping skills, F (1, 51) = 7.18, p = .01, d = 0.80). No other, significant changes were observed. The implementation of a teacher-taught, LMS-based PA program could potentially improve LMS and reduce sedentary time of minority preschoolers. PMID:22971559

  3. Numerical Relations and Skill Level Constrain Co-Adaptive Behaviors of Agents in Sports Teams

    PubMed Central

    Silva, Pedro; Travassos, Bruno; Vilar, Luís; Aguiar, Paulo; Davids, Keith; Araújo, Duarte; Garganta, Júlio

    2014-01-01

    Similar to other complex systems in nature (e.g., a hunting pack, flocks of birds), sports teams have been modeled as social neurobiological systems in which interpersonal coordination tendencies of agents underpin team swarming behaviors. Swarming is seen as the result of agent co-adaptation to ecological constraints of performance environments by collectively perceiving specific possibilities for action (affordances for self and shared affordances). A major principle of invasion team sports assumed to promote effective performance is to outnumber the opposition (creation of numerical overloads) during different performance phases (attack and defense) in spatial regions adjacent to the ball. Such performance principles are assimilated by system agents through manipulation of numerical relations between teams during training in order to create artificially asymmetrical performance contexts to simulate overloaded and underloaded situations. Here we evaluated effects of different numerical relations differentiated by agent skill level, examining emergent inter-individual, intra- and inter-team coordination. Groups of association football players (national – NLP and regional-level – RLP) participated in small-sided and conditioned games in which numerical relations between system agents were manipulated (5v5, 5v4 and 5v3). Typical grouping tendencies in sports teams (major ranges, stretch indices, distances of team centers to goals and distances between the teams' opposing line-forces in specific team sectors) were recorded by plotting positional coordinates of individual agents through continuous GPS tracking. Results showed that creation of numerical asymmetries during training constrained agents' individual dominant regions, the underloaded teams' compactness and each team's relative position on-field, as well as distances between specific team sectors. We also observed how skill level impacted individual and team coordination tendencies. Data revealed

  4. Numerical relations and skill level constrain co-adaptive behaviors of agents in sports teams.

    PubMed

    Silva, Pedro; Travassos, Bruno; Vilar, Luís; Aguiar, Paulo; Davids, Keith; Araújo, Duarte; Garganta, Júlio

    2014-01-01

    Similar to other complex systems in nature (e.g., a hunting pack, flocks of birds), sports teams have been modeled as social neurobiological systems in which interpersonal coordination tendencies of agents underpin team swarming behaviors. Swarming is seen as the result of agent co-adaptation to ecological constraints of performance environments by collectively perceiving specific possibilities for action (affordances for self and shared affordances). A major principle of invasion team sports assumed to promote effective performance is to outnumber the opposition (creation of numerical overloads) during different performance phases (attack and defense) in spatial regions adjacent to the ball. Such performance principles are assimilated by system agents through manipulation of numerical relations between teams during training in order to create artificially asymmetrical performance contexts to simulate overloaded and underloaded situations. Here we evaluated effects of different numerical relations differentiated by agent skill level, examining emergent inter-individual, intra- and inter-team coordination. Groups of association football players (national--NLP and regional-level--RLP) participated in small-sided and conditioned games in which numerical relations between system agents were manipulated (5v5, 5v4 and 5v3). Typical grouping tendencies in sports teams (major ranges, stretch indices, distances of team centers to goals and distances between the teams' opposing line-forces in specific team sectors) were recorded by plotting positional coordinates of individual agents through continuous GPS tracking. Results showed that creation of numerical asymmetries during training constrained agents' individual dominant regions, the underloaded teams' compactness and each team's relative position on-field, as well as distances between specific team sectors. We also observed how skill level impacted individual and team coordination tendencies. Data revealed emergence of

  5. Students Do Not Need High-Level Skills in Today's Job Market

    ERIC Educational Resources Information Center

    Bracey, Gerald W.

    2006-01-01

    In this article, the author discusses the "high-skills hoax"--the notion that everyone must have high skills to be employable. While he recognizes the civil rights issue in the debate--everyone should have the opportunity to develop the skills to land a high-paying job--the law of supply and demand dictates that more high-skilled workers would…

  6. Drama for At-Risk Students: A Strategy for Improving Academic and Social Skills among Public Middle School Students

    ERIC Educational Resources Information Center

    Schiller, Juliet

    2008-01-01

    The use of drama to teach social skills 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.…

  7. Michel Hersen and the Development of Social Skills Training: Historical Perspective of an Academic Scholar and Pioneer

    ERIC Educational Resources Information Center

    Miller, Peter M.

    2012-01-01

    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 area of social skills assessment and training, with special attention to assertiveness training. His basic analogue and clinical…

  8. Pre-academic Skill Development in Children Who Were Full-Term Low-Birthweight Infants: Pilot Data.

    ERIC Educational Resources Information Center

    Tomchek, Scott D.; Lane, Shelly J.; Ottenbacher, Kenneth

    1997-01-01

    Miller Assessment for Preschoolers scores for 19 preschool children who had been full-term low birth weight babies indicated they had adequate preacademic skills. However, 47% were below the 25th percentile for coordination and 21.2% were at risk on the verbal index. (SK)

  9. A Study of the Relationship between Reading, Computational, and Critical Thinking Skills and Academic Success in Fundamentals of Chemistry.

    ERIC Educational Resources Information Center

    Hurov, Janet Torrisi

    In spring 1987, a study was conducted at St. Louis Community College at Florissant Valley (Missouri) to identify the basic skills 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…

  10. Literacy Growth in the Academic Year versus Summer from Preschool through Second Grade: Differential Effects of Schooling across Four Skills

    ERIC Educational Resources Information Center

    Skibbe, Lori E.; Grimm, Kevin J.; Bowles, Ryan P.; Morrison, Frederick J.

    2012-01-01

    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 skills. Children (n = 383) were tested individually twice each year for up to 4 years on measures of phonological awareness, decoding, reading…

  11. The Development of Cognitive Skills and Gains in Academic School Readiness for Children from Low-Income Families

    ERIC Educational Resources Information Center

    Welsh, Janet A.; Nix, Robert L.; Blair, Clancy; Bierman, Karen L.; Nelson, Keith E.

    2010-01-01

    This study examined developmental associations between growth in domain-general cognitive processes (working memory and attention control) and growth in domain-specific skills (emergent literacy and numeracy) across the prekindergarten year and their relative contributions to kindergarten reading and math achievement. One hundred sixty-four Head…

  12. Skill Standards and Certification Project. Final Detailed Report. Year Two.

    ERIC Educational Resources Information Center

    North Lake Coll., Irving, TX.

    This document reports on the second year of a project conducted to design a seamless training application model for infusing workplace skills into academic and occupational programs at the secondary, postsecondary, and apprenticeship level using the components of SCANS (Secretary's Commission on Achieving Necessary Skills). For this pilot project,…

  13. Teaching/Learning Guide: Level III. Pre-Vocational and Practical Life Skills. Draft Copy.

    ERIC Educational Resources Information Center

    Carbon - Lehigh Intermediate Unit, Schnecksville, PA.

    The third of three guidelines for teaching sequential skills to handicapped children focuses on prevocatonal and practical life skills. Objectives are listed for the following areas (sample subcategories in parentheses): application forms (driver's permit, social security benefits); banking; buying (supermarket skills); budgeting; food preparation…

  14. WRF forecast skill of the Great Plains low level jet and its correlation to forecast skill of mesoscale convective system precipitation

    NASA Astrophysics Data System (ADS)

    Squitieri, Brian Joseph

    One of the primary mechanisms for supporting summer nocturnal precipitation across the central United States is the Great Plains low-level Jet (LLJ). Mesoscale Convective Systems (MCSs) are organized storm complexes that can be supported from the upward vertical motion supplied at the terminus of the LLJ, which bring beneficial rains to farmers. As such, a need for forecasting these storm complexes exists. Correlating forecast skills of the LLJ and MCS precipitation in high spatial resolution modeling was the main goal of this research. STAGE IV data was used as observations for MCS precipitation and the 00-hr 13 km RUC analysis was employed for evaluation of the LLJ. The 4 km WRF was used for high resolution forecast simulations, with 2 microphysics and 3 planetary boundary layer schemes selected for a sensitivity study to see which model run best simulated reality. It was found that the forecast skill of the potential temperature and directional components of the geostrophic and ageostrophic winds within the LLJ correlated well with MCS precipitation, especially early during LLJ evolution. Since the 20 real cases sampled consisted of three LLJ types (synoptic, inertial oscillation and transition), forecast skill in other parameters such as deep layer and low level shear, convergence, frontogenesis and stability parameters were compared to MCS forecast skill to see if consistent signals outside of the LLJ influenced MCS evolution in forecasts. No correlations were found among these additional parameters. Given the variety of synoptic setups present, the lack of forecast skill correlations between several variables and MCSs resulted as different synoptic or mesoscale mechanisms played varying roles if importance in different cases.

  15. Effects of focus of attention on baseball batting performance in players of differing skill levels.

    PubMed

    Castaneda, Brooke; Gray, Rob

    2007-02-01

    This study addressed the question, what should baseball players focus their attention on while batting? Less-skilled and highly skilled (college) baseball players participated in four dual-task conditions in a baseball batting simulation: two that directed attention to skill execution (skill/internal [movement of the hands] and skill/external [movement of the bat]) and two that directed attention to the environment (environmental/irrelevant [auditory tones] and environmental/external [the ball leaving the bat]). Batting performance for highly skilled players was best in the environmental/external condition and worst in the skill/internal condition. Performance of less-skilled batters was significantly better in the two skill conditions than in either of the two environmental conditions. We conclude that the optimal focus of attention for highly skilled batters is one that does not disrupt proceduralized knowledge and permits attention to the perceptual effect of the action, whereas the optimal focus of attention for less-skilled batters is one that allows attention to the step-by-step execution of the swing. PMID:17556776

  16. Developing Creativity Instructional Materials according to the De Bono Thinking Skill Model--"Think Links"--Elementary School to College Level Application.

    ERIC Educational Resources Information Center

    Black, Robert Alan; Torrance, E. Paul

    1981-01-01

    Briefly described are the use of three games to develop creative thinking skills at the third grade and college levels. The games are part of the "Think Links" series based on Edward De Bono's Thinking Skill Model. (DB)

  17. Academic Aspirations

    ERIC Educational Resources Information Center

    Durant, Linda

    2013-01-01

    As colleges and universities become even more complex organizations, advancement professionals need to have the skills, experience, and academic 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…

  18. Evidence for Skill Level Differences in the Thought Processes of Golfers During High and Low Pressure Situations

    PubMed Central

    Whitehead, Amy E.; Taylor, Jamie A.; Polman, Remco C. J.

    2016-01-01

    Two studies examined differences in the cognition of golfers with differing levels of expertise in high and low pressure situations. In study 1, six high skill and six low skill golfers performed six holes of golf, while verbalizing their thoughts using Think Aloud (TA) protocol. Higher skilled golfers’ cognitive processes centered more on planning in comparison to lower skilled golfers. Study 2 investigated whether thought processes of golfers changed in response to competitive pressure. Eight high skill and eight moderate skilled golfers, completed a practice round and a competition round whilst verbalizing thoughts using TA. To create pressure in the competition condition, participants were instructed that monetary prizes would be awarded to the top three performers and scores of all golfers would be published in a league table in the club house. When performing under competitive pressure, it was found that higher skilled golfers were more likely to verbalize technical rules compared to practice conditions, especially during putting performance. This shift in cognition toward more technical aspects of motor performance was strongly related to scores on the Decision Specific Reinvestment Scale, suggesting individuals with a higher propensity for reinvestment show the largest changes in cognition under pressure. From a practical perspective, TA can aid a player, coach or sport psychologist by allowing thought processes to be identified and investigate a performer’s thoughts when faced with the pressure of a competition. PMID:26779085

  19. Study-Orientation of High and Low Academic Achievers at Secondary Level in Pakistan

    ERIC Educational Resources Information Center

    Sarwar, Muhammad; Bashir, Muhammad; Khan, Muhammad Naemullah; Khan, Muhammad Saeed

    2009-01-01

    The study orientation of low and high academic achievers was compared, measured through a self-developed study orientation scale (SOS) primarily based on 47 items comparing study habits and attitude. Students' marks obtained in the 10th grade Examination determined the measure of academic performance. The analysis revealed that the high achievers…

  20. Levels of ICT Integration among Teacher Educators in a Teacher Education Academic College

    ERIC Educational Resources Information Center

    Avidov-Ungar, Orit; Iluz, Irit Emma

    2014-01-01

    This article examines the perspective of teacher educators and academic officials in an academic teacher education program regarding the integration of ICT in the teacher education program. The study portrays the current state of the ICT integration process and the implementation of the program for "Adapting Teacher Training Colleges to 21st…

  1. Academic-Career Integration in Magnet High Schools: Assessing the Level of Implementation.

    ERIC Educational Resources Information Center

    Tokarska, Barbara; And Others

    An ongoing study examined implementation and student response to academic career magnet (ACM) programs in New York City high schools. The programs emphasize both college preparation and career education, demonstrating one approach to the current emphasis on integrating academic and vocational education. New York City offers a wide array of magnet…

  2. An Investigation of Employers and Educators Perceptions of Entry-Level Worker Skills and Employment Characteristics: Implications for Programming.

    ERIC Educational Resources Information Center

    Harvey, Michael W.; Cohen, Libby G.

    A study was undertaken to determine whether vocational and special educators differed from employers on the entry-level employment skills and characteristics that are needed to be gainfully employed in the competitive labor force in the Lewiston-Auburn area in Maine. A questionnaire was mailed to a sample of 110 secondary-level vocational and…

  3. Does Concept-Mapping Strategy Work for Everyone? The Levels of Generativity and Learners' Self-Regulated Learning Skills

    ERIC Educational Resources Information Center

    Lim, Kyu Yon; Lee, Hyeon Woo; Grabowski, Barbara

    2009-01-01

    The purpose of this study was to examine the effect of concept-mapping strategies with three different generativity levels (expert-generated concept map, partially learner-generated concept map, fully learner-generated concept map) on knowledge acquisition. Interaction between learners' self-regulated learning (SRL) skills and different levels of…

  4. Stable Relationships: Horse Care Activities. Level 3. 4-H Skills for Life Animal Series. National 4-H Curriculum. BU-08055

    ERIC Educational Resources Information Center

    Neiberger-Miller, Ami

    2004-01-01

    This is the third in a series of five horse project activity guides for youth. Levels 1-3 focus on "horse-less" activities, while Levels 4 and 5 zero in on riding and horsemanship. Each guide has an achievement program to encourage youth to learn and develop life skills. The assistance of a horse project helper in completing the achievement…

  5. The Effectiveness of Training Program Based on the Six Hats Model in Developing Creative Thinking Skills and Academic Achievements in the Arabic Language Course for Gifted and Talented Jordanian Students

    ERIC Educational Resources Information Center

    Ziadat, Ayed H.; Al Ziyadat, Mohammad T.

    2016-01-01

    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 skills and academic 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…

  6. A Comparison of Level of Discrimination Directed at Academic Staff in a Turkish and an Azerbaijani University

    ERIC Educational Resources Information Center

    Halici, Ali; Kasimoglu, Murat

    2006-01-01

    Purpose: The aim of this study is to understand the level of discrimination against academic staff in a Turkish and an Azerbaijani university. This research is the last stage of a four-stage study. Design/methodology/approach: In the first part of the study, the areas of discrimination in universities were determined using approaches related to…

  7. Assessment Preferences of Preservice Teachers: Analysis According to Academic Level and Relationship with Learning Styles and Motivational Orientation

    ERIC Educational Resources Information Center

    Garcia-Ros, Rafael; Perez-Gonzalez, Francisco

    2011-01-01

    This study analyze the preferences of preservice teachers about different assessment procedures, and the relationship of these preferences with the students' academic levels, learning styles and motivational orientations. The participants were 248 students in the Teaching degree program (124 first-year students and 124 in their third-year). The…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  9. Middle-Level Academic Management: A Case Study on the Roles of the Heads of Department at a Vietnamese University

    ERIC Educational Resources Information Center

    Nguyen, Thi Lan Huong

    2013-01-01

    Middle-level academic managers play a central role in university management; however, their roles are not always clear and straightforward. Although this research subject has been comprehensively investigated in the last 40 years, most studies are western-biased. This study examines the roles of Heads of Department in a newly established…

  10. The Relationship between Teacher-Licensure Level and Gains in the Student Academic Achievement in New Mexico Public Schools

    ERIC Educational Resources Information Center

    Morris, Roxann Lynne

    2010-01-01

    Purpose, scope, and method of study: The primary purpose of this study was to examine the relationship between teacher-licensure level in the New Mexico Three Tiered Licensure (NM 3-TL) System and gains in student academic achievement in reading and mathematics in grades four and five. A secondary purpose was to determine whether student…

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

    ERIC Educational Resources Information Center

    Sarwar, Muhammad; Ashrafi, Ghulam Muhammad

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Schlechter, Melissa; Milevsky, Avidan

    2010-01-01

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

  13. Leadership Provided by Non-Academic Middle-Level Managers in the Australian Higher Education Sector: The Enablers

    ERIC Educational Resources Information Center

    Vilkinas, Tricia

    2014-01-01

    This study seeks to identify the leadership behaviours displayed by non-academic middle-level managers in the Australian higher education sector. The study also identifies the importance of these leadership behaviours and the leadership effectiveness of these managers. The integrated competing values framework was used to measure leadership…

  14. Marijuana Use from Middle to High School: Co-occurring Problem Behaviors, Teacher-Rated Academic Skills and Sixth-Grade Predictors.

    PubMed

    Ehrenreich, Heidi; Nahapetyan, Lusine; Orpinas, Pamela; Song, Xiao

    2015-10-01

    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 academic skills (study skills, 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 skills 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

  15. Teaching and Assessing Writing Skills at University Level: A Comparison of Practices in French and Colombian Universities

    ERIC Educational Resources Information Center

    Escorcia, Dyanne

    2015-01-01

    Background: The analysis of teachers' conceptions about writing at university level allows the study of teaching practices associated with academic writing. At the same time, it is important to consider the context (disciplines, culture, institution, pedagogical organisation, etc.) where these practices take place. Purpose: The present article…

  16. Interest level in 2-year-olds with autism spectrum disorder predicts rate of verbal, nonverbal, and adaptive skill acquisition.

    PubMed

    Klintwall, Lars; Macari, Suzanne; Eikeseth, Svein; Chawarska, Katarzyna

    2015-11-01

    Recent studies have suggested that skill acquisition rates for children with autism spectrum disorders receiving early interventions can be predicted by child motivation. We examined whether level of interest during an Autism Diagnostic Observation Schedule assessment at 2 years predicts subsequent rates of verbal, nonverbal, and adaptive skill acquisition to the age of 3 years. A total of 70 toddlers with autism spectrum disorder, mean age of 21.9 months, were scored using Interest Level Scoring for Autism, quantifying toddlers' interest in toys, social routines, and activities that could serve as reinforcers in an intervention. Adaptive level and mental age were measured concurrently (Time 1) and again after a mean of 16.3 months of treatment (Time 2). Interest Level Scoring for Autism score, Autism Diagnostic Observation Schedule score, adaptive age equivalent, verbal and nonverbal mental age, and intensity of intervention were entered into regression models to predict rates of skill acquisition. Interest level at Time 1 predicted subsequent acquisition rate of adaptive skills (R(2) = 0.36) and verbal mental age (R(2) = 0.30), above and beyond the effects of Time 1 verbal and nonverbal mental ages and Autism Diagnostic Observation Schedule scores. Interest level at Time 1 also contributed (R(2) = 0.30), with treatment intensity, to variance in development of nonverbal mental age. PMID:25398893

  17. A Multi-Faceted Approach for the Development of the Army's Functional Basic Skills Education Program (BSEP).

    ERIC Educational Resources Information Center

    Begland, Robert R.

    In reviewing the Army Continuing Education System in 1979, the Assistant Secretary of the Army found a basic skills program based on traditional academic level goals was inadequate to meet the Army's requirement to provide functional, job-related basic skill education. Combining the shrinking manpower pool and projected basic skill deficiencies of…

  18. A meta-analysis of the effects of placement on academic and social skill outcome measures of students with disabilities.

    PubMed

    Oh-Young, Conrad; Filler, John

    2015-12-01

    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 academic 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

  19. Electronic Portfolios: A Demonstration of Multi-Level Communication Skills and Professional Accomplishments

    ERIC Educational Resources Information Center

    Whitfield, Toni Selena

    2011-01-01

    The current downturn in the economy combined with the need for students to aptly verbalize their knowledge, skills, and abilities influences their search for employment and application to graduate school programs, making this topic timely. Finding ongoing methods for communication students to detail and reflect on their skills and abilities as…

  20. A School's Experience of the Discrete Teaching of Scientific Skills at Early Secondary Level

    ERIC Educational Resources Information Center

    Grime, Richard W.

    2012-01-01

    Students at age 11 or 12 took a course where scientific skills were taught discretely rather than in an integrated approach alongside scientific knowledge and understanding. There is evidence that this may be a more beneficial approach for developing scientific skills. (Contains 1 figure and 1 table.)