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Sample records for academic skills taas

  1. 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…

  2. 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…

  3. An Overview of Conflicting Opinions in the TAAS Case.

    ERIC Educational Resources Information Center

    Valencia, Richard R.; Bernal, Ernesto M.

    2000-01-01

    Summarizes plaintiffs' and defendants' opinions in the Texas Assessment of Academic Skills (TAAS) case concerning why some minority students fail TAAS, history of racial/ethnic discrimination in Texas schools, students' opportunity to learn TAAS content, teaching-TAAS alignment, adverse impact on minority students, psychometric integrity, decision…

  4. Psychometric Inadequacies of the TAAS.

    ERIC Educational Resources Information Center

    Bernal, Ernesto M.

    2000-01-01

    Examines some problems of the Texas Assessment of Academic Skills (TAAS): multiple cutoff scores for passing the test and receiving a high school diploma, and artificially "tricky" items that disproportionately confuse language-minority students. Uses factor analysis and simulations to show ways to improve item selection for the TAAS. (Contains 62…

  5. 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:…

  6. 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)…

  7. 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…

  8. 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…

  9. 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…

  10. Trait Validity and Reliability of TAAS Reading Scores: 1994-1999

    ERIC Educational Resources Information Center

    Lorence, Jon

    2010-01-01

    The Texas Assessment of Academic Skills (TAAS) test was the major source of data for the Texas educational accountability system from 1994 through 2002. Contrary to critics who claim that TAAS data are invalid and unreliable measures of student performance, structural equation analyses of TAAS reading data based on the 1994 Texas third grade…

  11. Teacher Agency and the TAAS: Maintaining the Ability To "Act Otherwise."

    ERIC Educational Resources Information Center

    Sloan, Kris

    Data from the Texas Assessment of Academic Skills (TAAS) were used to explore how learning environments within bilingual classes where students perform very well on the Spanish version of the TAAS are shaped by forces surrounding the TAAS and how this shaping process affects teachers. Four elementary schools were selected based on the high…

  12. The TAAS Case: A Recapitulation and Beyond.

    ERIC Educational Resources Information Center

    Bernal, Ernesto M.; Valencia, Richard R.

    2000-01-01

    Reviews major issues germane to the Texas Assessment of Academic Skills (TAAS) case. Discusses the second wave of Texas standards-based reform that would institutionalize retention for students failing a state-mandated achievement test, proposed federal legislation limiting use of high stakes tests, and psychometric and policy lessons learned from…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. Effects of Success for All on TAAS Reading: A Texas Statewide Evaluation. Report No. 51.

    ERIC Educational Resources Information Center

    Hurley, Eric A.; Chamberlain, Anne; Slavin, Robert E.; Madden, Nancy A.

    This report presents analyses of data from the Texas Assessment of Academic Skills (TAAS) reading measures. It evaluates outcomes in all of the 111 Texas schools that began Success for All from 1994-97. Success for All is a comprehensive reform model for elementary schools, especially Title I schoolwide projects. TAAS reading scores were collected…

  18. High Stakes Testing in Texas: Does the TAAS Tell the Whole Story?

    ERIC Educational Resources Information Center

    Linton, Thomas H.; Kester, Donald

    This study was conducted to determine whether norm-referenced test data and Texas Assessment of Academic Skills (TAAS) data from 1995 and 1999 showed similar gains in reading and mathematics achievement. TAAS data were collected from all students in Texas who were in the accountability subset of scores used for rating schools, approximately…

  19. Texas Student Assessment Program Student Performance Results, 1998-1999: Statewide and Regional Results. TAAS and End-of-Course Examinations and Other Studies.

    ERIC Educational Resources Information Center

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

    This report outlines statewide results on the Texas Assessment of Academic Skills (TAAS) for the 1998-1999 academic year. Also included are statewide data from the administration of the Spanish TAAS and the Algebra I, Biology, English II, and U.S. History end-of-course examinations. To allow a broader view of the assessment program's history,…

  20. Disparate Impact Analyses of TAAS Scores and School Quality.

    ERIC Educational Resources Information Center

    Fassold, Mark A. J.

    2000-01-01

    Applies four measures of disparate impact (four-fifths rule, Hazelwood rule, Shoben rule, and rule of practical significance) to Texas Assessment of Academic Skills (TAAS) performance data for racial/ethnic groups. Compares findings to data on school quality and math course completion by racial/ethnic group. (Contains 21 references.) (SV)

  1. 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…

  2. Exploring the Achievement Gap between White and Minority Students in Texas: A Comparison of the 1996 and 2000 NAEP and TAAS Eighth Grade Mathematics Test Results.

    ERIC Educational Resources Information Center

    Linton, Thomas H.; Kester, Donald

    2003-01-01

    Compared scores for Texas eighth graders on the Texas Assessment of Academic Skills (TAAS) and National Assessment of Educational Progress (NAEP) to study the achievement gap in mathematics in 1996 and 2000. Results show the likelihood of a ceiling effect impacting students' TAAS scores that created the illusion the achievement gap had narrowed.…

  3. Student Performance Results, 1997-1998. Texas Student Assessment Program. TAAS and End-of-Course Examinations. Statewide and Regional Results.

    ERIC Educational Resources Information Center

    Texas Education Agency, Austin.

    This report outlines student performance results from the Texas Assessment of Academic Skills (TAAS) for the 1997-1998 school year as well as results from the Spanish TAAS tests and the Biology I and Algebra I end-of-course examinations. Data represent test results for students not in special education. The chapters are: (1) "Executive Summary";…

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

    ERIC Educational Resources Information Center

    Copeman, Peter; Keightley, Polly

    2014-01-01

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

  5. 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…

  6. The Harmful Impact of the TAAS System of Testing in Texas: Beneath the Accountability Rhetoric.

    ERIC Educational Resources Information Center

    McNeil, Linda; Valenzuela, Angela

    Drawing on the collective experience of the researchers, their work with teachers and principals, and their previous research in urban schools where students are predominantly Mexican American, this essay outlines the ways in which the Texas Assessment of Academic Skills (TAAS) harms the educational quality and opportunity of minority,…

  7. 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…

  8. 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.

  9. 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…

  10. 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…

  11. Sameness, Bureaucracy, and the Myth of Educational Equity: The TAAS System of Testing in Texas Public Schools.

    ERIC Educational Resources Information Center

    McNeil, Linda M.

    2000-01-01

    The verdict in the Texas Assessment of Academic Skills (TAAS) case undermined the concept of educational equity by equating it with sameness. Testimony was excluded that revealed bureaucratic processes creating new inequities: overemphasis on test preparation and manipulation of students' grade level designations to artificially improve…

  12. Study Skills Course Impact on Academic Self-Efficacy

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  13. Texas Student Assessment Program. Student Performance Results, 1996-1997. TAAS and End-of-Course Examinations and Other Studies. Statewide and Regional Results.

    ERIC Educational Resources Information Center

    Texas Education Agency, Austin.

    This report presents results from the Texas Assessment of Academic Skills (TAAS) tests administered in the spring of 1997 and results from end of course tests in Algebra and Biology. Only a slight decrease in the percentage passing the eighth-grade social studies test marred the otherwise across-the-board rise in percentages meeting minimum…

  14. Investigating the Achievement Gap between White and Minority Students in Texas: Should We Be Concerned about a Ceiling Effect on the TAAS?

    ERIC Educational Resources Information Center

    Linton, Thomas H.; Kester, Donald; Cassidy, Jack

    The purpose of this study was to investigate the achievement gap between minority and white students by analyzing 1996 and 2000 reading and mathematics scores on the Texas Assessment of Academic Skills (TAAS) at grades 5, 8, and 10. The focus was on score increases, the achievement gap between white and minority students, and whether or not a…

  15. 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…

  16. High Stakes Testing in Texas: An Analysis of the Impact of Including Special Education Students in the Texas Academic Excellence Indicator System.

    ERIC Educational Resources Information Center

    Linton, Thomas H.

    The accountability subset of the Texas Assessment of Academic Skills (TAAS) was studied over 4 years to identify trends that might explain why the 1999 TAAS passing rate did not decrease as was predicted. Expanding the accountability index in those years to include special education students was expected to cause a decline in the TAAS…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

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

    ERIC Educational Resources Information Center

    Keane, Willard; Peel, Mark

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

  8. 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…

  9. 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…

  10. 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,…

  11. 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…

  12. 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…

  13. At-Risk Student Mobility in an Urban Elementary School: Effects on Academic Achievement

    ERIC Educational Resources Information Center

    Shoho, Alan R.; Oleszewski, Ashley

    2010-01-01

    The purpose of this study was to examine the impact of at-risk student mobility on academic achievement in an urban elementary school. Math and reading scores from the Texas Assessment of Academic Skills (TAAS) of 172 third, fourth, and fifth grade students from an urban school district in South Central Texas were examined to determine whether…

  14. 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…

  15. Testing Algorithmic Skills in Traditional and Non-Traditional Programming Environments

    ERIC Educational Resources Information Center

    Csernoch, Mária; Biró, Piroska; Máth, János; Abari, Kálmán

    2015-01-01

    The Testing Algorithmic and Application Skills (TAaAS) project was launched in the 2011/2012 academic year to test first year students of Informatics, focusing on their algorithmic skills in traditional and non-traditional programming environments, and on the transference of their knowledge of Informatics from secondary to tertiary education. The…

  16. 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…

  17. 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…

  18. 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.)

  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. 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…

  2. 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…

  3. 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…

  4. 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…

  5. Texas Essential Knowledge and Skills (TEKS) Educator's Guide to TEKS-Based Assessment. End-of-Course Tests. Algebra I, Biology, English II, and U.S. History, 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 guide contains information for the end-of-course tests administered for the following subjects: Algebra…

  6. 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.…

  7. 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…

  8. 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…

  9. 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

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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.…

  17. Constructivist Approach: Improving Social Studies Skills Academic Achievement

    ERIC Educational Resources Information Center

    McCray, Kimeko

    2007-01-01

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

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. "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…

  4. 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,…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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

  11. 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…

  12. 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)

  13. 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…

  14. 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

  15. 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…

  16. 20 CFR 617.56 - Inviolate rights to TAA.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Inviolate rights to TAA. 617.56 Section 617... Inviolate rights to TAA. Except as specifically provided in this part 617, the rights of individuals to TAA... protected under the applicable State law. Such measures shall include protection of applicants for TAA...

  17. 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

  18. 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

  19. 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…

  20. 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…

  1. Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills.

    PubMed

    Mashburn, Andrew J; Pianta, Robert C; Hamre, Bridget K; Downer, Jason T; Barbarin, Oscar A; Bryant, Donna; Burchinal, Margaret; Early, Diane M; Howes, Carollee

    2008-01-01

    This study examined development of academic, language, and social skills among 4-year-olds in publicly supported prekindergarten (pre-K) programs in relation to 3 methods of measuring pre-K quality, which are as follows: (a) adherence to 9 standards of quality related to program infrastructure and design, (b) observations of the overall quality of classroom environments, and (c) observations of teachers' emotional and instructional interactions with children in classrooms. Participants were 2,439 children enrolled in 671 pre-K classrooms in 11 states. Adjusting for prior skill levels, child and family characteristics, program characteristics, and state, teachers' instructional interactions predicted academic and language skills and teachers' emotional interactions predicted teacher-reported social skills. Findings suggest that policies, program development, and professional development efforts that improve teacher-child interactions can facilitate children's school readiness. PMID:18489424

  2. 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…

  3. 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…

  4. 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

  5. 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

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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)

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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,…

  10. 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…

  11. 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…

  12. 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.

  13. 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

  14. 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

  15. 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

  16. 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…

  17. 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

  18. 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

  19. 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

  20. 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

  1. 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…

  2. 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…

  3. 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

  4. 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

  5. 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)

  6. 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

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Powers, Donald E.

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

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

    ERIC Educational Resources Information Center

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

    2004-01-01

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

  12. 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.

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. 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

  19. 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

  20. 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

  1. 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…

  2. 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

  3. 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

  4. 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

  5. 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…

  6. 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…

  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. 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

  9. 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

  10. 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)…

  11. 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…

  12. 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).…

  13. 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…

  14. 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.…

  15. 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…

  16. 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…

  17. 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)

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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"…

  3. 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…

  4. 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…

  5. 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;…

  6. 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…

  7. 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…

  8. 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…

  9. 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

  10. 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

  11. 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

  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. 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…

  15. 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…

  16. Intrinsic diamagnetism in the Weyl semimetal TaAs

    NASA Astrophysics Data System (ADS)

    Liu, Yu; Li, Zhilin; Guo, Liwei; Chen, Xiaolong; Yuan, Ye; Liu, Fang; Prucnal, Slawomir; Helm, Manfred; Zhou, Shengqiang

    2016-06-01

    We investigate the magnetic properties of TaAs, a prototype Weyl semimetal. TaAs crystals show diamagnetism with magnetic susceptibility of about -7×10-7 emu/(g Oe) at 5 K. A general feature is the appearance of a minimum at around 185 K in magnetization measurements as a function of temperature, which resembles that of graphite. No phase transition is observed in the temperature range between 5 K and 400 K.

  17. 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).…

  18. 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…

  19. 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…

  20. Targeting of tumor-associated antigens (TAA) in experimental immunotherapy

    SciTech Connect

    Ravikumar, T.S.; Galbo, L.; Marini, C.; Kaplan, P.; Valmont, I.; Cunningham, J.N. Jr.

    1986-06-01

    We have previously shown the superiority of tumor-associated antigens (TAA) to function as effective immunogens when administered with bilayer membrane vesicles called liposomes. The ability of liposomes to target TAA to host antigen-presenting cells is analyzed here. 1-Butanol extracted TAA from two syngeneic rat colon cancer tumors (WB 2054 and W 1756) was radioiodinated (/sup 131/I-TAA). Free /sup 131/I and /sup 131/I-TAA (2.8 X 10(7) cpm and 75 micrograms TAA per rat) were used as tracers, with or without incorporation into liposomes (composition: sphingomyelin, cholesterol, dicetyl phosphate at 70:24:6 molar ratio). Six groups of male rats (BN X WF for WB2054 and Wistar/Furth for W1756, n = 18 each group) were injected iv with either free tracers or the tracers incorporated into liposomes. Whole blood clearance curve was biphasic (half-life alpha = 5 min; half life beta = 12 hr), suggesting a two-compartmental model of distribution. Seven animals from each group were sacrificed at set times (15 min to 48 hr), organs harvested and cpm/g of tissue estimated. Liposome /sup 131/I and liposome /sup 131/I-TAA were targeted to and retained preferentially in liver and spleen. Four animals from each group were imaged serially using a gamma camera. Matched pair analysis of regions showed persistently higher activity in liver-spleen area when liposomes were used (P less than 0.001). The uptake of radiolabeled antigens by plastic adherent mononuclear cells in liver and spleen was significantly higher when presented with liposomes (macrophage uptake index: liver = 1.65 vs 0.55; spleen = 5.85 vs 1.15; with and without liposomes, respectively).

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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'…

  8. 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…

  9. 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

  10. Optical spectroscopy of the Weyl semimetal TaAs

    NASA Astrophysics Data System (ADS)

    Xu, B.; Dai, Y. M.; Zhao, L. X.; Wang, K.; Yang, R.; Zhang, W.; Liu, J. Y.; Xiao, H.; Chen, G. F.; Taylor, A. J.; Yarotski, D. A.; Prasankumar, R. P.; Qiu, X. G.

    2016-03-01

    We present a systematic study of both the temperature and frequency dependence of the optical response in TaAs, a material that has recently been realized to host the Weyl semimetal state. Our study reveals that the optical conductivity of TaAs features a narrow Drude response alongside a conspicuous linear dependence on frequency. The weight of the Drude peak decreases upon cooling, following a T2 temperature dependence, in good agreement with theoretical predictions. Two linear components with distinct slopes dominate the low-temperature optical conductivity. A comparison between our experimental results and theoretical calculations suggests that the linear conductivity below ˜230 cm-1 arises purely from interband transitions near the Weyl points, providing rich information about the Weyl semimetal state in TaAs.

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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)

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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.

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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)

  1. 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

  2. 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

  3. Anomalous electronic structure and magnetoresistance in TaAs2

    PubMed Central

    Luo, Yongkang; McDonald, R. D.; Rosa, P. F. S.; Scott, B.; Wakeham, N.; Ghimire, N. J.; Bauer, E. D.; Thompson, J. D.; Ronning, F.

    2016-01-01

    The change in resistance of a material in a magnetic field reflects its electronic state. In metals with weakly- or non-interacting electrons, the resistance typically increases upon the application of a magnetic field. In contrast, negative magnetoresistance may appear under some circumstances, e.g., in metals with anisotropic Fermi surfaces or with spin-disorder scattering and semimetals with Dirac or Weyl electronic structures. Here we show that the non-magnetic semimetal TaAs2 possesses a very large negative magnetoresistance, with an unknown scattering mechanism. Density functional calculations find that TaAs2 is a new topological semimetal [ℤ2 invariant (0;111)] without Dirac dispersion, demonstrating that a negative magnetoresistance in non-magnetic semimetals cannot be attributed uniquely to the Adler-Bell-Jackiw chiral anomaly of bulk Dirac/Weyl fermions. PMID:27271852

  4. Anomalous electronic structure and magnetoresistance in TaAs2.

    PubMed

    Luo, Yongkang; McDonald, R D; Rosa, P F S; Scott, B; Wakeham, N; Ghimire, N J; Bauer, E D; Thompson, J D; Ronning, F

    2016-01-01

    The change in resistance of a material in a magnetic field reflects its electronic state. In metals with weakly- or non-interacting electrons, the resistance typically increases upon the application of a magnetic field. In contrast, negative magnetoresistance may appear under some circumstances, e.g., in metals with anisotropic Fermi surfaces or with spin-disorder scattering and semimetals with Dirac or Weyl electronic structures. Here we show that the non-magnetic semimetal TaAs2 possesses a very large negative magnetoresistance, with an unknown scattering mechanism. Density functional calculations find that TaAs2 is a new topological semimetal [ℤ2 invariant (0;111)] without Dirac dispersion, demonstrating that a negative magnetoresistance in non-magnetic semimetals cannot be attributed uniquely to the Adler-Bell-Jackiw chiral anomaly of bulk Dirac/Weyl fermions. PMID:27271852

  5. Anomalous electronic structure and magnetoresistance in TaAs2

    NASA Astrophysics Data System (ADS)

    Luo, Yongkang; McDonald, R. D.; Rosa, P. F. S.; Scott, B.; Wakeham, N.; Ghimire, N. J.; Bauer, E. D.; Thompson, J. D.; Ronning, F.

    2016-06-01

    The change in resistance of a material in a magnetic field reflects its electronic state. In metals with weakly- or non-interacting electrons, the resistance typically increases upon the application of a magnetic field. In contrast, negative magnetoresistance may appear under some circumstances, e.g., in metals with anisotropic Fermi surfaces or with spin-disorder scattering and semimetals with Dirac or Weyl electronic structures. Here we show that the non-magnetic semimetal TaAs2 possesses a very large negative magnetoresistance, with an unknown scattering mechanism. Density functional calculations find that TaAs2 is a new topological semimetal [ℤ2 invariant (0;111)] without Dirac dispersion, demonstrating that a negative magnetoresistance in non-magnetic semimetals cannot be attributed uniquely to the Adler-Bell-Jackiw chiral anomaly of bulk Dirac/Weyl fermions.

  6. Optical spectroscopy of the Weyl semimetal TaAs

    DOE PAGESBeta

    Xu, B.; Dai, Y. M.; Zhao, L. X.; Wang, K.; Yang, R.; Zhang, W.; Liu, J. Y.; Xiao, H.; Chen, G. F.; Taylor, A. J.; et al

    2016-03-24

    Here, we present a systematic study of both the temperature and frequency dependence of the optical response in TaAs, a material that has recently been realized to host the Weyl semimetal state. Our study reveals that the optical conductivity of TaAs features a narrow Drude response alongside a conspicuous linear dependence on frequency. The weight of the Drude peak decreases upon cooling, following a T2 temperature dependence, in good agreement with theoretical predictions. Two linear components with distinct slopes dominate the low-temperature optical conductivity. A comparison between our experimental results and theoretical calculations suggests that the linear conductivity below ~230more » cm–1 arises purely from interband transitions near the Weyl points, providing rich information about the Weyl semimetal state in TaAs.« less

  7. Anomalous electronic structure and magnetoresistance in TaAs2

    DOE PAGESBeta

    Luo, Yongkang; McDonald, R. D.; Rosa, P. F. S.; Scott, B.; Wakeham, N.; Ghimire, N. J.; Bauer, E. D.; Thompson, J. D.; Ronning, F.

    2016-01-01

    We report that the change in resistance of a material in a magnetic field reflects its electronic state. In metals with weakly- or non-interacting electrons, the resistance typically increases upon the application of a magnetic field. In contrast, negative magnetoresistance may appear under some circumstances, e.g., in metals with anisotropic Fermi surfaces or with spin-disorder scattering and semimetals with Dirac or Weyl electronic structures. Here we show that the non-magnetic semimetal TaAs2 possesses a very large negative magnetoresistance, with an unknown scattering mechanism. In conclusion, density functional calculations find that TaAs2 is a new topological semimetal [Z2 invariant (0;111)] withoutmore » Dirac dispersion, demonstrating that a negative magnetoresistance in non-magnetic semimetals cannot be attributed uniquely to the Adler-Bell-Jackiw chiral anomaly of bulk Dirac/Weyl fermions.« less

  8. 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…

  9. 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…

  10. 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…

  11. 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,…

  12. 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;…

  13. 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…

  14. 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…

  15. 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…

  16. 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'…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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

  2. 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…

  3. 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…

  4. 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,…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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)

  16. 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

  17. 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

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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

  10. 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.

  11. 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

  12. 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

  13. Surviving Job Loss: Motivation among Second Year Trade Adjustment Assistance (TAA) Students

    ERIC Educational Resources Information Center

    Karnes, Sandra Lee

    2012-01-01

    This ethnographic case study investigated second year college students who participated in the Trade Adjustment Assistance (TAA) program at a technical college in northeastern Pennsylvania. In order to understand how learners stayed motivated in a college setting, I selected participants who were in their second year of the TAA program. A total of…

  14. 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

  15. 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

  16. 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…

  17. 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…

  18. The Significance of the TAAS Test for Mexican Immigrant and Mexican American Adolescents: A Case Study.

    ERIC Educational Resources Information Center

    Valenzuela, Angela

    2000-01-01

    A 3-year case study of a Houston (Texas) high school demonstrates that high stakes testing is an alienating feature of schooling. The need to pass the Texas Assessment of Academic Skills to graduate discourages many Mexican American and immigrant Mexican students from completing high school or considering college. The English-only nature of the…

  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. Depletion of Hepatic Macrophages Aggravates Liver Lesions Induced in Rats by Thioacetamide (TAA).

    PubMed

    Golbar, Hossain M; Izawa, Takeshi; Wijesundera, Kavindra K; Bondoc, Alexandra; Tennakoon, Anusha H; Kuwamura, Mitsuru; Yamate, Jyoji

    2016-02-01

    Hepatic macrophages play crucial roles in hepatotoxicity. We investigated immunophenotypes of macrophages in liver injury induced in rats by thioacetamide (TAA; 300 mg/kg, intraperitoneal) after hepatic macrophage depletion; hepatic macrophages were depleted by liposomal clodronate (CLD; 10 ml/kg, i.v.) one day before TAA injection. Samples were obtained on post-TAA injection days 0, 1, 2, 3, 5, and 7. TAA injection induced coagulation necrosis of hepatocytes on days 1 through 3 and subsequent reparative fibrosis on days 5 and 7 in the centrilobular area, accompanied by increased numbers of M1 macrophages (expressing cluster of differentiation [CD]68 and major histocompatibility complex class II) and M2 macrophages (expressing CD163 and CD204) mainly on days 1 through 3. TAA + CLD treatment markedly decreased the numbers of M1 and M2 macrophages mainly on days 1 through 3; CD163(+) Kupffer cells were most sensitive to CLD depletion. In TAA + CLD-treated rats, interestingly, coagulation necrosis of hepatocytes was prolonged with more increased levels of hepatic enzymes (aspartate transaminase, alanine transaminase, and alkaline phosphatase) to TAA-treated rats; reparative fibrosis was incomplete and replaced by dystrophic calcification in the injured area, indicating the aggravated damage. Furthermore, in TAA + CLD-treated rats, inflammatory factors (monocyte chemoattractant protein [MCP]-1, interferon-γ, tumor necrosis factor-α, and interleukin-10) and fibrosis-related factors (transforming growth factor-β1, matrix metalloproteinase-2, tissue inhibitor of metalloproteinase-1) were decreased at messenger RNA levels, indicating abnormal macrophage functions. It was clearly demonstrated that hepatic macrophages have important roles in tissue damage and remodeling in hepatotoxicity. PMID:26957569

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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

  8. 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

  9. 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

  10. 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

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. Large magnetoresistance in compensated semimetals TaAs2 and NbAs2

    NASA Astrophysics Data System (ADS)

    Yuan, Zhujun; Lu, Hong; Liu, Yongjie; Wang, Junfeng; Jia, Shuang

    2016-05-01

    We report large magnetoresistance (MR) at low temperatures in single-crystalline nonmagnetic compounds TaAs2 and NbAs2. Both compounds exhibit parabolic-field-dependent MR larger than 5 ×103 in a magnetic field of 9 Tesla at 2 K. The MR starts to deviate from parabolic dependence above 10 T and intends to be saturated in 45 T for TaAs2 at 4.2 K. The Hall resistance measurements and band structure calculations reveal their compensated semimetal characteristics. Their large MR at low temperatures is ascribed to an effect for compensation of electrons and holes with large mobilities. After discussing the MR for different samples of TaAs2 and other semimetals, we found that the magnitudes of MR are strongly dependent on the samples' quality for different compounds.

  11. High-pressure crystal structures of TaAs from first-principles calculations

    NASA Astrophysics Data System (ADS)

    Lu, Mingchun; Guo, Yanan; Zhang, Miao; Liu, Hanyu; Tse, John S.

    2016-08-01

    In this work, we systematically studied the phase transition of TaAs under high pressures and reported three high-pressure structures P-6m2 (hexagonal, stable at 13-32 GPa), P21/c (monoclinic, stable at 32-103 GPa) and Pm-3m (cubic, stable above 103 GPa), by using particle swarm optimization in combination with first principles electronic structure methodology. All predicted structures are dynamically stable, since there is no imaginary mode to be found in the whole Brillouin zone. At high pressures, the TaAs was found to become superconductor with the superconducting critical temperature of ~1 K at about 100 GPa.

  12. Observation of Fermi-Arc Spin Texture in TaAs.

    PubMed

    Lv, B Q; Muff, S; Qian, T; Song, Z D; Nie, S M; Xu, N; Richard, P; Matt, C E; Plumb, N C; Zhao, L X; Chen, G F; Fang, Z; Dai, X; Dil, J H; Mesot, J; Shi, M; Weng, H M; Ding, H

    2015-11-20

    We have investigated the spin texture of surface Fermi arcs in the recently discovered Weyl semimetal TaAs using spin- and angle-resolved photoemission spectroscopy. The experimental results demonstrate that the Fermi arcs are spin polarized. The measured spin texture fulfills the requirement of mirror and time-reversal symmetries and is well reproduced by our first-principles calculations, which gives strong evidence for the topologically nontrivial Weyl semimetal state in TaAs. The consistency between the experimental and calculated results further confirms the distribution of chirality of the Weyl nodes determined by first-principles calculations. PMID:26636872

  13. 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…

  14. 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…

  15. 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.…

  16. 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…

  17. 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)

  18. 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…

  19. 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…

  20. 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…

  1. 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

  2. 20 CFR 665.330 - Are the NAFTA-TAA program requirements for rapid response also required activities?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 20 Employees' Benefits 3 2011-04-01 2011-04-01 false Are the NAFTA-TAA program requirements for... WORKFORCE INVESTMENT ACT Rapid Response Activities § 665.330 Are the NAFTA-TAA program requirements for... WIA are made available to workers who, under the NAFTA Implementation Act (Public Law 103-182),...

  3. 20 CFR 665.330 - Are the NAFTA-TAA program requirements for rapid response also required activities?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Are the NAFTA-TAA program requirements for rapid response also required activities? 665.330 Section 665.330 Employees' Benefits EMPLOYMENT AND... WORKFORCE INVESTMENT ACT Rapid Response Activities § 665.330 Are the NAFTA-TAA program requirements...

  4. 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…

  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. Practitioner Expectations and Experiences with the Certificate IV in Training and Assessment (TAA40104): Support Document

    ERIC Educational Resources Information Center

    Clayton, Berwyn; Meyers, Dave; Bateman, Andrea; Bluer, Robert

    2010-01-01

    This document supports the report "Practitioner Expectations and Experiences with the Certificate IV in Training and Assessment (TAA40104)". The first section outlines the methodology used to undertake the research and covers the design of the research, sample details, data collection processes and the strategy for data analysis and reporting. The…

  7. 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

  8. 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

  9. Localization and interactions between Arabidopsis auxin biosynthetic enzymes in the TAA/YUC-dependent pathway.

    PubMed

    Kriechbaumer, Verena; Botchway, Stanley W; Hawes, Chris

    2016-07-01

    The growth regulator auxin is involved in all key developmental processes in plants. A complex network of a multiplicity of potential biosynthetic pathways as well as transport, signalling plus conjugation and deconjugation lead to a complex and multifaceted system system for auxin function. This raises the question how such a system can be effectively organized and controlled. Here we report that a subset of auxin biosynthetic enzymes in the TAA/YUC route of auxin biosynthesis is localized to the endoplasmic reticulum (ER). ER microsomal fractions also contain a significant percentage of auxin biosynthetic activity. This could point toward a model of auxin function using ER membrane location and subcellular compartmentation for supplementary layers of regulation. Additionally we show specific protein-protein interactions between some of the enzymes in the TAA/YUC route of auxin biosynthesis. PMID:27208541

  10. Discovery of the first Weyl fermion semimetal and topological Fermi arcs in TaAs

    NASA Astrophysics Data System (ADS)

    Xu, Suyang; Belopolski, Ilya; Alidoust, Nasser; Neupane, Madhab; Bian, Guang; Zhang, Chenglong; Sankar, Raman; Chang, Guoqing; Yuan, Zhujun; Lee, Chi-Cheng; Huang, Shin-Ming; Zheng, Hao; Ma, Jie; Sanchez, Daniel; Wang, Baokai; Bansil, Arun; Chou, Fangcheng; Shibayev, Pavel; Lin, Hsin; Jia, Shuang; Hasan, M. Zahid

    Weyl semimetals have opened a new era in condensed matter physics and materials science. They host Weyl fermions as emergent quasiparticles and admit a topological classification that protects Fermi arc surface states on the boundary. This unusual electronic structure has deep analogies with particle physics and leads to unique topological properties. We report the experimental discovery of the first Weyl semimetal, TaAs. We directly observe the Weyl fermions and the Fermi arcs in a TaAs single crystal and demonstrate its topological character. Our work opens the field for studying of Weyl fermions in table-top experiments. The work at Princeton and Princeton-led ARPES measurements were supported by the Gordon and Betty Moore Foundations EPiQS Initiative through grant GBMF4547 (Hasan) and by U.S. Department of Energy DE-FG-02-05ER46200.

  11. Resistivity plateau and extremely large magnetoresistance in NbAs2 and TaAs2

    NASA Astrophysics Data System (ADS)

    Wang, Yi-Yan; Yu, Qiao-He; Guo, Peng-Jie; Liu, Kai; Xia, Tian-Long

    2016-07-01

    In topological insulators (TIs), metallic surface conductance saturates the insulating bulk resistance with decreasing temperature, resulting in resistivity plateau at low temperatures as a transport signature originating from metallic surface modes protected by time reversal symmetry (TRS). Such a characteristic has been found in several materials including Bi2Te2Se , SmB6 etc. Recently, similar behavior has been observed in metallic compound LaSb, accompanying an extremely large magnetoresistance (XMR). Shubnikov-de Hass (SdH) oscillation at low temperatures further confirms the metallic behavior of the plateau region under magnetic fields. LaSb [Tafti et al., Nat. Phys. 12, 272 (2015), 10.1038/nphys3581] has been proposed by the authors as a possible topological semimetal (TSM), while negative magnetoresistance is absent at this moment. Here, high quality single crystals of NbAs2/TaAs2 with inversion symmetry have been grown, and the resistivity under magnetic field is systematically investigated. Both of them exhibit metallic behavior under zero magnetic field, and a metal-to-insulator transition occurs when a nonzero magnetic field is applied, resulting in XMR (1.0 ×105% for NbAs2 and 7.3 ×105% for TaAs2 at 2.5 K and 14 T). With temperature decreased, a resistivity plateau emerges after the insulatorlike regime, and SdH oscillation has also been observed in NbAs2 and TaAs2.

  12. Giant semiclassical magnetoresistance in high mobility TaAs2 semimetal

    NASA Astrophysics Data System (ADS)

    Wu, Desheng; Liao, Jian; Yi, Wei; Wang, Xia; Li, Peigang; Weng, Hongming; Shi, Youguo; Li, Yongqing; Luo, Jianlin; Dai, Xi; Fang, Zhong

    2016-01-01

    We report the observation of colossal positive magnetoresistance (MR) in single crystalline, high mobility TaAs2 semimetal. The excellent fit of MR by a single quadratic function of the magnetic field B over a wide temperature range (T = 2-300 K) suggests the semiclassical nature of the MR. The measurements of Hall effect and Shubnikov-de Haas oscillations, as well as band structure calculations, suggest that the giant MR originates from the nearly perfectly compensated electrons and holes in TaAs2. The quadratic MR can even exceed 1 200 000% at B = 9 T and T = 2 K, which is one of the largest values among those of all known semi-metallic compounds, including the very recently discovered WTe2 and NbSb2. The giant positive magnetoresistance in TaAs2 not only has a fundamentally different origin from the negative colossal MR observed in magnetic systems but also provides a nice complemental system that will be beneficial for applications in magnetoelectronic devices.

  13. Hepatoprotective Effects of Panus giganteus (Berk.) Corner against Thioacetamide- (TAA-) Induced Liver Injury in Rats

    PubMed Central

    Wong, Wei-Lun; Abdulla, Mahmood Ameen; Chua, Kek-Heng; Kuppusamy, Umah Rani; Tan, Yee-Shin; Sabaratnam, Vikineswary

    2012-01-01

    Panus giganteus, a culinary and medicinal mushroom consumed by selected indigenous communities in Malaysia, is currently being considered for large scale cultivation. This study was undertaken to investigate the hepatoprotective effects of P. giganteus against thioacetamide- (TAA-) induced liver injury in Sprague-Dawley rats. The rats were injected intraperitoneally with TAA thrice weekly and were orally administered freeze-dried fruiting bodies of P. giganteus (0.5 or 1 g/kg) daily for two months, while control rats were given vehicle or P. giganteus only. After 60 days, rats administered with P. giganteus showed lower liver body weight ratio, restored levels of serum liver biomarkers and oxidative stress parameters comparable to treatment with the standard drug silymarin. Gross necropsy and histopathological examination further confirmed the hepatoprotective effects of P. giganteus. This is the first report on hepatoprotective effects of P. giganteus. The present study showed that P. giganteus was able to prevent or reduce the severity of TAA-induced liver injury. PMID:22649470

  14. Student Assessment and Performance. Measuring Up: The State of Texas Education. A Special Report of the Texas Kids Count Project.

    ERIC Educational Resources Information Center

    Texas Kids Count Project, Austin.

    This report focuses on the standards and test schools used to measure student and school performance in Texas. The primary method for evaluating the academic achievement of Texas public school students is a standardized test called the Texas Assessment of Academic Skills (TAAS). A review of TAAS scores and their uses suggests that the TAAS test…

  15. Developing a Research Skill Set

    PubMed Central

    You, Y. Nancy; Bednarski, Brian

    2014-01-01

    The recent decades have witnessed a significant expansion in the diversity of career paths within academic surgery. Although the skills for providing exemplary surgical care and for maintaining a strong work ethic are the foundations of an academic surgeon, deliberate career planning and organized acquisition of research skills contribute to the success of an academic career. In this article, we identify a set of core academic skills and propose a framework for acquiring them. We also describe specific career paths within academic surgery and provide an overview of the opportunities for acquiring specific skill sets. The development of an academic career is challenging, and firm knowledge of the personal motivations will sustain and endure the time needed for acquiring the needed skills. PMID:25067917

  16. Increasing Reading and Test Taking Skills with Hypnosis and Suggestion.

    ERIC Educational Resources Information Center

    Cole, Randy Drue

    This study investigated the effects of hypnosis on the learning of reading skills and academic skills. The general hypothesis was that hypnotic suggestions related to the curriculum of a course for improvement of academic and study skills would facilitate students' academic skill learning. Ninety-three male and female students enrolled in a course…

  17. 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)

  18. Assessing Educational Outcomes in Middle Childhood: Validation of the Teacher Academic Attainment Scale

    ERIC Educational Resources Information Center

    Johnson, Samantha; Marlow, Neil; Wolke, Dieter

    2012-01-01

    Aim: Assessing educational outcomes in high-risk populations is crucial for defining long-term outcomes. As standardized tests are costly and time-consuming, we assessed the use of the Teacher Academic Attainment Scale (TAAS) as an outcome measure. Method: Three hundred and forty three children in mainstream schools aged 10 to 11 years (144 males,…

  19. The Employability Skills Portfolio.

    ERIC Educational Resources Information Center

    Stemmer, Paul; And Others

    1992-01-01

    During 1990-91, Michigan schools piloted an innovative portfolio approach enabling students to discover, document, and develop employability skills in academics, personal management, and teamwork. Not an improved sorting system, the project encourages students to recognize successes, seek opportunities to improve skills, and gain confidence in…

  20. Spin Polarization and Texture of the Fermi Arcs in the Weyl Fermion Semimetal TaAs.

    PubMed

    Xu, Su-Yang; Belopolski, Ilya; Sanchez, Daniel S; Neupane, Madhab; Chang, Guoqing; Yaji, Koichiro; Yuan, Zhujun; Zhang, Chenglong; Kuroda, Kenta; Bian, Guang; Guo, Cheng; Lu, Hong; Chang, Tay-Rong; Alidoust, Nasser; Zheng, Hao; Lee, Chi-Cheng; Huang, Shin-Ming; Hsu, Chuang-Han; Jeng, Horng-Tay; Bansil, Arun; Neupert, Titus; Komori, Fumio; Kondo, Takeshi; Shin, Shik; Lin, Hsin; Jia, Shuang; Hasan, M Zahid

    2016-03-01

    A Weyl semimetal is a new state of matter that hosts Weyl fermions as quasiparticle excitations. The Weyl fermions at zero energy correspond to points of bulk-band degeneracy, called Weyl nodes, which are separated in momentum space and are connected only through the crystal's boundary by an exotic Fermi arc surface state. We experimentally measure the spin polarization of the Fermi arcs in the first experimentally discovered Weyl semimetal TaAs. Our spin data, for the first time, reveal that the Fermi arcs' spin-polarization magnitude is as large as 80% and lies completely in the plane of the surface. Moreover, we demonstrate that the chirality of the Weyl nodes in TaAs cannot be inferred by the spin texture of the Fermi arcs. The observed nondegenerate property of the Fermi arcs is important for establishing its exact topological nature, which reveals that spins on the arc form a novel type of 2D matter. Additionally, the nearly full spin polarization we observed (∼80%) may be useful in spintronic applications. PMID:26991191

  1. Bulk electronic, elastic, structural, and dielectric properties of the Weyl semimetal TaAs

    NASA Astrophysics Data System (ADS)

    Buckeridge, J.; Jevdokimovs, D.; Catlow, C. R. A.; Sokol, A. A.

    2016-03-01

    We present results of electronic structure calculations of the bulk properties of the Weyl semimetal TaAs. The emergence of Weyl (massless) fermions in TaAs, due to its electronic band structure, is indicative of a new state of matter in the condensed phase that is of great interest for fundamental physics and possibly new applications. Many of the physical properties of the material, however, are unknown. We have calculated the structural parameters, dielectric function, elastic constants, phonon dispersion, electronic band structure, and Born effective charges using density functional theory within the generalized gradient approximation, including spin-orbit coupling where necessary. Our results provide essential information on the material; and our calculations agree well with the relatively small number of experimental data available. Moreover, we have determined the relative stability of the ground state body-centered tetragonal phase with respect to other common binary phases as a function of pressure at the athermal limit, predicting a transition to the CsCl cubic structure at 23.3 GPa. Finally, we have determined the band structure using an unbiased hybrid density functional that includes 25% exact exchange, in order to refine the previously determined positions in k space of the Weyl points.

  2. Anisotropic thermal transport in Weyl semimetal TaAs: a first principles calculation.

    PubMed

    Ouyang, Tao; Xiao, Huaping; Tang, Chao; Hu, Ming; Zhong, Jianxin

    2016-06-22

    A fundamental understanding of the phonon transport property is crucial to predict the thermal management performance in micro/nano-electronic devices. By combining first principle calculations and Boltzmann phonon transport equation, we investigate thermal transport in TaAs-a typical Weyl semimetal. The lattice thermal conductivity of TaAs at room temperature was found to be 39.26 W mK(-1) and 24.78 W mK(-1) along the a(b) and c crystal axis, respectively, showing obvious anisotropy. Detailed analyses of the mode level phonon properties further revealed that the three acoustic phonon modes dominate the overall thermal transport and the major phonon scattering channels in this typical Weyl semimetal were TA1/TA2/LA + O ↔ O and A + A ↔ O. The representative phonon mean free path of TaAs was also calculated in this paper, which provide helpful guidance for the thermal management of TaAs-based electronic devices. PMID:27271203

  3. Spin Polarization and Texture of the Fermi Arcs in the Weyl Fermion Semimetal TaAs

    NASA Astrophysics Data System (ADS)

    Xu, Su-Yang; Belopolski, Ilya; Sanchez, Daniel S.; Neupane, Madhab; Chang, Guoqing; Yaji, Koichiro; Yuan, Zhujun; Zhang, Chenglong; Kuroda, Kenta; Bian, Guang; Guo, Cheng; Lu, Hong; Chang, Tay-Rong; Alidoust, Nasser; Zheng, Hao; Lee, Chi-Cheng; Huang, Shin-Ming; Hsu, Chuang-Han; Jeng, Horng-Tay; Bansil, Arun; Neupert, Titus; Komori, Fumio; Kondo, Takeshi; Shin, Shik; Lin, Hsin; Jia, Shuang; Hasan, M. Zahid

    2016-03-01

    A Weyl semimetal is a new state of matter that hosts Weyl fermions as quasiparticle excitations. The Weyl fermions at zero energy correspond to points of bulk-band degeneracy, called Weyl nodes, which are separated in momentum space and are connected only through the crystal's boundary by an exotic Fermi arc surface state. We experimentally measure the spin polarization of the Fermi arcs in the first experimentally discovered Weyl semimetal TaAs. Our spin data, for the first time, reveal that the Fermi arcs' spin-polarization magnitude is as large as 80% and lies completely in the plane of the surface. Moreover, we demonstrate that the chirality of the Weyl nodes in TaAs cannot be inferred by the spin texture of the Fermi arcs. The observed nondegenerate property of the Fermi arcs is important for establishing its exact topological nature, which reveals that spins on the arc form a novel type of 2D matter. Additionally, the nearly full spin polarization we observed (˜80 %) may be useful in spintronic applications.

  4. Discovery of the first Weyl fermion semimetal and topological Fermi arcs in TaAs

    NASA Astrophysics Data System (ADS)

    Xu, Suyang; Belopolski, Ilya; Alidoust, Nasser; Neupane, Madhab; Bian, Guang; Zhang, Chenglong; Sankar, Raman; Chang, Guoqing; Yuan, Zhujun; Lee, Chi-Cheng; Huang, Shin-Ming; Zheng, Hao; Ma, Jie; Sanchez, Daniel; Wang, Baokai; Bansil, Arun; Chou, Fangcheng; Shibayev, Pavel; Lin, Hsin; Jia, Shuang; Hasan, M. Zahid

    Weyl semimetals have opened a new era in condensed matter physics and materials science. They host Weyl fermions as emergent quasiparticles and admit a topological classification that protects Fermi arc surface states on the boundary. This unusual electronic structure has deep analogies with particle physics and leads to unique topological properties. We report the experimental discovery of the first Weyl semimetal, TaAs. We directly observe Fermi arcs on the surface, as well as the Weyl fermion cones and Weyl nodes in the bulk of TaAs single crystals. We find that Fermi arcs terminate on the Weyl fermion nodes, consistent with their topological character. Our work opens the field for the experimental study of Weyl fermions in physics and materials science. The work at Princeton and Princeton-led ARPES measurements were supported by the Gordon and Betty Moore Foundations EPiQS Initiative through Grant GBMF4547 (Hasan) and by U.S. Department of Energy DE-FG-02-05ER46200.

  5. The Influence of Inclusion on the Academic Performance of General Education Students on the New Jersey Assessment of Skills and Knowledge in Grades 6, 7, and 8

    ERIC Educational Resources Information Center

    Robinson, Christie M.

    2012-01-01

    This study examined the impact of student variables (student socioeconomic status, race, attendance, and gender) and the school variable of placement in an inclusion setting on the academic achievement of general education students in grades 6, 7, and 8 in an urban school district. Academic achievement was defined as a general education student's…

  6. Effect of delayed reinforcement on skill acquisition during discrete-trial instruction: Implications for treatmen-integrity errors in academic settings.

    PubMed

    Carroll, Regina A; Kodak, Tiffany; Adolf, Kari J

    2016-03-01

    We used an adapted alternating treatments design to compare skill acquisition during discrete-trial instruction using immediate reinforcement, delayed reinforcement with immediate praise, and delayed reinforcement for 2 children with autism spectrum disorder. Participants acquired the skills taught with immediate reinforcement; however, delayed reinforcement decreased the efficiency and effectiveness of discrete-trial instruction. We discuss the importance of evaluating the influence of treatment-integrity errors on skill acquisition during discrete-trial instruction. PMID:26947579

  7. Academic dishonesty among nursing students.

    PubMed

    Gaberson, K B

    1997-01-01

    Student cheating on college campuses is believed to be a common occurrence, but academic dishonesty among nursing students is a source of legitimate concern to nursing faculty members because of its potential effect on present and future professional practice. Strategies are outlined that can promote academic honesty in the nursing program through moral and character development of nursing students, teaching moral decision-making skills, role-modeling of honest academic behavior, and developing and enforcing an appropriate academic integrity policy. PMID:9362877

  8. An Investigation of Relations among Academic Enablers and Reading Outcomes

    ERIC Educational Resources Information Center

    Jenkins, Lyndsay N.; Demaray, Michelle Kilpatrick

    2015-01-01

    The current study examined the link between academic enablers and different types of reading achievement measures. Academic enablers are skills and behaviors that support, or enable, students to perform well academically, such as engagement, interpersonal skills, motivation, and study skills. The sample in this study consisted of 61 third-,…

  9. Industrial Electronics and T.V./Computer Repair. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Fagg, Harold

    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. Effect of Delayed Reinforcement on Skill Acquisition during Discrete-Trial Instruction: Implications for Treatment-Integrity Errors in Academic Settings

    ERIC Educational Resources Information Center

    Carroll, Regina A.; Kodak, Tiffany; Adolf, Kari J.

    2016-01-01

    We used an adapted alternating treatments design to compare skill acquisition during discrete-trial instruction using immediate reinforcement, delayed reinforcement with immediate praise, and delayed reinforcement for 2 children with autism spectrum disorder. Participants acquired the skills taught with immediate reinforcement; however, delayed…

  11. Training and Assessment (TAA40104) in Community Providers in New South Wales: Participant Intentions and Outcomes. Occasional Paper

    ERIC Educational Resources Information Center

    Walker, Ruth

    2010-01-01

    Five years after implementation, the Certificate IV in Training and Assessment (TAA40104, and hereafter also referred to as the Certificate IV) remains a pivotal qualification in the national vocational education and training (VET) system. Under the Australian Quality Training Framework (AQTF) it is the qualification required by both workplace…

  12. Impact of Ethnicity, Class, and Gender on Achievement of Border Area Students on a High-Stakes Examination.

    ERIC Educational Resources Information Center

    Holman, Linda J.

    This study examined the following research hypotheses for fifth graders taking the Texas Assessment of Academic Skills (TAAS) tests in the El Paso (Texas) Independent School District in 1990-91: (1) ethnicity is positively predictive of TAAS status; (2) socioeconomic status (SES) is positively predictive of TAAS status; (3) gender is positively…

  13. Academic Major and Alumni Perceptions of Growth and Development.

    ERIC Educational Resources Information Center

    Richardson, Wm. Eddie

    This study compared the responses of 4,068 alumni with different academic majors on a questionnaire of dimensions of growth and development (personal/social skills, quantitative skills, verbal skills, and cultural understanding skills) to determine if students with different academic majors responded differentially to these dimensions. The Alumni…

  14. Life Skills Activities for Secondary Students with Special Needs.

    ERIC Educational Resources Information Center

    Mannix, Darlene

    This resource for life skills activities for adolescents with special needs covers aspects of interpersonal relationships, communication skills, academic and school skills, practical living skills, vocational skills, problem-solving skills, and lifestyle choices. Included are 190 illustrated activity sheets with related exercises, discussion…

  15. Career Pathways Skill-Building Instructional Model.

    ERIC Educational Resources Information Center

    Community Coll. of Rhode Island, Warwick.

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

  16. Career Pathways Skill-Building Activities Guide.

    ERIC Educational Resources Information Center

    Community Coll. of Rhode Island, Warwick.

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

  17. Job Skills Education Program. Final Technical Report.

    ERIC Educational Resources Information Center

    Florida State Univ., Tallahassee. Center for Educational Technology.

    This publication provides materials developed by a project designed to transfer a U.S. Army computer-based basic skills curriculum to applications in the vocational skills development of civilian adults. An executive summary of the final report describes the Job Skills Education Program (JSEP), which teaches academic skills that support vocational…

  18. Using Academic Journals to Help Students Learn Subject Matter Content, Develop and Practice Critical Reasoning Skills, and Reflect on Personal Values in Food Science and Human Nutrition Classes

    ERIC Educational Resources Information Center

    Iwaoka, Wayne T.; Crosetti, Lea M.

    2008-01-01

    It has been reported that students learn best when they use a wide variety of techniques to understand the information of the discipline, be it visual, auditory, discussion with others, metacognition, hands-on activities, or writing about the subject. We report in this article the use of academic journals not only as an aid for students to learn…

  19. Predictors of Academic Performance and School Engagement--Integrating Persistence, Motivation and Study Skills Perspectives Using Person-Centered and Variable-Centered Approaches

    ERIC Educational Resources Information Center

    Moreira, Paulo A. S.; Dias, Paulo; Vaz, Filipa Machado; Vaz, Joao Machado

    2013-01-01

    There is a growing need for the integration of various theoretical perspectives on academic performance, especially the theories on educational persistence, and motivational theories. Recent models of students' engagement with school incorporate different dimensions of students, family and school. However, some authors are arguing that academic…

  20. Measuring Elementary School Students' Social and Emotional Skills: Providing Educators with Tools to Measure and Monitor Social and Emotional Skills That Lead to Academic Success. Publication #2014-37

    ERIC Educational Resources Information Center

    Scarupa, Harriet J., Ed.

    2014-01-01

    Mounting research evidence points to social and emotional skills as playing a central role in shaping student achievement, workplace readiness, and adult wellbeing. This report describes the rigorous, collaborative work undertaken by the Tauck Family Foundation and Child Trends, a national leader in measuring children's development and wellbeing,…

  1. Do early life cognitive ability and self-regulation skills explain socio-economic inequalities in academic achievement? An effect decomposition analysis in UK and Australian cohorts.

    PubMed

    Pearce, Anna; Sawyer, Alyssa C P; Chittleborough, Catherine R; Mittinty, Murthy N; Law, Catherine; Lynch, John W

    2016-09-01

    Socio-economic inequalities in academic achievement emerge early in life and are observed across the globe. Cognitive ability and "non-cognitive" attributes (such as self-regulation) are the focus of many early years' interventions. Despite this, little research has compared the contributions of early cognitive and self-regulation abilities as separate pathways to inequalities in academic achievement. We examined this in two nationally representative cohorts in the UK (Millennium Cohort Study, n = 11,168; 61% original cohort) and Australia (LSAC, n = 3028; 59% original cohort). An effect decomposition method was used to examine the pathways from socio-economic disadvantage (in infancy) to two academic outcomes: 'low' maths and literacy scores (based on bottom quintile) at age 7-9 years. Risk ratios (RRs, and bootstrap 95% confidence intervals) were estimated with binary regression for each pathway of interest: the 'direct effect' of socio-economic disadvantage on academic achievement (not acting through self-regulation and cognitive ability in early childhood), and the 'indirect effects' of socio-economic disadvantage acting via self-regulation and cognitive ability (separately). Analyses were adjusted for baseline and intermediate confounding. Children from less advantaged families were up to twice as likely to be in the lowest quintile of maths and literacy scores. Around two-thirds of this elevated risk was 'direct' and the majority of the remainder was mediated by early cognitive ability and not self-regulation. For example in LSAC: the RR for the direct pathway from socio-economic disadvantage to poor maths scores was 1.46 (95% CI: 1.17-1.79). The indirect effect of socio-economic disadvantage through cognitive ability (RR = 1.13 [1.06-1.22]) was larger than the indirect effect through self-regulation (1.05 [1.01-1.11]). Similar patterns were observed for both outcomes and in both cohorts. Policies to alleviate social inequality (e.g. child poverty

  2. Is Non-Subject Based Research Training a "Waste of Time," Good Only for the Development of Professional Skills? An Academic Literacies Perspective

    ERIC Educational Resources Information Center

    Bastalich, Wendy; Behrend, Monica; Bloomfield, Robert

    2014-01-01

    In recent years, contentiously for some, universities have developed generalist skills lists and associated curricula in response to government demand for more "employment-ready" graduates. Such training usually includes writing and communication. In Australia and the UK, guidelines designed to support the development of skills…

  3. The Effects of Learning Strategies Instruction on Metacognitive Knowledge, Using Metacognitive Skills and Academic Achievement (Primary Education Sixth Grade Turkish Course Sample)

    ERIC Educational Resources Information Center

    Caliskan, Muhittin; Sunbul, Ali Murat

    2011-01-01

    This study investigated the effects of learning strategies instruction on metacognitive knowledge, metacognitive skills, and achievement. An experimental pre-test/post-test control group design was used in the research. The study was conducted in the 2008-2009 school year on 6th grade students at Orgeneral Tural and Dikmeli Primary Schools located…

  4. More than Just Fun and Games: The Longitudinal Relationships between Strategic Video Games, Self-Reported Problem Solving Skills, and Academic Grades

    ERIC Educational Resources Information Center

    Adachi, Paul J. C.; Willoughby, Teena

    2013-01-01

    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…

  5. Evaluating the Critical Thinking Skills and Academic Characteristics of Undergraduate Students at Two Post-Secondary Institutions Utilizing Two Different Curriculum Models

    ERIC Educational Resources Information Center

    Hepner, Michael Robert

    2012-01-01

    This mixed methods study compared the critical thinking skills of students at two post-secondary education institutions that utilize two different curriculum models. A contemporary institution that offers a core curriculum and degree specialization (majors) was contrasted with a Great Books school that utilizes a canon of primary sources and…

  6. 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…

  7. Do the Duration and Frequency of Physical Education Predict Academic Achievement, Self-Concept, Social Skills, Food Consumption, and Body Mass Index?

    ERIC Educational Resources Information Center

    Simms, Kathryn; Bock, Sara; Hackett, Lewis

    2014-01-01

    Objective: Prior research on the efficacy of physical education has been conducted in a piecemeal fashion. More specifically, studies typically test a single benefit hypothesized to be associated with physical education (e.g. body mass index [BMI]) while excluding others (e.g. social skills) and not controlling for important confounds (e.g. diet).…

  8. Using Precision Teaching to Enhance the Word Reading Skills and Academic Self-Concept of Secondary School Students: A Role for Professional Educational Psychologists

    ERIC Educational Resources Information Center

    Roberts, Will; Norwich, Brahm

    2010-01-01

    This article describes an investigation into the outcomes of a school-based initiative to improve the word reading skills of a group of secondary school students (n = 77). The project involved the delivery of an enhanced precision teaching (PT) programme across two cohorts of students by teaching assistants (TAs) in each school who themselves…

  9. Migrant Students with Limited English Proficiency: Can Fast ForWord Language? Make a Difference in Their Language Skills and Academic Achievement?

    ERIC Educational Resources Information Center

    Troia, Gary A.

    2004-01-01

    This study evaluated the efficacy of the computer-assisted intervention program known as Fast ForWord Language? in a sample of migrant students in Grades 1 through 6 who were native Spanish speakers. Fast ForWord Language? combines intensive training in multiple receptive English language skills with adaptive acoustic waveform lengthening and…

  10. The Impact of a Computer Based Math Instruction Program on Fifth Grade Student Academic Performance on the Texas Assessment of Knowledge and Skills in One School District

    ERIC Educational Resources Information Center

    Abel, Brian B.

    2011-01-01

    This study was designed to investigate the differences between two groups of fifth grade students' performance on the 2010 fifth grade Texas Assessment of Knowledge and Skills (TAKS) math test. The sample consisted of a group of fifth grade students receiving the traditional instruction from their classroom teacher and a group of fifth grade…

  11. Draft Genome Sequences of the Antimicrobial Producers Pseudomonas sp. TAA207 and Pseudomonas sp. TAD18 Isolated from Antarctic Sediments

    PubMed Central

    Presta, Luana; Inzucchi, Ilaria; Bosi, Emanuele; Fondi, Marco; Perrin, Elena; Maida, Isabel; Miceli, Elisangela; Tutino, Maria Luisa; Lo Giudice, Angelina; de Pascale, Donatella

    2016-01-01

    We report here the draft genome sequence of the Pseudomonas sp. TAA207 and Pseudomonas sp. TAD18 strains, isolated from Antarctic sediments during a summer campaign near coastal areas of Terra Nova Bay (Antarctica). Genome sequence knowledge allowed the identification of genes associated with the production of bioactive compounds and antibiotic resistance. Furthermore, it will be instrumental for comparative genomics and the fulfillment of both basic and application-oriented investigations. PMID:27469957

  12. Academic Magnet Program at Burke High School.

    ERIC Educational Resources Information Center

    Sklarz, David P.

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

  13. Signatures of Fermi Arcs in the Quasiparticle Interferences of the Weyl Semimetals TaAs and NbP

    NASA Astrophysics Data System (ADS)

    Chang, Guoqing; Xu, Su-Yang; Zheng, Hao; Lee, Chi-Cheng; Huang, Shin-Ming; Belopolski, Ilya; Sanchez, Daniel S.; Bian, Guang; Alidoust, Nasser; Chang, Tay-Rong; Hsu, Chuang-Han; Jeng, Horng-Tay; Bansil, Arun; Lin, Hsin; Hasan, M. Zahid

    2016-02-01

    The recent discovery of the first Weyl semimetal in TaAs provides the first observation of a Weyl fermion in nature. Such a topological semimetal features a novel type of anomalous surface state, the Fermi arc, which connects a pair of Weyl nodes through the boundary of the crystal. Here, we present theoretical calculations of the quasiparticle interference (QPI) patterns that arise from the surface states including the topological Fermi arcs in the Weyl semimetals TaAs and NbP. Most importantly, we discover that the QPI exhibits termination points that are fingerprints of the Weyl nodes in the interference pattern. Our results, for the first time, propose a universal interference signature of the topological Fermi arcs in TaAs, which is fundamental for scanning tunneling microscope (STM) measurements on this prototypical Weyl semimetal compound. More generally, our work provides critical guideline and methodology for STM studies on new Weyl semimetals. Further, the scattering channels revealed by our QPIs are broadly relevant to surface transport and device applications based on Weyl semimetals.

  14. Signatures of Fermi Arcs in the Quasiparticle Interferences of the Weyl Semimetals TaAs and NbP.

    PubMed

    Chang, Guoqing; Xu, Su-Yang; Zheng, Hao; Lee, Chi-Cheng; Huang, Shin-Ming; Belopolski, Ilya; Sanchez, Daniel S; Bian, Guang; Alidoust, Nasser; Chang, Tay-Rong; Hsu, Chuang-Han; Jeng, Horng-Tay; Bansil, Arun; Lin, Hsin; Hasan, M Zahid

    2016-02-12

    The recent discovery of the first Weyl semimetal in TaAs provides the first observation of a Weyl fermion in nature. Such a topological semimetal features a novel type of anomalous surface state, the Fermi arc, which connects a pair of Weyl nodes through the boundary of the crystal. Here, we present theoretical calculations of the quasiparticle interference (QPI) patterns that arise from the surface states including the topological Fermi arcs in the Weyl semimetals TaAs and NbP. Most importantly, we discover that the QPI exhibits termination points that are fingerprints of the Weyl nodes in the interference pattern. Our results, for the first time, propose a universal interference signature of the topological Fermi arcs in TaAs, which is fundamental for scanning tunneling microscope (STM) measurements on this prototypical Weyl semimetal compound. More generally, our work provides critical guideline and methodology for STM studies on new Weyl semimetals. Further, the scattering channels revealed by our QPIs are broadly relevant to surface transport and device applications based on Weyl semimetals. PMID:26919003

  15. Cognitive Components of Developmental Writing Skill

    ERIC Educational Resources Information Center

    Decker, Scott L.; Roberts, Alycia M.; Roberts, Kristin L.; Stafford, Allison L.; Eckert, Mark A.

    2016-01-01

    A significant number of studies have examined the cognitive components of basic academic skills, which has led to major changes in both teaching and early identification assessment practices. However, the majority of previous research has focused solely on reading. This study examines the cognitive components of academic writing skills across…

  16. Academic Standards. Fall 1978.

    ERIC Educational Resources Information Center

    Delaware Technical and Community Coll., Dover. Terry Campus.

    The Terry Campus of Delaware Technical and Community College has established academic standards to endorse competencies and skills for all courses of the technological programs. These standards eliminate conflicts and allow students to understand, from the beginning of their studies, the requirements for awarding a degree, diploma, or certificate.…

  17. Academic Standards in Alabama

    ERIC Educational Resources Information Center

    A+ Education Partnership, 2014

    2014-01-01

    Education policymakers and educators in Alabama are committed to improving the state's public education system to ensure that students gain the knowledge and skills they need to graduate from high school ready for real life. The state is on the path to implementing higher academic standards--the College and Career Ready Standards--which lay a…

  18. Cognitive skills, student achievement tests, and schools.

    PubMed

    Finn, Amy S; Kraft, Matthew A; West, Martin R; Leonard, Julia A; Bish, Crystal E; Martin, Rebecca E; Sheridan, Margaret A; Gabrieli, Christopher F O; Gabrieli, John D E

    2014-03-01

    Cognitive skills predict academic performance, so schools that improve academic performance might also improve cognitive skills. To investigate the impact schools have on both academic performance and cognitive skills, we related standardized achievement-test scores to measures of cognitive skills in a large sample (N = 1,367) of eighth-grade students attending traditional, exam, and charter public schools. Test scores and gains in test scores over time correlated with measures of cognitive skills. Despite wide variation in test scores across schools, differences in cognitive skills across schools were negligible after we controlled for fourth-grade test scores. Random offers of enrollment to oversubscribed charter schools resulted in positive impacts of such school attendance on math achievement but had no impact on cognitive skills. These findings suggest that schools that improve standardized achievement-test scores do so primarily through channels other than improving cognitive skills. PMID:24434238

  19. Construction Cluster Skills Standards.

    ERIC Educational Resources Information Center

    DePaul Univ., Chicago, IL. Built Environment Partnership.

    Twelve construction cluster skill standards and associated benchmarks were developed as part of a federally funded school-to-work initiative that included the following parties: the Chicago Public Schools; City Colleges of Chicago; and business, labor, and community organizations. The standards, which include core academic, generic workplace…

  20. Summer Academies for Basic Skills.

    ERIC Educational Resources Information Center

    Murphy, Ellen Rae; Smith, Richard Alan

    1988-01-01

    Describes summer school sessions developed by Houston schools to improve performance of academically at-risk eighth graders on the Texas Educational Assessment of Minimum Skills (TEAMS). Highlights include content area lessons in language arts and mathematics; study and test-taking skills; multimedia instructional materials; and student and…

  1. 21st Century Skills Map

    ERIC Educational Resources Information Center

    Partnership for 21st Century Skills, 2011

    2011-01-01

    The Partnership for 21st Century Skills (P21) has forged alliances with key national organizations representing the core academic subjects, including Social Studies, English, Math, Science, Geography, World Languages and the Arts. These collaborations have resulted in the development of 21st Century Skills Maps that illustrate the essential…

  2. Enhancing Academic Performance: Issues in Target Selection.

    ERIC Educational Resources Information Center

    Hoge, Robert D.; Andrews, D. A.

    1987-01-01

    Learning of subject matter and acquisition of academically relevant skills are important goals in enhancing academic achievement in the classroom. The results of 22 experiments reviewed in this article support the validity of the academic performance targets but not classroom behavior targets. Some limitations on these conclusions are discussed.…

  3. Granting Academic Credit for Vocational Education.

    ERIC Educational Resources Information Center

    White, Barbara

    This document is intended to provide suggestions to the decision makers in Hawaii's public education system who are trying to find strategies for better integrating vocational and academic education and who are considering granting equivalent credit for basic academic skills taught in vocational and academic courses. The following topics are…

  4. "Soft Skills": A Phrase in Search of Meaning

    ERIC Educational Resources Information Center

    Matteson, Miriam L.; Anderson, Lorien; Boyden, Cynthia

    2016-01-01

    Soft skills are a collection of people management skills, important to many professions and job positions, including academic librarianship. Yet the concept of soft skills lacks definition, scope, instrumentation, and systematic education and training. This literature review explores the definition of "soft skills"; contrasts skills with…

  5. Potential of Mobile Learning in Teaching of ESL Academic Writing

    ERIC Educational Resources Information Center

    Zaki, Arlina Ahmad; Yunus, Melor Md

    2015-01-01

    The potentials of mobile learning in teaching academic writing skills for ESL students are explored in this paper. Although there have been studies on MALL to improve writing skills, academic writing was never really touched. Few aspects are covered like the changes in educational technology, defining MALL, identifying issues in academic writing…

  6. "Creating STARS": An Educational Intervention Addressing Academic Failure.

    ERIC Educational Resources Information Center

    Keymer, Carol A.

    This paper describes an educational intervention program for academically failing students which focuses on visual perceptual skills and learning strategies. It considers visual perceptual problems as the undetected cause of much academic failure. Basic visual skills necessary for academic success are identified including visual acuity, binocular…

  7. Autism, Social Competence, and Academic Performance

    ERIC Educational Resources Information Center

    Schriber Orloff, Susan N.

    2009-01-01

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

  8. Determining the Study Skills of Student Teachers

    ERIC Educational Resources Information Center

    Tural Dincer, Guner; Akdeniz, Ali Riza

    2008-01-01

    Background: It is known that success of a student is affected by the skills of motivation, time management. Studies have showed that there is positive relationship between academic achievement and study skills of a student. Purpose: It is thought that study skills of learners should be defined to be more successful on teaching-learning process.…

  9. Academic Hospitality

    ERIC Educational Resources Information Center

    Phipps, Alison; Barnett, Ronald

    2007-01-01

    Academic hospitality is a feature of academic life. It takes many forms. It takes material form in the hosting of academics giving papers. It takes epistemological form in the welcome of new ideas. It takes linguistic form in the translation of academic work into other languages, and it takes touristic form through the welcome and generosity with…

  10. Academically Resilient Latino Elementary Students Bridging the Achievement Gap

    ERIC Educational Resources Information Center

    Diamond, Elena; Furlong, Michael J.; Quirk, Matthew

    2016-01-01

    This study investigated associations between school-readiness patterns of Latino students and their subsequent academic achievement. After identifying a subgroup of students with academic risk at kindergarten entry who showed signs of later average or better academic skill development, academic data were gathered to explore how this group of…

  11. Observation of the Chiral-Anomaly-Induced Negative Magnetoresistance in 3D Weyl Semimetal TaAs

    NASA Astrophysics Data System (ADS)

    Huang, Xiaochun; Zhao, Lingxiao; Long, Yujia; Wang, Peipei; Chen, Dong; Yang, Zhanhai; Liang, Hui; Xue, Mianqi; Weng, Hongming; Fang, Zhong; Dai, Xi; Chen, Genfu

    2015-07-01

    Weyl semimetal is the three-dimensional analog of graphene. According to quantum field theory, the appearance of Weyl points near the Fermi level will cause novel transport phenomena related to chiral anomaly. In the present paper, we report the experimental evidence for the long-anticipated negative magnetoresistance generated by the chiral anomaly in a newly predicted time-reversal-invariant Weyl semimetal material TaAs. Clear Shubnikov de Haas (SdH) oscillations have been detected starting from a very weak magnetic field. Analysis of the SdH peaks gives the Berry phase accumulated along the cyclotron orbits as π , indicating the existence of Weyl points.

  12. 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.…

  13. 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…

  14. Do Study Skills Empower Students? An Exploration of the Early Childhood Studies Scheme's YC100 Study Skills Module Placed within the Wider Institutional Context of the University of North London: Student Responses to a Study Skills Programme Designed To Empower Them within the Academic Environment.

    ERIC Educational Resources Information Center

    Sinfield, Sandra

    This paper examines the effectiveness of the University of North London's Early Childhood Studies Scheme (ECSS), exploring student characteristics and how its YC100 Study Skills module addressed students' needs. The module empowers nontraditional ECSS students by building a self-confidence and skills infrastructure that teaches them how to study,…

  15. "Let the Games Begin."

    ERIC Educational Resources Information Center

    Clark, Farland

    1997-01-01

    Describes an innovative approach, for fourth graders who were reviewing mathematics for the Texas Assessment of Academic Skills (TAAS) test, called the TAAS Olympics. Provides guidelines for the program format, preparation, team creation, and score keeping. Highlights specific skills transferable between the games and test taking. (SD)

  16. Coexistence of Weyl physics and planar defects in the semimetals TaP and TaAs

    NASA Astrophysics Data System (ADS)

    Besara, T.; Rhodes, D. A.; Chen, K.-W.; Das, S.; Zhang, Q. R.; Sun, J.; Zeng, B.; Xin, Y.; Balicas, L.; Baumbach, R. E.; Manousakis, E.; Singh, D. J.; Siegrist, T.

    2016-06-01

    We report a structural study of the Weyl semimetals TaAs and TaP, utilizing diffraction and imaging techniques, where we show that they contain a high density of defects, leading to nonstoichiometric single crystals of both semimetals. Despite the observed defects and nonstoichiometry on samples grown using techniques already reported in the literature, de Haas-van Alphen measurements on TaP reveal quantum oscillations and a high carrier mobility, an indication that the crystals are of quality comparable to those reported elsewhere. Electronic structure calculations on TaAs reveal that the position of the Weyl points relative to the Fermi level shift with the introduction of vacancies and stacking faults. In the case of vacancies the Fermi surface becomes considerably altered, while the effect of stacking faults on the electronic structure is to allow the Weyl pockets to remain close to the Fermi surface. The observation of quantum oscillations in a nonstoichiometric crystal and the persistence of Weyl fermion pockets near the Fermi surface in a crystal with stacking faults point to the robustness of these quantum phenomena in these materials.

  17. Principles for the Development of Core Skills across the Curriculum. Core Skills Action Pack.

    ERIC Educational Resources Information Center

    Further Education Unit, London (England).

    This packet contains a set of principles for core skills development together with corresponding activities for teachers and learners that have been developed in Great Britain. Core skills are defined as transferable skills central to academic, vocational, and personal development. An introduction explains the FEU's principles and guidelines for…

  18. How Academic Is Academic Development?

    ERIC Educational Resources Information Center

    Fraser, Kym; Ling, Peter

    2014-01-01

    University provision for academic development is well established in the USA, UK and many other countries. However, arrangements for its provision and staffing vary. In Australia, there has been a trend towards professional rather than academic staff appointments. Is this appropriate? In this paper, the domains of academic development work are…

  19. Practitioner Expectations and Experiences with the Certificate IV in Training and Assessment (TAA40104). A National Vocational Education and Training Research and Evaluation Program Report

    ERIC Educational Resources Information Center

    Clayton, Berwyn; Meyers, Dave; Bateman, Andrea; Bluer, Robert

    2010-01-01

    The Certificate IV in Training and Assessment (TAA40104) is seen as the standard entry-level teaching qualification in the vocational education and training (VET) sector. The qualification is widely accepted and well supported as an essential requirement for VET practitioners. However, it has been criticised in relation to its ability to provide…

  20. Practitioner Experiences and Expectations with the Certificate IV in Training and Assessment (TAA40104): A Discussion of the Issues. Discussion Paper

    ERIC Educational Resources Information Center

    Clayton, Berwyn

    2009-01-01

    The Certificate IV in Training and Assessment (TAA40104) has become the standard teaching qualification in the vocational education and training (VET) sector. Therefore the extent to which it provides competency in training and assessment, arguably the key element of being an effective teacher, is a fundamental issue. The author investigates the…

  1. A Weyl Fermion semimetal with surface Fermi arcs in the transition metal monopnictide TaAs class.

    PubMed

    Huang, Shin-Ming; Xu, Su-Yang; Belopolski, Ilya; Lee, Chi-Cheng; Chang, Guoqing; Wang, BaoKai; Alidoust, Nasser; Bian, Guang; Neupane, Madhab; Zhang, Chenglong; Jia, Shuang; Bansil, Arun; Lin, Hsin; Hasan, M Zahid

    2015-01-01

    Weyl fermions are massless chiral fermions that play an important role in quantum field theory but have never been observed as fundamental particles. A Weyl semimetal is an unusual crystal that hosts Weyl fermions as quasiparticle excitations and features Fermi arcs on its surface. Such a semimetal not only provides a condensed matter realization of the anomalies in quantum field theories but also demonstrates the topological classification beyond the gapped topological insulators. Here, we identify a topological Weyl semimetal state in the transition metal monopnictide materials class. Our first-principles calculations on TaAs reveal its bulk Weyl fermion cones and surface Fermi arcs. Our results show that in the TaAs-type materials the Weyl semimetal state does not depend on fine-tuning of chemical composition or magnetic order, which opens the door for the experimental realization of Weyl semimetals and Fermi arc surface states in real materials. PMID:26067579

  2. Comparative Raman study of Weyl semimetals TaAs, NbAs, TaP and NbP.

    PubMed

    Liu, H W; Richard, P; Zhao, L X; Chen, G-F; Ding, H

    2016-07-27

    We report a comparative polarized Raman study of Weyl semimetals TaAs, NbAs, TaP and NbP. The evolution of the phonon frequencies with the sample composition allows us to determine experimentally which atoms are mainly involved for each vibration mode. Our results confirm previous first-principles calculations indicating that the A1, B1(2), E(2) and E(3) modes involve mainly the As(P) atoms, the B1(1) mode is mainly related to Ta(Nb) atoms, and the E(1) mode involves both kinds of atoms. By comparing the energy of the different modes, we establish that the B1(1), B1(2), E(2) and E(3) become harder with increasing chemical pressure. This behaviour differs from our observation on the A1 mode, which decreases in energy, in contrast to its behaviour under external pressure. PMID:27248581

  3. A Weyl Fermion semimetal with surface Fermi arcs in the transition metal monopnictide TaAs class

    PubMed Central

    Huang, Shin-Ming; Xu, Su-Yang; Belopolski, Ilya; Lee, Chi-Cheng; Chang, Guoqing; Wang, BaoKai; Alidoust, Nasser; Bian, Guang; Neupane, Madhab; Zhang, Chenglong; Jia, Shuang; Bansil, Arun; Lin, Hsin; Hasan, M. Zahid

    2015-01-01

    Weyl fermions are massless chiral fermions that play an important role in quantum field theory but have never been observed as fundamental particles. A Weyl semimetal is an unusual crystal that hosts Weyl fermions as quasiparticle excitations and features Fermi arcs on its surface. Such a semimetal not only provides a condensed matter realization of the anomalies in quantum field theories but also demonstrates the topological classification beyond the gapped topological insulators. Here, we identify a topological Weyl semimetal state in the transition metal monopnictide materials class. Our first-principles calculations on TaAs reveal its bulk Weyl fermion cones and surface Fermi arcs. Our results show that in the TaAs-type materials the Weyl semimetal state does not depend on fine-tuning of chemical composition or magnetic order, which opens the door for the experimental realization of Weyl semimetals and Fermi arc surface states in real materials. PMID:26067579

  4. Comparative Raman study of Weyl semimetals TaAs, NbAs, TaP and NbP

    NASA Astrophysics Data System (ADS)

    Liu, H. W.; Richard, P.; Zhao, L. X.; Chen, G.-F.; Ding, H.

    2016-07-01

    We report a comparative polarized Raman study of Weyl semimetals TaAs, NbAs, TaP and NbP. The evolution of the phonon frequencies with the sample composition allows us to determine experimentally which atoms are mainly involved for each vibration mode. Our results confirm previous first-principles calculations indicating that the A1, B1(2), E(2) and E(3) modes involve mainly the As(P) atoms, the B1(1) mode is mainly related to Ta(Nb) atoms, and the E(1) mode involves both kinds of atoms. By comparing the energy of the different modes, we establish that the B1(1), B1(2), E(2) and E(3) become harder with increasing chemical pressure. This behaviour differs from our observation on the A1 mode, which decreases in energy, in contrast to its behaviour under external pressure.

  5. Developing Multimodal Academic Literacies among College Freshmen

    ERIC Educational Resources Information Center

    Jacobs, Gloria E.

    2012-01-01

    In this article, the author draws on a semester long freshmen learning community in which multimodal texts were used as primary texts along with traditional texts to support students' academic literacy skills. Analysis shows that a multimodal text created by students contain elements of academic literacies and qualities of multimodal texts. An…

  6. Developing New Academic Developers: Doing before Being?

    ERIC Educational Resources Information Center

    Kensington-Miller, Barbara; Brailsford, Ian; Gossman, Peter

    2012-01-01

    A small group of new academic developers reflected on their induction into the profession and wondered if things could have been done differently. The researchers decided to question the directors of three tertiary academic development units about how they recruited new developers, what skills and competences they looked for and how they inducted…

  7. Another Use for Dr. Seuss: Reading for Social Skills

    ERIC Educational Resources Information Center

    Wolf, Janice J.; Baker, Pamela Hudson

    2012-01-01

    Time is limited. Teachers often struggle to address the diverse needs of learners in their classrooms, especially when faced with academic and social skills concerns. Finding effective ways to teach social skills in the context of academic instruction makes sense. Books by Dr. Seuss provide a variety of high-interest stories that can be used to…

  8. Using Physical Education to Improve Literacy Skills in Struggling Students

    ERIC Educational Resources Information Center

    Wachob, David A.

    2014-01-01

    Literacy skills are an essential part of academic performance. When physical educators collaborate with classroom teachers to address these skills, student engagement in the learning process can greatly improve. This article begins by reviewing the growing issues surrounding student literacy and its impact on academic performance. The discussion…

  9. 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…

  10. Students' Perceptions of Academic Librarians.

    ERIC Educational Resources Information Center

    Fagan, Jody

    2002-01-01

    Reports findings of a survey of 48 undergraduate students regarding their perceptions of academic librarians and discusses ideas for addressing existing misconceptions. Highlights include perceptions concerning librarians' education; librarians' skills, knowledge, and expertise; librarians versus clerical workers; and librarians' attitudes toward…

  11. Library Skills.

    ERIC Educational Resources Information Center

    Paul, Karin; Kuhlthau, Carol C.; Branch, Jennifer L.; Solowan, Diane Galloway; Case, Roland; Abilock, Debbie; Eisenberg, Michael B.; Koechlin, Carol; Zwaan, Sandi; Hughes, Sandra; Low, Ann; Litch, Margaret; Lowry, Cindy; Irvine, Linda; Stimson, Margaret; Schlarb, Irene; Wilson, Janet; Warriner, Emily; Parsons, Les; Luongo-Orlando, Katherine; Hamilton, Donald

    2003-01-01

    Includes 19 articles that address issues related to library skills and Canadian school libraries. Topics include information literacy; inquiry learning; critical thinking and electronic research; collaborative inquiry; information skills and the Big 6 approach to problem solving; student use of online databases; library skills; Internet accuracy;…

  12. Basic Skills.

    ERIC Educational Resources Information Center

    Luparelli, Augustus N.; And Others

    1981-01-01

    These four articles focus on developing basic reading, science, and job search skills: "Reading Program for Vocational Classes" by Augustus Luparelli; "Why Teach Employability Skills?" by Larry Siefferman; "Improving Vocabulary and Reading Skills" by Edythe Conway; and "Science in Everyday Life" by Virginia Eleazer and George Carney. (SK)

  13. Skill Set

    ERIC Educational Resources Information Center

    Holdsworth, Tom

    2007-01-01

    With competition to attract quality students into career and technical education programs and many entrants to the workforce inadequately prepared with employability skills, some community colleges have found a way to answer industry's call--they are launching SkillsUSA chapters on campus. In this article, the author features SkillsUSA, a…

  14. A Paradigm Shift to Improve Academic Performance

    ERIC Educational Resources Information Center

    Rulloda, Rudolfo B.

    2009-01-01

    A shift to computer skills for improving academic performances was investigated. The No Child Left Behind Act of 2001 increased the amount of high school dropouts after the Act was enacted. At-risk students were included in this research study. Several models described using teachers for core subjects and mentors to built citizenship skills, along…

  15. 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…

  16. Finding an Academic Job. Graduate Survival Skills.

    ERIC Educational Resources Information Center

    Sowers-Hoag, Karen; Harrison, Dianne F.

    This book is intended for individuals seeking first-time employment as full-time faculty in colleges or universities. Individual chapters address the following topics (sample subtopics appear in parentheses): (1) what colleges and universities look for in new faculty (the chances of becoming a professor and the ways in which colleges and…

  17. Hard Facts and Soft Skills

    ERIC Educational Resources Information Center

    Terego, Alex

    2009-01-01

    The argument now raging in academic circles pits those who espouse teaching 21st century skills against those who believe that schools should be teaching explicit and well-sequenced content. This debate has largely been framed as an either-or proposition. In this author's view, portraying this debate as one between two mutually exclusive sides…

  18. Prison Without Walls Teaches Job Skills

    ERIC Educational Resources Information Center

    Naymark, Rick

    1976-01-01

    In Sandstone, Minnesota, at the Willow River Camp and the Sandstone Vocational School, a residential job-skill program teaches social and academic skills, as well as a trade, to selected Minnesota prison inmates in a 24-hour-a-day group-centered program free of restrictions, rehabilitating the whole person. (Author/BP)

  19. Strategies to Enhance Interpersonal Relations in Academic Advising

    ERIC Educational Resources Information Center

    Hughey, Judy K.

    2011-01-01

    The relationship between interpersonal skills is positively correlated with effective academic advising. Professional academic advisors feel significant pressure to meet a wide array of student needs, increase retention rates, help students in their efforts of academic achievement and career exploration, and support institutions to excel in…

  20. Child Self-Regulation, Parental Secure Base Scripts, and At-Risk Kindergartners' Academic Achievement

    ERIC Educational Resources Information Center

    McLear, Caitlin; Trentacosta, Christopher J.; Smith-Darden, Joanne

    2016-01-01

    Research Findings: Early reading and mathematics skills predict later academic success, and child self-regulation and secure parent-child relationships are both predictors of early academic skills. Self-regulatory and family relationship factors have rarely been studied together as predictors of early academic success in populations of young…

  1. Making the Grade: The Importance of Academic Enablers in the Elementary School Counseling Program

    ERIC Educational Resources Information Center

    Barna, Jennifer S.; Brott, Pamelia E.

    2014-01-01

    Elementary school counselors can support academic achievement by connecting their comprehensive programs to increasing academic competence. One valuable framework focuses on academic enablers, which are identified as interpersonal skills, motivation, engagement, and study skills (DiPerna, 2004). In this article, the authors (a) discuss the…

  2. Academic Policy.

    ERIC Educational Resources Information Center

    Chicago City Colleges, IL.

    This statement outlines the academic policies of the City Colleges of Chicago. Part I outlines the Institution's academic standards, covering: (1) student class attendance; (2) the grading system; (3) mid-term grades; (4) the use of non-grade designations; i.e., administrative initiated withdrawal, auditor, no-show withdrawal, incomplete, and…

  3. Academic Bullies

    ERIC Educational Resources Information Center

    Fogg, Piper

    2008-01-01

    Many professors have been traumatized by academic bullies. Unlike bullies at school, the academic bully plays a more subtle game. Bullies may spread rumors to undermine a colleague's credibility or shut their target out of social conversations. The more aggressive of the species cuss out co-workers, even threatening to get physical. There is…

  4. Academic Engagement

    ERIC Educational Resources Information Center

    Swift, Christopher

    2010-01-01

    The academy is defined by a fundamentally uncertain pursuit of certainty. The question of whether academic work is a sufficient form of engagement on its own is inseparable from the contradiction inherent to this pursuit. Like any properly academic question, it lends itself to a forum: a response is nearly obligatory for any professor in the…

  5. Academic Duty.

    ERIC Educational Resources Information Center

    Kennedy, Donald

    This book by a former university president examines the state of the research university faculty, focusing on teaching and how success at teaching can be evaluated; ethical problems in reviewing the work of others, research and how it is supported; outside commitments; and research misconduct. Chapters include: "Academic Freedom, Academic Duty,"…

  6. 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…

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

    ERIC Educational Resources Information Center

    Steelman, Lala Carr; Powell, Brian

    1985-01-01

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

  8. An Observation Tool for Monitoring Social Skill Implementation in Contextually Relevant Environments

    ERIC Educational Resources Information Center

    Morgan, Joseph John; Hsiao, Yun-Ju; Dobbins, Nicole; Brown, Nancy B.; Lyons, Catherine

    2015-01-01

    Skills related to social-emotional learning (SEL) are essential for college and career readiness. Failure to use appropriate skills for SEL in school is often linked to several negative academic outcomes, including rejection by school community members, academic deficits, and higher rates of problematic behavior. Social skills interventions are…

  9. Academic Freedom and Academic Tenure.

    ERIC Educational Resources Information Center

    De George, Richard T.

    2001-01-01

    Asserts that Martin Michaelson's proposal in "Should Untenured as Well as Tenured Faculty Be Guaranteed Academic Freedom? A Few Observations," despite its good intentions, is seriously flawed and if adopted in preference to existing standards will weaken rather than strengthen academic freedom. (EV)

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

    ERIC Educational Resources Information Center

    Ray, Corey E.; Elliott, Stephen N.

    2006-01-01

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

  11. New State LEP Testing Policy in Texas: Is It an Appropriate Accountability Measure for Recent ESL Immigrants?

    ERIC Educational Resources Information Center

    Oakeley, Cecilia; Urrabazo, Theresa

    This study shows the relationship between English language proficiency and achievement. A consistent pattern is demonstrated that the English proficiency level of English as a second language (ESL) students can predict student performance on state measures --the high stakes Texas Educational Assessment of Academic Skills (TAAS). TAAS is a…

  12. Do Higher State Test Scores in Texas Make for Better High School Outcomes? Research Report.

    ERIC Educational Resources Information Center

    Carnoy, Martin; Loeb, Susanna; Smith, Tiffany L.

    Texas has apparently achieved great success in closing the gap between advantaged and disadvantaged students, at least in the lower grades. Texas students in all grades have made substantial gains on the Texas Assessment of Academic Skills (TAAS). The effect of TAAS-type accountability on student performance in the higher grades is important,…

  13. The Myth of the Texas Miracle in Education.

    ERIC Educational Resources Information Center

    Haney, Walt

    2000-01-01

    Summarizes the recent history of education reform and statewide testing in Texas. Suggest that analyses comparing Texas Assessment of Academic Skills (TAAS) reading, writing, and mathematics scores with one another and relevant high school grades raise doubts about the reliability and validity of TAAS scores. Discusses these problems. (SLD)

  14. Defending a State Graduation Test: "GI Forum v. Texas Education Agency." Measurement Perspectives from an External Evaluator.

    ERIC Educational Resources Information Center

    Mehrens, William A.

    2000-01-01

    Presents conclusions of an independent measurement expert that the Texas Assessment of Academic Skills (TAAS) was constructed according to acceptable professional standards and tests curricular material considered by the Texas Board of Education important for graduates to have mastered. Also supports the validity and reliability of the TAAS and…

  15. Interpreting Assessment Reports. Grades 3-8 and 10 (Exit Level) and End-of-Course Examinations.

    ERIC Educational Resources Information Center

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

    This guide provides information about the Texas Assessment of Academic Skills (TAAS) and Texas end-of-course examinations. It displays and explains examples of the TAAS and end-of-course standard and optional reports to assist school personnel in understanding and interpreting student performance data as required by the Texas Education Code. The…

  16. Inequalities and the Schooling of Minority Students in Texas: Historical and Contemporary Conditions.

    ERIC Educational Resources Information Center

    Valencia, Richard R.

    2000-01-01

    Contests the State of Texas argument in the Texas Assessment of Academic Skills (TAAS) case that historical discrimination against African Americans and Mexican Americans is unrelated to their TAAS outcomes. Examines contemporary de facto school segregation, distribution of substandard teachers, and the relationship of these factors to student…

  17. What Do Test Scores in Texas Tell Us?

    ERIC Educational Resources Information Center

    Klein, Stephen P.; Hamilton, Laura S.; McCaffrey, Daniel F.; Stecher, Brian M.

    2000-01-01

    Compared results on the Texas Assessment of Academic Skills to Texas (TAAS) score changes on the National Assessment of Educational Progress (NAEP). Texas fourth graders did improve significantly more on the NAEP mathematics test than their counterparts nationally, but this gain was smaller than their TAAS gains, and a similar gain was not seen…

  18. Developing Skills in Second Year Biological Science Undergraduates

    ERIC Educational Resources Information Center

    Robinson, Rosanna L.; McDonald, James E.

    2014-01-01

    Development of skills in bioscience undergraduates is seen as desirable by academic staff, students and employers, and this is reflected across most degree programmes. However, providing the opportunity for students to practise skills may alone be insufficient for their development. With an evident discrepancy between the skills expected of…

  19. High Skills: The Concept and Its Application to South Africa

    ERIC Educational Resources Information Center

    Ashton, David N.

    2005-01-01

    This paper argues the case for re-visiting the concepts of high and low skills as used in academic and political debates in the older industrial countries. There the concept of low skills has, for a number of reasons, acquired negative connotations in that low skilled jobs are seen to "drag down" the economy and therefore something which policy…

  20. Employability Skills: Perspectives from a Knowledge-Intensive Industry

    ERIC Educational Resources Information Center

    Collet, Chris; Hine, Damian; du Plessis, Karen

    2015-01-01

    Purpose: While the global education debate remains focused on graduate skills and employability, the absence of a shared language between student, academic and industry stakeholder groups means that defining industry skills requirements is both essential and difficult. The purpose of this paper is to assess graduate skills requirements in a…

  1. Occupational Therapy and Preliteracy Skills: An Integrated Approach to Treatment

    ERIC Educational Resources Information Center

    Coleman, Bethany; Corl, Christine; Davis, Holly; Perucco, Anthony; Tanta, Kari J.

    2016-01-01

    Preliteracy skills are skills that must be mastered prior to a child learning to read, write, and consequently excel within an academic environment. A literature review was conducted to extract the preliteracy skills found to most closely correlate with later literacy outcomes. Once identified, these writers described ways in which essential…

  2. Academic Village.

    ERIC Educational Resources Information Center

    Boles, Rebecca

    2001-01-01

    Presents design features of the Renner Middle School (Plano, Texas) where the sprawling suburbs have been kept at bay while creating the atmosphere of an academic village. Photos and a floor plan are provided. (GR)

  3. Academic Libraries

    ERIC Educational Resources Information Center

    Library Journal, 1970

    1970-01-01

    Building data is given for the following academic libraries: (1) Rosary College, River Forest, Illinois; (2) Abilene Christian College, Abilene, Texas; (3) University of California, San Diego, La Jolla, California. (MF)

  4. Communication Skills.

    ERIC Educational Resources Information Center

    Carlisle, Lynn

    This document presents one module in a set of training resources for trainers to use with parents and/or professionals serving children with disabilities; focus is on communication skills. The modules stress content and activities that build skills and offer resources to promote parent-professional collaboration. Each training module takes about 2…

  5. Study Skills.

    ERIC Educational Resources Information Center

    Thomas, Anne

    1993-01-01

    Three developments lend support to the idea that schools must help teach study skills: (1) advances in cognitive psychology that suggest children are active learners; (2) society's concern for at-risk students; and (3) growing demands for improved student performance. There is evidence that systematic study skills instruction does improve academic…

  6. Sharing Skills.

    ERIC Educational Resources Information Center

    Snoddon, Ruth V.; And Others

    1987-01-01

    Descriptions of activities designed to enhance the learning of library and information skills focus on the location of materials (ready-to-use library skills games); finding materials in the card catalog; and Aesop's fables. Games and puzzles are provided. (CLB)

  7. Prevalence and Patterns of Academic Enabling Behaviors: An Analysis of Teachers' and Students' Ratings for a National Sample of Students. Research Brief

    ERIC Educational Resources Information Center

    Elliott, Stephen N.; DiPerna, James Clyde; Mroch, Andrew A.; Lang, Sylvia C.

    2004-01-01

    Academic enabling behaviors play a significant role in the development of academically competent students. Academic enablers are behaviors that facilitate learning such as social skills, study skills, motivation, and engagement. In this study, teacher and student ratings were used to describe the academic enablers of a nationally representative…

  8. Communicative Discourse in Second Language Classrooms: From Building Skills to Becoming Skillful

    ERIC Educational Resources Information Center

    Suleiman, Mahmoud

    2013-01-01

    The dynamics of the communicative discourse is a natural process that requires an application of a wide range of skills and strategies. In particular, linguistic discourse and the interaction process have a huge impact on promoting literacy and academic skills in all students especially English language learners (ELLs). Using interactive…

  9. Expressions of Iba1 and galectin-3 (Gal-3) in thioacetamide (TAA)-induced acute rat liver lesions.

    PubMed

    Wijesundera, Kavindra Kumara; Juniantito, Vetnizah; Golbar, Hossain M; Fujisawa, Kae; Tanaka, Miyuu; Ichikawa, Chisa; Izawa, Takeshi; Kuwamura, Mitsuru; Yamate, Jyoji

    2013-09-01

    Ionized calcium binding adaptor molecule 1 (Iba1) is associated with membrane ruffling and motility of cells. Galectin-3 (Gal-3) is a β-galactoside binding animal lectin, and regulates fibrogenesis probably through transforming growth factor-β1. To evaluate macrophage properties, expressions of Iba1 and Gal-3 were investigated, in relation to macrophages expressing CD68 (ED1; reflecting increased phagocytosis) and CD163 (ED2; implying proinflammatory factor productions) in centrilobular lesions induced in rat livers with thioacetamide (TAA; 300 mg/kg body weight, once intraperitoneally). In agreement with expression patterns of CD68(+) and CD163(+) macrophages, cells reacting to Iba1 and Gal-3 were increased in numbers on post-injection (PI) days 1-5, peaking on day 2; thereafter, the positive cells gradually decreased to control levels until PI days 7 and 10. The increased expressions of Iba1 and Gal-3 were confirmed at mRNA levels by the RT-PCR. Double immunofluorescence staining on PI days 2 and 3 demonstrated Iba1 expression in 15-46% of CD68(+) and CD163(+) macrophages, and Gal-3 expression in 65-82% of CD68(+) and CD163(+) macrophages; Gal-3 expression was observed in 84-93% of Iba1(+) cells. Interestingly, Gal-3 was also expressed in a small number of α-smooth muscle actin-positive myofibroblasts in fibrotic lesions developed in injured centrilobular areas. These findings indicate that macrophages with various functions can participate in development of liver lesions and resultant fibrosis. Besides CD68 and CD163, Iba1 and Gal-3 immunohistochemistry for macrophages would be useful to analyze the pathogenesis behind developing hepatotoxicity. PMID:23265716

  10. Explicitly Teaching Social Skills Schoolwide: Using a Matrix to Guide Instruction

    ERIC Educational Resources Information Center

    Simonsen, Brandi; Myers, Diane; Everett, Susannah; Sugai, George; Spencer, Rebecca; LaBreck, Chris

    2012-01-01

    Socially skilled students are more successful in school. Just like academic skills, social skills need to be explicitly taught. Students, including students who display at-risk behavior, benefit when social skills instruction is delivered schoolwide as part of a comprehensive intervention approach. This article presents a seven-step action…

  11. Grade-School Children's Social Collaborative Skills: Links with Partner Preference and Achievement

    ERIC Educational Resources Information Center

    Ladd, Gary W.; Kochenderfer-Ladd, Becky; Visconti, Kari Jeanne; Ettekal, Idean; Sechler, Casey M.; Cortes, Khaerannisa I.

    2014-01-01

    Little is known about the skills children need to successfully collaborate with classmates on academic assignments. The purposes of this study were to identify grade-schoolers' collaborative skills, evaluate the importance of identified skills for collaborative work, and determine whether differences in skill use were related to…

  12. Academic Politics.

    ERIC Educational Resources Information Center

    Brown, William R.

    The internal politics of colleges and the influence of a current emphasis on efficiency on the traditional independence of the academician are analyzed. It is suggested that the academician does not work in the same differentiated, and therefore interdependent, way as someone in industry or a bureaucracy. Academic activity is segmented, which…

  13. Academic Freedom.

    ERIC Educational Resources Information Center

    Tobin, Brian G.

    The strength of academic freedom has always depended upon historical circumstances. In the United States, higher education began with institutions founded and controlled by religious sects. The notion of who gets educated and to what ends expanded as American democracy expanded. By the 1980's, legitimate calls for equality became a general…

  14. Academic Prophecies.

    ERIC Educational Resources Information Center

    Nielsen, Robert M.; Polishook, Irwin H.

    1985-01-01

    Academic prophecies are characterized by their innocence, detachment from the realities of politics and economics, and deference to a limited cohort of administrative representatives. Careless forecasting of the untested future contributes to public misunderstanding of higher education's role in society. (MLW)

  15. Academic Culture.

    ERIC Educational Resources Information Center

    Clark, Burton R.

    With fragmentation the dominant trend in academic settings around the world, the larger wholes of profession, enterprise, and system are less held together by integrative ideology. Strong ideological bonding is characteristic of the parts, primarily the disciplines. The larger aggregations are made whole mainly by formal superstructure, many…

  16. Academic Cloning.

    ERIC Educational Resources Information Center

    Sikula, John P.; Sikula, Andrew F.

    1980-01-01

    The authors define "cloning" as an integral feature of all educational systems, citing teaching practices which reward students for closely reproducing the teacher's thoughts and/or behaviors and administrative systems which tend to promote like-minded subordinates. They insist, however, that "academic cloning" is not a totally negative practice.…

  17. Intelligence, Academic Self-Concept, and Information Literacy: The Role of Adequate Perceptions of Academic Ability in the Acquisition of Knowledge about Information Searching

    ERIC Educational Resources Information Center

    Rosman, Tom; Mayer, Anne-Kathrin; Krampen, Günter

    2015-01-01

    Introduction: The present paper argues that adequate self-perceptions of academic ability are essential for students' realization of their intellectual potential, thereby fostering learning of complex skills, e.g., information-seeking skills. Thus, academic self-concept should moderate the relationship between intelligence and information…

  18. 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…

  19. Early Complication in Sickle Cell Anemia Children due to A(TA)nTAA Polymorphism at the Promoter of UGT1A1 Gene

    PubMed Central

    Chaouch, Leila; Talbi, Emna; Moumni, Imen; Ben Chaabene, Arij; Kalai, Miniar; Chaouachi, Dorra; Mallouli, Fethi; Ghanem, Abderraouf; Abbes, Salem

    2013-01-01

    Aim. To determine the implication of the polymorphism, namely, A(TA)nTAA of UGT1A1 in lithogenesis for the first time in Tunisia among sickle cell anemia (SCA) children patients. Material and Methods. Our study was performed in 2010 and it involved 76 subjects chosen as control group characterized with normal hemoglobin status and presence of cholelithiasis and 102 SCA pediatric patients among whom 52 have cholelithiasis. We analyzed the polymorphism A(TA)nTAA at the UGT1A1 promoter and the relationships between the various A(TA)nTAA genotypes and alleles and bilirubin levels and occurrence of cholelithiasis. Results and Discussion. The repartition of genotypes found according to serum bilirubin level shows a significant association between genotypes carrying variant (TA)7 and hyperbilirubinemia (P < 0.05). We demonstrated the association of two genotypes with gallstones formation among SCA children patients: (TA)7/(TA)7 and (TA)7/(TA)8 with P = 8.1 × 10−8 and P = 0.01, respectively. (TA)7 and (TA)8 allele variants act as a risk factor for early gallstones formation in SCA patients with P = 5.8 × 10−9 and P = 0.01, respectively. As for the control group only the genotype (TA)7/(TA)7 presented a risk factor for gallstones formation. Conclusion. The novelty of this report is that it is the first time that a similar study was made on the Tunisian children sickle cell population and that the results show a clear association of (TA)7 variant in early gallstones formation in Tunisian SCA children. Interestingly our findings highlighted the association of (TA)8 variant as well, which was not found in previous studies. PMID:24167350

  20. 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)

  1. Does a Preschool Social and Emotional Learning Intervention Pay Off for Classroom Instruction and Children's Behavior and Academic Skills? Evidence from the Foundations of Learning Project

    ERIC Educational Resources Information Center

    Morris, Pamela; Millenky, Megan; Raver, C. Cybele; Jones, Stephanie M.

    2013-01-01

    This article tests the hypothesis that children's learning environment will improve through a social and emotional learning (SEL) intervention that provides preschool teachers with new skills to manage children's disruptive behavior by reporting results from the Foundations of Learning (FOL) Demonstration, a place-randomized,…

  2. Coping Skills.

    ERIC Educational Resources Information Center

    Library of Congress, Washington, DC. National Library Service for the Blind and Physically Handicapped.

    This annotated bibliography lists approximately 150 braille books and 300 audiocassettes of books which address coping skills for people in a variety of situations. All items listed are available in the network library collections provided by the National Library Service for the Blind and Physically Handicapped of the Library of Congress.…

  3. Skill Standards.

    ERIC Educational Resources Information Center

    Glover, Robert W.

    1992-01-01

    Industry-based skill assessment and certification should (1) be independent of training providers; (2) use variety of instruments; (3) recognize multiple levels of mastery; (4) promote broad training and continuous learning; (5) be geared to high-performance work organizations; (6) be voluntary; and (7) be flexible to keep pace with technology.…

  4. Sharing Skills.

    ERIC Educational Resources Information Center

    Thompson, Verna; And Others

    1994-01-01

    Provides three activities that help develop library skills for elementary school students. One describes a riddle card game that reviews research book terms; one explains a book report activity; and one focuses on cooperative problem-solving activities to find titles by favorite authors. (LRW)

  5. Skills Center.

    ERIC Educational Resources Information Center

    Canter, Patricia; And Others

    The services of the Living Skills Center for the Visually Handicapped, a habilitative service for blind young adults, are described. It is explained that the Center houses its participants in their own apartments in a large complex and has served over 70 young people in 4 years. The evaluation section describes such assessment instruments as an…

  6. Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association with Reading Comprehension

    ERIC Educational Resources Information Center

    Uccelli, Paola; Galloway, Emily Phillips; Barr, Christopher D.; Meneses, Alejandra; Dobbs, Christina L.

    2015-01-01

    Despite a long-standing 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 vaguely specified. In this study, we explore a more inclusive operationalization of an academic-language…

  7. Item Analysis and Report of Student Skills of Secondary School Students. Technical Report #2, Public School Basic Skills Achievement Survey.

    ERIC Educational Resources Information Center

    Bliss, Leonard B.

    A sample of slightly over 1,500 students from even-numbered grades in public schools of the U.S. Virgin Islands were given the 1973 edition of the Stanford Achievement Test (in grades 2, 4, 6, and 8) and the Test of Academic Skills (grades 10 and 12) in an attempt to assess student academic achievement in the basic skill areas of mathematics,…

  8. Team Teaching with Academic Core Curricula Teachers: Using Aviation Concepts

    ERIC Educational Resources Information Center

    Berentsen, Lowell W.

    2006-01-01

    Technology education teachers today have at their disposal the skills, opportunity, experience, ingenuity, expertise, equipment, and environment to greatly improve students' ability to learn and apply the knowledge they have gained in their academic programs. When a technology education teacher joins forces with an academic core teacher, the…

  9. 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…

  10. Adapting Higher Education through Changes in Academic Work

    ERIC Educational Resources Information Center

    Courtney, Kathy

    2013-01-01

    Internationally, changes to academic work are a response to the massification of higher education and a changed and changing higher education context. The majority of these adjustments involve a casualisation of academic work, widely characterised as being of a de-skilling nature, alongside the emergence of new, as well as changing, roles that…

  11. The Relationship between Birth Order and Academic Achievement.

    ERIC Educational Resources Information Center

    Cherry, Crystal M.

    This paper reviews the literature on the relationship between birth order and several variables, especially academic achievement. One study found a relationship between leadership skills and birth order for males. Several studies found no relationship between birth order and academic achievement; grade point average; self-esteem; locus of control…

  12. Classroom Environment Influences on Aggression, Peer Relations, and Academic Focus

    ERIC Educational Resources Information Center

    Barth, Joan M.; Dunlap, Sarah T.; Dane, Heather; Lochman, John E.; Wells, Karen C.

    2004-01-01

    Peers serve as reinforcers and models of behavior, and consequently classrooms containing high numbers of students with poor academic skills or behavior problems are likely to promote these behaviors in individual students. This study examined how variations in social and academic classroom composition as well as the larger school context affected…

  13. Residential Mobility, Inhibitory Control, and Academic Achievement in Preschool

    ERIC Educational Resources Information Center

    Schmitt, Sara A.; Finders, Jennifer K.; McClelland, Megan M.

    2015-01-01

    Research Findings: The present study investigated the direct effects of residential mobility on children's inhibitory control and academic achievement during the preschool year. It also explored fall inhibitory control and academic skills as mediators linking residential mobility and spring achievement. Participants included 359 preschool…

  14. Residential Mobility, Inhibitory Control, and Academic Achievement in Preschool

    ERIC Educational Resources Information Center

    Schmitt, Sara A.; Finders, Jennifer K.; McClelland, Megan M.

    2015-01-01

    The present study investigated the direct effects of residential mobility on children's inhibitory control and academic achievement during the preschool year. It also explored fall inhibitory control and academic skills as mediators linking residential mobility and spring achievement. Participants included 359 preschool children (49% female)…

  15. Designing a Website to Support Students' Academic Writing Process

    ERIC Educational Resources Information Center

    Åberg, Eva Svärdemo; Ståhle, Ylva; Engdahl, Ingrid; Knutes-Nyqvist, Helen

    2016-01-01

    Academic writing skills are crucial when students, e.g., in teacher education programs, write their undergraduate theses. A multi-modal web-based and self-regulated learning resource on academic writing was developed, using texts, hypertext, moving images, podcasts and templates. A study, using surveys and a focus group, showed that students used…

  16. Variables Affecting Academic Achievement in New Mexico Schools.

    ERIC Educational Resources Information Center

    Edington, Everett D.; Martellaro, Helena C.

    To determine if a relationship can be found between school size and academic achievement, a study examined correlations for 566 New Mexico public schools (grades 5, 8, and 11) from 1978 to 1981. The measure of academic achievement used was the schools' average "total scale score" on the Comprehensive Tests of Basic Skills. The two questions to be…

  17. Evaluation of the Academic Empowerment Center at a Private University

    ERIC Educational Resources Information Center

    Edwards, James E., Jr.

    2009-01-01

    This applied dissertation described the evaluation of a program designed to provide students with the necessary academic and social skills needed to matriculate and graduate from the university. The problem was that there was no evidence of a formalized program evaluation to determine if the Academic Empowerment Center (AEC) was effective in…

  18. 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…

  19. A Model of Academic Enablers and Mathematics Achievement in the Elementary Grades

    ERIC Educational Resources Information Center

    DiPerna, James C.; Volpe, Robert J.; Elliott, Stephen N.

    2005-01-01

    The purpose of this study was to test a model of the relations between specific academic enablers (motivation, interpersonal skills, engagement, and study skills) and mathematics achievement. Using teacher judgments of academic enablers and achievement, we examined the fit of this model for primary (Grades K-2) and intermediate (Grades 3-6)…

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

    ERIC Educational Resources Information Center

    Denham, Susanne A.; Brown, Chavaughn

    2010-01-01

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