Science.gov

Sample records for academic year participants

  1. Women's Participation in Academic Conferences in Israel

    ERIC Educational Resources Information Center

    Eden, Devorah

    2016-01-01

    This article examines the participation of women in academic conferences in Israel, a country in which women are under-represented in academia vertically and horizontally. Data were retrieved from announcements of academic conferences in Israel, for one academic year, covering 56 conferences that attracted 997 participants. Participation was…

  2. Community-Academic Partnership Participation.

    PubMed

    Meza, Rosemary; Drahota, Amy; Spurgeon, Emily

    2016-10-01

    Community-academic partnerships (CAPs) improve the research process, outcomes, and yield benefits for the community and researchers. This exploratory study examined factors important in community stakeholders' decision to participate in CAPs. Autism spectrum disorder (ASD) community stakeholders, previously contacted to participate in a CAP (n = 18), completed the 15-item Decision to Participate Questionnaire (DPQ). The DPQ assessed reasons for participating or declining participation in the ASD CAP. CAP participants rated networking with other providers, fit of collaboration with agency philosophy, and opportunity for future training/consultations as factors more important in their decision to participate in the ASD CAP than nonparticipants. Nonparticipants reported the number of requests to participate in research as more important in their decision to decline participation than participants. Findings reveal important factors in community stakeholders' decision to participate in CAPs that may provide guidance on increasing community engagement in CAPs and help close the science-to-service gap.

  3. The Relationship of Perceived Intellectual and Social Attainment to Academic Success of First-Generation, First-Year College Students Participating in a First Generation Access Program

    ERIC Educational Resources Information Center

    Bergeron, Dyonne Michelle

    2013-01-01

    The purpose of this study was to advance understanding of perceived intellectual and social attainment gains of first-generation, first-year college students participating in First Generation Access Programs at the University of South Florida (USF), a large, public research university in Florida. Understanding the self-reported intellectual and…

  4. Student Participation and Parental Involvement in Relation to Academic Achievement

    ERIC Educational Resources Information Center

    Niia, Anna; Almqvist, Lena; Brunnberg, Elinor; Granlund, Mats

    2015-01-01

    This study shows that students, teachers, and parents in Swedish schools ascribe differing meanings and significance to students' participation in school in relation to academic achievement. Students see participation as mainly related to social interaction and not academic achievement, whilst teachers view students' participation as more closely…

  5. 34 CFR 668.3 - Academic year.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... good cause, an academic year of 26 through 29 weeks of instructional time for educational programs... 34 Education 3 2010-07-01 2010-07-01 false Academic year. 668.3 Section 668.3 Education..., DEPARTMENT OF EDUCATION STUDENT ASSISTANCE GENERAL PROVISIONS General § 668.3 Academic year. (a)...

  6. Academic Year Report, 2009-2010

    ERIC Educational Resources Information Center

    Washington State Board for Community and Technical Colleges, 2010

    2010-01-01

    This Academic Year Report 2009-10 provides a snapshot of funding, facilities, staffing, and enrollments in community and technical colleges in the past academic year. The report also describes key measures of student outcomes and addresses the most frequently asked questions related to expenditures, personnel and students. Additional demographic…

  7. Using skin carotenoids to assess dietary changes in students after one academic year of participating in the shaping healthy choices program

    Technology Transfer Automated Retrieval System (TEKTRAN)

    Objective: To determine whether 4th-grade students participating in the Shaping Healthy Choices Program (SHCP), a school-based nutrition intervention, change vegetable intake Design: quasi-experimental single group pre-test, post-test with a self-selected, convenience sample of students recruited at...

  8. Another Record Year for Academic Pork.

    ERIC Educational Resources Information Center

    Brainard, Jeffrey

    2002-01-01

    Discusses how, fueled by the war on terrorism, Congress has awarded a record $1.8 billion in academic earmarks in the 2002 fiscal year. Profiles several recipient programs and includes a campus-by-campus list of projects. (EV)

  9. Sports participation during teenage years.

    PubMed

    Galas, James M

    2014-02-01

    Ensuring the safety of young athletes is a priority among health care providers. Controversy remains as to the best method of preparticipation screening. The American Academy of Pediatrics and the American Heart Association currently recommend screening with history and physical examination, without routine electrocardiogram or echocardiography. Meticulous conduction of a cardiac focused history and exam during the preparticipation evaluation can help identify those who may be at risk for sudden cardiac arrest. Understanding presenting signs of the most common cardiac diseases is useful in recognizing those in need of a directed cardiac evaluation before sports participation.

  10. Recreation Center Participation and Its Relationship to Academic Success

    ERIC Educational Resources Information Center

    Knepp, Douglas S.

    2011-01-01

    Many colleges and universities are engaged in developing enrollment strategies in higher education that focus on student retention. Using concepts based on Astin's (1993) theory of involvement and Tinto's (1975) theory of social interaction, this study focused on how participation in recreation center activities is related to the academic success…

  11. Dance participation and academic performance in youth girls

    PubMed

    Higueras-Fresnillo, Sara; Martínez-Gómez, David; Padilla-Moledo, Carmen; Conde-Caveda, Julio; Esteban-Cornejo, Irene

    2016-06-30

    Dance is a predominant type of physical activity among girls. Dance characteristics imply skills associated to health-related physical fitness, as well as others such as learning and memory, mental representation, imagination and creativity, which are related to cognitive development. Although dance has been shown to influence physical health among youth girls, whether dance may influence academic performance and cognition in youth remains to be elucidated. The objective of this work was to examine the association between participation in dance and academic performance in youth girls.

  12. Academic Year Abroad, 1998/99. The Most Complete Guide to Planning Academic Year Study Abroad.

    ERIC Educational Resources Information Center

    Steen, Sara J., Ed.

    This guide provides descriptions of 2,491 study-abroad programs that take place during the academic year (usually September through June), and that are at least one academic quarter in length (usually 8 to 10 weeks). Introductory sections provide information on the Institute of International Education (IIE), IIE publications, the use of the guide,…

  13. Alumni Satisfaction with Their Undergraduate Academic Experience and the Impact on Alumni Giving and Participation

    ERIC Educational Resources Information Center

    Gaier, Scott

    2005-01-01

    The hypothesis for this research was that the higher the level of academic satisfaction, the more likely it is for alumni to be involved with the university. Alumni involvement was defined as alumni giving and/or alumni participating with their alma mater within the last three years. There were 1,608 alumni from a large state university who…

  14. Children's effortful control and academic achievement: do relational peer victimization and classroom participation operate as mediators?

    PubMed

    Valiente, Carlos; Swanson, Jodi; Lemery-Chalfant, Kathryn; Berger, Rebecca H

    2014-08-01

    Given that early academic achievement is related to numerous developmental outcomes, understanding processes that promote early success in school is important. This study was designed to clarify how students' (N=291; M age in fall of kindergarten=5.66 years, SD=0.39 year) effortful control, relational peer victimization, and classroom participation relate to achievement, as students progress from kindergarten to first grade. Effortful control and achievement were assessed in kindergarten, classroom participation and relational peer victimization were assessed in the fall of first grade, and achievement was reassessed in the spring of first grade. Classroom participation, but not relational peer victimization, mediated relations between effortful control and first grade standardized and teacher-rated achievement, controlling for kindergarten achievement. Findings suggest that aspects of classroom participation, such as the ability to work independently, may be useful targets of intervention for enhancing academic achievement in young children.

  15. Bussing and Academic Achievement: A Two-Year Follow Up

    ERIC Educational Resources Information Center

    Schellenberg, James; Halteman, John

    1976-01-01

    Results covering a period of two years (including three academic years) fail to give any evidence that elementary school children who are bussed do any better academically than those who remain in inner-city schools. (Author/AM)

  16. Academic achievement in first-year Portuguese college students: the role of academic preparation and learning strategies.

    PubMed

    Soares, Ana Paula; Guisande, Adelina M; Almeida, Leandro S; Páramo, Fernanda M

    2009-06-01

    This paper analyses the role of academic preparation and learning strategies in the prediction of first-year Portuguese college students' academic achievement, considering students' sex and academic field attended. A sample of 445 first-year college students (68.5% female) from the University of Minho (25.8% enrolled in economics, 35.3% in science/technology, and 38.9% in humanities degrees) participated in the study. Students answered a questionnaire on learning strategies in the classroom at the end of the first semester, which consisted of 44 items organized in five dimensions: comprehensive approach, surface approach, personal competency perceptions, intrinsic motivation, and organization of study activities. Academic achievement (grade point average at the end of first year) and academic preparation (students' higher education access mark) were obtained through the academic records of the university. Results showed that academic preparation was the strongest predictor of first-year academic achievement, and only marginal additional variance was explained by learning strategies as assessed by the self-reported questionnaire. There were sex and academic field differences, but these variables do not seem strong enough to affect the results, although the different percentages of variance captured by each model and the different weights associated to higher education access mark, stimulate the use of these and/or other personal and contextual variables when analysing the phenomenon.

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

    NASA Astrophysics Data System (ADS)

    Wright, D. J.

    2013-12-01

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

  18. Measuring the Academic Self-Efficacy of First-Year Accounting Students

    ERIC Educational Resources Information Center

    Byrne, Marann; Flood, Barbara; Griffin, Julie

    2014-01-01

    This study measured the levels of academic self-efficacy of first-year accounting students. It also investigated whether there were any gender differences and the extent to which efficacy levels explained variation in academic performance. Overall the analysis revealed that many students lacked the confidence to participate fully in the academic…

  19. Early Childhood WIC Participation, Cognitive Development and Academic Achievement

    PubMed Central

    Jackson, Margot I.

    2015-01-01

    For the half of American children who live in or near poverty, nutritional policy is part of the safety net against hunger and its negative effects on children’s development. The Special Supplemental Nutrition Program for Women, Infants and Children (WIC) provides steadily available food from the food groups essential for physical and cognitive development. The effects of WIC on dietary quality among participating women and children are strong and positive. Furthermore, there is a strong influence of nutrition on cognitive development and socioeconomic inequality. Yet, research on the non-health effects of U.S. child nutritional policy is scarce, despite the ultimate goal of health policies directed at children—to enable productive functioning across multiple social institutions over the life course. Using two nationally representative, longitudinal surveys of children—the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) and the Child Development Supplement (CDS) of the Panel Study of Income Dynamics—I examine how prenatal and early childhood exposure to WIC is associated in the short-term with cognitive development, and in the longer-term with reading and math learning. Results suggest that early WIC participation is associated with both cognitive and academic benefits. These findings suggest that WIC meaningfully contributes to children’s educational prospects. PMID:25555255

  20. Early childhood WIC participation, cognitive development and academic achievement.

    PubMed

    Jackson, Margot I

    2015-02-01

    For the 22% of American children who live below the federal poverty line, and the additional 23% who live below twice that level, nutritional policy is part of the safety net against hunger and its negative effects on children's development. The Special Supplemental Nutrition Program for Women, Infants and Children (WIC) provides steadily available food from the food groups essential for physical and cognitive development. The effects of WIC on dietary quality among participating women and children are strong and positive. Furthermore, there is a strong influence of nutrition on cognitive development and socioeconomic inequality. Yet, research on the non-health effects of U.S. child nutritional policy is scarce, despite the ultimate goal of health policies directed at children-to enable productive functioning across multiple social institutions over the life course. Using two nationally representative, longitudinal surveys of children-the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) and the Child Development Supplement (CDS) of the Panel Study of Income Dynamics-I examine how prenatal and early childhood exposure to WIC is associated in the short-term with cognitive development, and in the longer-term with reading and math learning. Results show that early WIC participation is associated with both cognitive and academic benefits. These findings suggest that WIC meaningfully contributes to children's educational prospects.

  1. A Year of Mentoring in Academic Medicine

    PubMed Central

    Rabatin, Joseph S; Lipkin, Mack; Rubin, Alan S; Schachter, Allison; Nathan, Michael; Kalet, Adina

    2004-01-01

    We describe a specific mentoring approach in an academic general internal medicine setting by audiotaping and transcribing all mentoring sessions in the year. In advance, the mentor recorded his model. During the year, the mentee kept a process journal. Qualitative analysis revealed development of an intimate relationship based on empathy, trust, and honesty. The mentor's model was explicitly intended to develop independence, initiative, improved thinking, skills, and self-reflection. The mentor's methods included extensive and varied use of questioning, active listening, standard setting, and frequent feedback. During the mentoring, the mentee evolved as a teacher, enhanced the creativity in his teaching, and matured as a person. Specific accomplishments included a national workshop on professional writing, an innovative approach to inpatient attending, a new teaching skills curriculum for a residency program, and this study. A mentoring model stressing safety, intimacy, honesty, setting of high standards, praxis, and detailed planning and feedback was associated with mentee excitement, personal and professional growth and development, concrete accomplishments, and a commitment to teaching. PMID:15109327

  2. Framing the Curriculum for Participation: A Bernsteinian Perspective on Academic Literacies

    ERIC Educational Resources Information Center

    Tapp, Jane

    2015-01-01

    Academic writing is challenging, particularly for new undergraduates who can struggle to know what is expected of them. Research into Academic Literacies often presents academic literacy practices as a barrier to the academy, excluding those not familiar with and those not able to participate in those practices and positioning them permanently on…

  3. Women in Academic Medicine Leadership: Has Anything Changed in 25 Years?

    PubMed

    Rochon, Paula A; Davidoff, Frank; Levinson, Wendy

    2016-08-01

    Over the past 25 years, the number of women graduating from medical schools in the United States and Canada has increased dramatically to the point where roughly equal numbers of men and women are graduating each year. Despite this growth, women continue to face challenges in moving into academic leadership positions. In this Commentary, the authors share lessons learned from their own careers relevant to women's careers in academic medicine, including aspects of leadership, recruitment, editorship, promotion, and work-life balance. They provide brief synopses of current literature on the personal and social forces that affect women's participation in academic leadership roles. They are persuaded that a deeper understanding of these realities can help create an environment in academic medicine that is generally more supportive of women's participation, and that specifically encourages women in medicine to take on academic leadership positions.

  4. 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.

  5. Participating in International Academic Publishing: A Taiwan Perspective

    ERIC Educational Resources Information Center

    Min, Hui-Tzu

    2014-01-01

    There has been growing concern among researchers and scholars about how nonnative-English-speaking academics in the "expanding circle" (Kachru, 2001, p. 520) cope with challenges while publishing in English in international refereed journals in the center. Most found that academics from peripheral countries where English is a foreign…

  6. Quantitative Evaluation of a First Year Seminar Program: Relationships to Persistence and Academic Success

    ERIC Educational Resources Information Center

    Jenkins-Guarnieri, Michael A.; Horne, Melissa M.; Wallis, Aaron L.; Rings, Jeffrey A.; Vaughan, Angela L.

    2015-01-01

    In the present study, we conducted a quantitative evaluation of a novel First Year Seminar (FYS) program with a coordinated curriculum implemented at a public, four-year university to assess its potential role in undergraduate student persistence decisions and academic success. Participants were 2,188 first-year students, 342 of whom completed the…

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

    ERIC Educational Resources Information Center

    Mitchell, Brenda O.

    2013-01-01

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

  8. Food Stamp Program participation is associated with better academic learning among school children.

    PubMed

    Frongillo, Edward A; Jyoti, Diana F; Jones, Sonya J

    2006-04-01

    Household food insecurity is associated with multiple adverse outcomes in children and adolescents, including poor school performance. U.S. federal food assistance programs such as the Food Stamp Program (FSP) aim to help prevent household food insecurity and its outcomes. Program participation may act as a resource either to counteract the effects of constraints such as food insecurity or to modify the effects of food insecurity on outcomes. This study aimed to determine whether FSP participation was associated with child reading and mathematics learning, weight gain, and social skills and whether these associations depended on degree of estimated need for the program. Data used were from the Early Childhood Longitudinal Study-Kindergarten cohort, a large nationally representative sample. A difference (i.e., fixed-effects) model was used to minimize bias in the estimation of association resulting from unmeasured covariates. Starting FSP participation during the 4 years from K to third grade was associated with about a 3-point greater improvement in reading and mathematics score as compared with stopping FSP participation during that period. But it was for female students only that this association was large and significant. Children in households starting FSP participation had slightly but not significantly less weight gain compared with children in households stopping FSP participation. This study provides the strongest evidence to date that FSP participation plausibly has beneficial effects for children on nonnutritional outcomes, specifically academic learning. The mechanisms for this relationship are not well understood and may be through both dietary intake and stress.

  9. Achievement, Engagement, and Behavior Outcomes of Youth at Risk Following a Pre-Eighth-Grade Summer Academic Enrichment Program and Participation in a School-Wide, School Year Long, Ownership, Mastery, and Grading Initiative

    ERIC Educational Resources Information Center

    Alati, David K.

    2011-01-01

    No significant differences in beginning eighth-grade pretest compared to ending eighth-grade posttest California Achievement Test Normal Curve Equivalent Scores were found for youth at risk who completed a pre-eighth-grade summer academic enrichment program where comparisons for reading vocabulary t(19) = 0.46, p = 0.33 (one-tailed), d = 0.107,…

  10. Peer Observation of Teaching: Enhancing Academic Engagement for New Participants

    ERIC Educational Resources Information Center

    Carroll, Conor; O'Loughlin, Deirdre

    2014-01-01

    This research aims to uncover key motivations, barriers and outcomes associated with first-time users of peer observation of teaching within an Irish higher level academic context. Following preliminary research, a peer observation process was piloted on five self-selected peer observation faculty pairs involving peer observation training and…

  11. Implementation of a Research Participant Satisfaction Survey at an Academic Medical Center

    PubMed Central

    Smailes, Paula; Reider, Carson; Hallarn, Rose Kegler; Hafer, Lisa; Wallace, Lorraine; Miser, William F.

    2016-01-01

    This descriptive case study covers the development of a survey to assess research subject satisfaction among those participating in clinical research studies at an academic medical center (AMC). The purpose was twofold: to gauge the effectiveness of the survey, as well as to determine the level of satisfaction of the research participants. The authors developed and implemented an electronic research participant satisfaction survey. It was created to provide research teams at the authors’ AMC with a common instrument to capture research participant experiences in order to improve upon the quality of research operations. The instrument captured participant responses in a standardized format. Ultimately, the results are to serve as a means to improve the research experience of participants for single studies, studies conducted within a division or department of the AMC, or across the entire research enterprise at the institution. For ease of use, the survey was created within an electronic data capture system known as REDCap, which is used by a consortium of more than 1,800 institutional partners as a tool from the Clinical and Translational Science Awards (CTSA) program of the National Institutes of Health (NIH). Participants in the survey described in this article were more than 18 years of age and participating in an institutional review board (IRB)-approved study. Results showed that the vast majority of participants surveyed had a positive experience engaging in research at the authors’ AMC. Further, the tool was found to be effective in making that determination. The authors hope to expand the use of the survey as a means to increase research satisfaction and quality at their university. PMID:27390769

  12. Examining the Role of Advanced Placement[R] Exam Participation in 4-Year College Enrollment

    ERIC Educational Resources Information Center

    Chajewski, Michael; Mattern, Krista D.; Shaw, Emily J.

    2011-01-01

    The purpose of the current study was to examine the relationship between Advanced Placement (AP) exam participation and enrollment in a 4-year postsecondary institution. A positive relationship was expected given that the primary purpose of offering AP courses is to allow students to engage in college-level academic work while in high school, and…

  13. College Persistence over Time and Participation in a First-Year Seminar

    ERIC Educational Resources Information Center

    Miller, John W.; Lesik, Sally S.

    2014-01-01

    Retention and graduation rates of an entire cohort of 1,913 first-time full-time college students are analyzed. The effects of participation in a first year experience (FYE) course and of entry level academic preparation (ELAP) on retention and graduation are examined, both descriptively and with discrete-time survival analyses. Although…

  14. The Relationship between Intensity and Breadth of After-School Program Participation and Academic Achievement: Evidence from a Short-Term Longitudinal Study

    ERIC Educational Resources Information Center

    Springer, Ken; Diffily, Deborah

    2012-01-01

    We explored the extent to which intensity and breadth of participation in an after-school program (ASP) predicted academic achievement, as measured by changes in grades and attendance. The sample comprised 719 2nd-grade through 8th-grade Boys and Girls Clubs of Greater Dallas members during the 2009-2010 academic year. With respect to intensity,…

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

    PubMed

    Brook, Christina A; Willoughby, Teena

    2015-05-01

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

  16. An Ecological Analysis of After-School Program Participation and the Development of Academic Performance and Motivational Attributes for Disadvantaged Children

    ERIC Educational Resources Information Center

    Mahoney, Joseph L.; Lord, Heather; Carryl, Erica

    2005-01-01

    This longitudinal study evaluated after-school program (ASP) participation and the development of academic performance (school grades, reading achievement) and teacher-rated motivational attributes (expectancy of success, effectance motivation) over a school year. Participants were 599 boys and girls (6.3 to 10.6 years) from an urban,…

  17. Supporting the students most in need: academic self-efficacy and perceived teacher support in relation to within-year academic growth.

    PubMed

    Mercer, Sterett H; Nellis, Leah M; Martínez, Rebecca S; Kirk, Megan

    2011-06-01

    Academic self-efficacy and perceived teacher support in relation to academic skill growth across one academic year were examined in the study. Participants included 193 5th-grade students. Teachers collected curriculum-based measures (CBM) of reading and math on three occasions as part of routine academic benchmarks, and researchers collected student-reported measures of academic self-efficacy and perceived teacher support in the spring of the same academic year. Results indicated that academic self-efficacy was positively related to fall reading and math CBM scores and that perceived teacher support was unrelated to fall scores or growth across the academic year. Academic self-efficacy and perceived teacher support interacted in relation to math CBM growth such that low levels of perceived teacher support were related to greater growth, particularly for students with high academic self-efficacy. Follow-up analyses indicated that students with the lowest fall CBM scores and smallest growth rates reported higher levels of perceived teacher support, suggesting that teachers support the students most in need.

  18. Cognitive Predictors of Academic Achievement in Young Children 1 Year Following Traumatic Brain Injury

    PubMed Central

    Fulton, John B.; Yeates, Keith Owen; Taylor, H. Gerry; Walz, Nicolay C.; Wade, Shari L.

    2012-01-01

    Objective To examine cognitive predictors of academic achievement in young children with traumatic brain injury (TBI) and orthopedic injury (OI) shortly after injury and 1 year post-injury. Methods Participants included 3 to 6 year old children, 63 with TBI (46 with moderate TBI and 17 with severe TBI) and a comparison group of 80 children with OI. Academic achievement was assessed approximately 1 month and 12 months post injury, using three subtests from the Woodcock-Johnson Tests of Achievement-Third Edition and the School Readiness Composite from the Bracken Basic Concepts Scale-Revised. General intellectual functioning, memory, and executive functions were measured at the initial assessment using standardized tests. Results Hierarchical linear regression was used to predict academic achievement at the initial and 1-year follow-up assessments. Memory and executive functions were significant predictors of academic achievement at both assessments, after controlling for group membership and demographic variables. Executive function remained a significant predictor of some outcomes after taking general intellectual functioning into account. Predictive relationships did not vary across the TBI and OI groups. Similar results were obtained when regression analyses were completed with only TBI participants using the Glasgow Coma Scale (GCS) score as a predictor, although memory and executive functioning were somewhat less robust in predicting academic achievement than before. Conclusions Both memory and executive function predict academic achievement following TBI in preschool children, although some of the associations may be accounted for by general intellectual functioning. PMID:22563873

  19. The Academic Training of Two-Year College Mathematics Faculty.

    ERIC Educational Resources Information Center

    Long, Calvin T.

    The academic training needs of two-year college mathematics faculty are discussed in this paper and appropriate courses of study are proposed. After introductory comments on the diversity of two-year college students' needs for mathematics education, an undergraduate course of study appropriate for two-year college math faculty is proposed. This…

  20. Varicella Immunization Requirements for US Colleges: 2014-2015 Academic Year

    ERIC Educational Resources Information Center

    Leung, Jessica; Marin, Mona; Leino, Victor; Even, Susan; Bialek, Stephanie R.

    2016-01-01

    Objective: To obtain information on varicella prematriculation requirements in US colleges for undergraduate students during the 2014-2015 academic year. Participants: Health care professionals and member schools of the American College Health Association (ACHA). Methods: An electronic survey was sent to ACHA members regarding school…

  1. Surprise, Sensemaking, and Success in the First College Year: Black Undergraduate Men's Academic Adjustment Experiences

    ERIC Educational Resources Information Center

    Harper, Shaun R.; Newman, Christopher B.

    2016-01-01

    Background: Much has been written about Black undergraduate men's out-of-class engagement and social experiences, identity development, participation in intercollegiate athletics, and college enrollment and completion rates. Too little is known about their academic readiness and first-year college adjustment. Purpose: The purpose of this study was…

  2. First-Year Seminars: Supporting Male College Students' Long-Term Academic Success

    ERIC Educational Resources Information Center

    Swanson, Nicole M.; Vaughan, Angela L.; Wilkinson, Brett D.

    2017-01-01

    Research has revealed a gender gap where male students have higher rates of academic difficulties and lower college enrollment and graduation rates compared with females. This study measured the relationship of male student (including first-generation and minority students) participation in a first-year seminar and their first-term grade point…

  3. Academic Year Abroad, 1994/95. The Most Complete Guide to Planning Academic Year Study Abroad.

    ERIC Educational Resources Information Center

    Steen, Sara J., Ed.

    This book describes over 2,100 academic programs (at least one academic quarter in length) sponsored by accredited U.S. postsecondary institutions or developed for U.S. students by foreign universities and other organizations. Entries are based on a 1993 survey. While most programs listed are available to undergraduates, many programs are also…

  4. A Contrast of Amount and Type of Activity in Elementary School Years between Academically Successful and Unsuccessful Youth.

    ERIC Educational Resources Information Center

    Madden, Deirdre; Brueckman, Judith; Littlejohn, Kevin V.

    This study compared the participation in various types of activities during the elementary school years of academically successful and unsuccessful youth. The academically successful group consisted of 63 college students from lower level general communication classes. The two unsuccessful comparison groups consisted of 53 youth, ages 13 to 16…

  5. Characteristics of and Implications for Students Participating in Alternate Assessments Based on Alternate Academic Achievement Standards

    ERIC Educational Resources Information Center

    Kearns, Jacqueline Farmer; Towles-Reeves, Elizabeth; Kleinert, Harold L.; Kleinert, Jane O'Regan; Thomas, Megan Kleine-Kracht

    2011-01-01

    Little research has precisely defined the population of students participating in alternate assessments based on alternate academic achievement standards (AA-AAAS). Therefore, the purpose of this article is twofold: (a) explicate the findings of a multistate study examining the characteristics of the population of students participating in…

  6. The Effects of Participation in School Instrumental Music Programs on Student Academic Achievement and School Attendance

    ERIC Educational Resources Information Center

    Davenport, Kevin O.

    2010-01-01

    This study examined whether or not students that participated in a school sponsored instrumental music program had higher academic achievement and attendance than students that did not participate in a school sponsor instrumental music program. Units of measurement included standardized test scores and attendance, without taking into consideration…

  7. Advanced Academic Participation: A Longitudinal Analysis of Ethnicity Gaps in Suburban Schools

    ERIC Educational Resources Information Center

    Kettler, Todd; Hurst, Luke T.

    2017-01-01

    Participation in advanced academic programs such as Advanced Placement (AP) and International Baccalaureate (IB) has been associated with higher student achievement and college readiness. In addition, AP and IB are widely recommended and implemented as services for gifted and talented students. Students who participate in these programs tend to be…

  8. Effects of Extracurricular Participation during Middle School on Academic Motivation and Achievement at Grade 9

    ERIC Educational Resources Information Center

    Im, Myung Hee; Hughes, Jan N.; Cao, Qian; Kwok, Oi-man

    2016-01-01

    We investigated the effect of participating in two domains of extracurricular activities (sports and performance arts/clubs) in Grades 7 and 8 on Grade 9 academic motivation and letter grades, above baseline performance. Participants were 483 students (55% male; 33% Euro-American, 25% African American, and 39% Latino). Propensity score weighting…

  9. Sports Participation and Academic Performance: Evidence from the National Longitudinal Study of Adolescent Health

    ERIC Educational Resources Information Center

    Rees, Daniel I.; Sabia, Joseph J.

    2010-01-01

    It has been argued that high school sports participation increases motivation and teaches teamwork and self-discipline. While several studies have shown that students who participate in athletic activities perform better in school than those who do not, it is not clear whether this association is a result of positive academic spillovers, or due to…

  10. Bonding, Achievement, and Activities: School Bonding, Academic Achievement, and Participation in Extracurricular Activities

    ERIC Educational Resources Information Center

    Howard, Anissa K.; Ziomek-Daigle, Jolie

    2009-01-01

    Utilizing a single-group interrupted time series design (Creswell, 2003), this pilot study examined the relationship between academic achievement, school bonding, and the extracurricular activity participation of "uninvolved" students (n=11) who participated in a voluntary support group at a suburban high school in the southeast. Results…

  11. The Impact of Participating in a Peer Assessment Activity on Subsequent Academic Performance

    ERIC Educational Resources Information Center

    Jhangiani, Rajiv S.

    2016-01-01

    The present study investigates the impact of participation in a peer assessment activity on subsequent academic performance. Students in two sections of an introductory psychology course completed a practice quiz 1 week prior to each of three course exams. Students in the experimental group participated in a five-step double-blind peer assessment…

  12. 32 CFR 242.8 - Academic, intellectual, and personal requirements for admission to the first-year class.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... entrance are: (a) Chemistry (inorganic or general). 1 academic year including appropriate laboratory. (b) Organic chemistry. 1 academic year including laboratory. (c) Mathematics. 1 academic year. (d) Physics....

  13. 32 CFR 242.8 - Academic, intellectual, and personal requirements for admission to the first-year class.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... entrance are: (a) Chemistry (inorganic or general). 1 academic year including appropriate laboratory. (b) Organic chemistry. 1 academic year including laboratory. (c) Mathematics. 1 academic year. (d) Physics....

  14. 32 CFR 242.8 - Academic, intellectual, and personal requirements for admission to the first-year class.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... entrance are: (a) Chemistry (inorganic or general). 1 academic year including appropriate laboratory. (b) Organic chemistry. 1 academic year including laboratory. (c) Mathematics. 1 academic year. (d) Physics....

  15. 32 CFR 242.8 - Academic, intellectual, and personal requirements for admission to the first-year class.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... entrance are: (a) Chemistry (inorganic or general). 1 academic year including appropriate laboratory. (b) Organic chemistry. 1 academic year including laboratory. (c) Mathematics. 1 academic year. (d) Physics....

  16. 32 CFR 242.8 - Academic, intellectual, and personal requirements for admission to the first-year class.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... entrance are: (a) Chemistry (inorganic or general). 1 academic year including appropriate laboratory. (b) Organic chemistry. 1 academic year including laboratory. (c) Mathematics. 1 academic year. (d) Physics....

  17. Exploring the Influence of Individual and Academic Differences on the Placement Participation Rate among International Students: A UK Case Study

    ERIC Educational Resources Information Center

    Crawford, Ian; Wang, Zhiqi; Andrews, Georgina

    2016-01-01

    Purpose: The purpose of this paper is to investigate the low placement participation rate among international students compared with UK students, by examining the impact of individual factors such as gender and domicile and academic achievement such as prior academic qualification, prior academic results and subsequent academic results on…

  18. School-Year Employment and Academic Performance of Young Adolescents

    ERIC Educational Resources Information Center

    Sabia, Joseph J.

    2009-01-01

    Using data from the National Longitudinal Study of Adolescent Health, this study examines the relationship between school-year employment and academic performance of young adolescents under age 16. Ordinary least squares estimates show a significant positive relationship between modest hours of school-year employment and grade point average.…

  19. Mathematics Laboratory Report: Activities during Academic Year, 1983-1984 [and] Plans for Academic Year, 1984-1985.

    ERIC Educational Resources Information Center

    Capps, Joan P.

    During the 1983-84 academic year, a mathematics laboratory was established at Somerset County College to provide tutorial and testing services for high-risk students. This report describes and evaluates the first-year activities of the lab and proposes plans for increasing and evaluating the services and use of the lab during 1984-85. First, the…

  20. 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)…

  1. The Relationships among Academic Attitudes, Psychological Attitudes, and the First-Semester Academic Achievement of First-Year College Students

    ERIC Educational Resources Information Center

    Reynolds, Amy L.; Weigand, Matthew J.

    2010-01-01

    This study examined the relationships among academic and psychological attitudes and academic achievement of first-year students. The College Resilience Scale, the Academic Motivation Scale, the College Self-Efficacy Inventory, and the University Environment Scale were administered to 164 first-year undergraduate students enrolled at a large RU/VH…

  2. Sense of Belonging and First-Year Academic Literacy

    ERIC Educational Resources Information Center

    Marshall, Steve; Zhou, Mingming; Gervan, Ted; Wiebe, Sunita

    2012-01-01

    In this article, we analyze a broad range of factors that affect the sense of belonging of undergraduate students taking a first-year academic literacy course (ALC) at a multicultural, multilingual university in Vancouver, Canada. Students who fail to meet the university's language and literacy requirements are required to pass ALC before they can…

  3. Becoming Academics: Experiencing Legitimate Peripheral Participation in Part-Time Doctoral Studies

    ERIC Educational Resources Information Center

    Teeuwsen, Phil; Ratkovic, Snežana; Tilley, Susan A.

    2014-01-01

    An important element of doctoral studies is identification with the academic community. Such identification is often complicated by part-time student status. In this paper, two part-time doctoral students and their supervisor employ Lave and Wenger's concept of legitimate peripheral participation to explore, through a critical socio-cultural lens,…

  4. How Europe Shapes Academic Research: Insights from Participation in European Union Framework Programmes

    ERIC Educational Resources Information Center

    Primeri, Emilia; Reale, Emanuela

    2012-01-01

    This article describes the effects of participating in European Union Framework Programmes (EUFPs) at the level of research units and researchers. We consider EUFPs as policy instruments that contribute to the Europeanisation of academic research and study the changes they produce with respect to: 1) the organisation and activities of Departments,…

  5. The Impact of Music Education and Athletic Participation on Academic Achievement.

    ERIC Educational Resources Information Center

    Schneider, Timothy W.; Klotz, Jack

    This study sought to determine if participation as a musician or an athlete had an effect on academic achievement as measured by standardized test scores. It was hypothesized that students who received training as musicians would score higher on the core battery composite of reading, language, and mathematics sections of the California Achievement…

  6. Holistic Growth of College Peer Study Group Participants: Prompting Academic and Personal Development

    ERIC Educational Resources Information Center

    Arendale, David R.; Hane, Amanda R.

    2014-01-01

    This qualitative study focused on observed and perceived changes in academic and personal attitudes and behaviors by student participants in the Peer Assisted Learning (PAL) program at the University of Minnesota (UMN). The PAL model employs best practices from national peer learning models including Supplemental Instruction, Peer-led Team…

  7. The Influence of Early Childhood Program Participation on Academic Achievement at the Elementary Level

    ERIC Educational Resources Information Center

    Villani, Gina Marie

    2014-01-01

    The purpose of this study was to examine the influence of early childhood program participation on academic achievement by grade 3. This case study utilized a quantitative approach to data collection. For purposes of this research, one P-12 school district in central New Jersey was studied to look at the influence of early childhood program…

  8. Repositioning the Subject Discipline for an "Academic-Enhancement" Model of Widening Participation: A Philosophical Sketch

    ERIC Educational Resources Information Center

    O'Brien, Mark

    2013-01-01

    This article addresses a question for those seeking to deepen engagement with nontraditional students for strategies of widening participation in the higher education setting. The question is as follows: how can the academic subject be made more "open" to what the student (and therefore also the nontraditional student) can bring to it?…

  9. Organization of Academic Advising in Ohio's Two-Year Public Colleges

    ERIC Educational Resources Information Center

    Walker, Verne W.

    2012-01-01

    Academic advising administrators, academic advising professional organization leaders, and academic advising scholars have not had access to information about how academic advising is organized in their states. The purposes of this study were (a) to describe the organization of academic advising in Ohio's two-year public colleges; (b) to explore…

  10. Achievement, Engagement, and Behavior Outcomes of At-Risk Youth Following Participation in a Required Ninth-Grade Academic Support Study Center Program

    ERIC Educational Resources Information Center

    Wagner, Jeffrey P.

    2012-01-01

    Overall, pretest-posttest results for achievement, behavior, and engagement for at-risk boys not eligible (n = 13) and eligible (n = 9) for participation in the free or reduced price lunch program who completed a school-year long academic support study center program were not statistically different over time and end of school year for cumulative…

  11. The Effects of Participation of School Children as Mediators in Contrast to Non-Mediators in a Mentored Mediation Program as Related to Academic Achievement, Developmental Disposition, and Conflict Orientation

    ERIC Educational Resources Information Center

    O'Farrell, Eimear M.

    2010-01-01

    This study focused on the effects of elementary students' participation in a mentored peer mediation program during a school year as it related to three variables, academic achievement, developmental disposition, and conflict orientation. "Phase I", academic achievement, focused on the relationship between participation in this…

  12. Is the Relationship between AP® Participation and Academic Performance Really Meaningful? Research Brief 2015-1

    ERIC Educational Resources Information Center

    Ewing, Maureen; Howell, Jessica

    2015-01-01

    Strong academic performance in college, as measured by first-year grades, is important for a host of reasons, but perhaps the most critical reason is that students who perform well in their first year of college are more likely to earn a bachelor's degree (Adelman, 2006). Research shows that Advanced Placement Program® (AP®) students, particularly…

  13. Promoting genuine consumer participation in mental health education: a consumer academic role.

    PubMed

    Happell, Brenda; Roper, Cath

    2009-08-01

    Mental health policy reform in Australia has led to the expectation of increased consumer participation not only in all aspects of service delivery, but also in the education and training of mental health professionals. The aim of this paper is to explore the development and introduction of a role for a consumer of mental health services within an academic institution, including achievements of the role and the principles contributing to successful implementation. The consumer academic position was successfully implemented and has proved a valuable role. The success of the role was considered to be dependent on the following factors: partnership and commitment, support, scope and autonomy. In conclusion, a consumer can play a valuable role within an academic institution. However, success will depend upon a number of important environmental factors that promote the independence of the consumer voice.

  14. Stability in Parents' Causal Attributions for Their Children's Academic Performance: A Nine-Year Follow-Up

    ERIC Educational Resources Information Center

    Enlund, Emmi; Aunola, Kaisa; Nurmi, Jari-Erik

    2015-01-01

    This study investigated the interindividual stability and mean-level changes in parents' causal attributions for their children's academic performance across a 9-year period from the first year in primary school (Grade 1, age 7) to the end of lower secondary school (Grade 9, age 16). In all, 212 children participated in the study. The results…

  15. College Athletic Participation and Academic Success: How Student-Athletes Compete for Graduation

    ERIC Educational Resources Information Center

    Gilmour, Heather B.

    2013-01-01

    NCAA data indicates that Division III student-athletes are graduating at higher rates than their non-athlete peers. Graduation rate data alone do not provide a full understanding of student-athletes' academic success. The data thus far simply show empirically that student-athletes have a higher federal six-year graduation rate, but…

  16. Beyond Books: The Extended Academic Benefits of Library Use for First-Year College Students

    ERIC Educational Resources Information Center

    Soria, Krista M.; Fransen, Jan; Nackerud, Shane

    2017-01-01

    The purpose of this paper was to investigate whether there are relationships between first-year college students' use of academic libraries and four academic outcomes: academic engagement, engagement in scholarly activities, academic skills development, and grade point average. The results of regression analyses suggest students' use of books…

  17. New Zealand Men's Participation in Early Years Work

    ERIC Educational Resources Information Center

    Farquhar, Sarah-Eve

    2008-01-01

    The history of kiwi men's participation in paid early childcare and teaching work has not been documented to date. But what can be learned from the New Zealand experience may be helpful internationally in the movement towards greater male representation in early years work. This paper provides a brief recent history only, highlighting issues that…

  18. Can Multiple Mini-Interviews Predict Academic Performance of Dental Students? A Two-Year Follow-Up.

    PubMed

    Alaki, Sumer M; Yamany, Ibrahim A; Shinawi, Lana A; Hassan, Mona H A; Tekian, Ara

    2016-11-01

    Prior research has shown that students' previous grade point average (GPA) is the best predictor for future academic success. However, it can only partly predict the variability in dental school performance. The aim of this study was to assess the predictive value of multiple mini-interviews (MMI) as an admission criterion by comparing them with the academic performance of dental students over a two-year period. All incoming undergraduate dental students at the King Abdulaziz University Faculty of Dentistry (KAUFD) during academic year 2013-14 were invited to participate in MMI. Students rotated through six objective structured clinical exam (OSCE)-like stations for 30 minutes total and were interviewed by two trained faculty interviewers at each station. The stations were focused on noncognitive skills thought to be essential to academic performance at KAUFD. The academic performance of these students was then followed for two years and linked to their MMI scores. A total of 146 students (71 males and 75 females) participated in an interview (response rate=92.9%). Most students scored in the acceptable range at each MMI station. Students' total MMI score, ambitions, and motives were significant predictors of GPA during the two years of follow-up (p<0.038 and p<0.001, respectively). In this study, MMI was found to be able to predict future academic performance of undergraduate dental students.

  19. Does Academic Apprenticeship Increase Networking Ties among Participants? A Case Study of an Energy Efficiency Training Program

    ERIC Educational Resources Information Center

    Hytönen, Kaisa; Palonen, Tuire; Lehtinen, Erno; Hakkarainen, Kai

    2014-01-01

    In order to address the requirements of future education in different fields of academic professional activity, a model called Academic Apprenticeship Education was initiated in Finland in 2009. The aim of this article is to analyse the development of expert networks in the context of a 1-year Academic Apprenticeship Education model in the field…

  20. The Academic Progression in Nursing Initiative: The Final Year Outcomes.

    PubMed

    Gerardi, Tina

    2017-02-01

    In 2012, the American Organization of Nurse Executives (AONE), representing the Tri-Council of Nursing, namely, AONE, the American Association of Colleges of Nursing, the American Nurses Association, and the National League for Nursing, was selected by the Robert Wood Johnson Foundation as the national program office for the Academic Progression in Nursing (APIN) initiative. This article discusses the impact APIN has had in the 9 states that received APIN grants, essential elements for successful APIN projects, and highlights of the last year of the grant in moving closer to the 80/20 goal from the Institute of Medicine.

  1. Developmental Dynamics between Children's Externalizing Problems, Task-Avoidant Behavior, and Academic Performance in Early School Years: A 4-Year Follow-Up

    ERIC Educational Resources Information Center

    Metsäpelto, Riitta-Leena; Pakarinen, Eija; Kiuru, Noona; Poikkeus, Anna-Maija; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik

    2015-01-01

    This longitudinal study investigated the associations among children's externalizing problems, task-avoidant behavior, and academic performance in early school years. The participants were 586 children (43% girls, 57% boys). Data pertaining to externalizing problems (teacher ratings) and task-avoidant behaviors (mother and teacher ratings) were…

  2. The Predictive Relationship between Achievement and Participation in Music and Achievement in Core Grade 12 Academic Subjects

    ERIC Educational Resources Information Center

    Gouzouasis, Peter; Guhn, Martin; Kishor, Nand

    2007-01-01

    The relationship between musical training and general intellectual capacity as well as academic achievement has been discussed in numerous contexts. In our study, we examined the relationship between participation and achievement in music and achievement in academic courses, based on data from three consecutive British Columbia student cohorts.…

  3. Social Adjustment, Academic Adjustment, and the Ability to Identify Emotion in Facial Expressions of 7-Year-Old Children

    ERIC Educational Resources Information Center

    Goodfellow, Stephanie; Nowicki, Stephen, Jr.

    2009-01-01

    The authors aimed to examine the possible association between (a) accurately reading emotion in facial expressions and (b) social and academic competence among elementary school-aged children. Participants were 840 7-year-old children who completed a test of the ability to read emotion in facial expressions. Teachers rated children's social and…

  4. The C-MORE Scholars Program: Motivations for an Academic-Year Research Experiences for Undergraduates Program

    ERIC Educational Resources Information Center

    Gibson, Barbara A.; Bruno, Barbara C.

    2012-01-01

    Research Experiences for Undergraduates (REU) programs have been shown to be effective mechanisms to recruit undergraduate students into the sciences and also to retain them, especially as related to underrepresented students. Academic-year REU programs have numerous benefits, including participation in longer-term research projects that allow…

  5. Examination of Factors That Predict Academic Adjustment and Success of Community College Transfer Students in STEM at 4-Year Institutions

    ERIC Educational Resources Information Center

    Lopez, Carlos; Jones, Stephanie J.

    2017-01-01

    There are a limited number of individuals who possess the skills to fulfill the workforce demand in STEM (science, technology, engineering, and math) in the United States. Therefore, community colleges and 4-year institutions must be able to identify academic and social factors that impact students' participation in the areas of STEM. These…

  6. The Effect of the Involvement within Career Academies by Elective Participation of Eleventh and Twelfth Grade High School Students during the Implementation Year

    ERIC Educational Resources Information Center

    Johnston, Nancy A.

    2010-01-01

    The purpose of this study was to determine the effect of elective participation in one of three implementation year Career Academies, Education, Entrepreneurship, or Finance, on upper-class high school academic grades, Grade Point Average, and school academy participation measures. Significance of the junior and senior year of high school, the…

  7. Extracurricular Activity Participation in High School: Mechanisms Linking Participation to Math Achievement and 4-Year College Attendance

    ERIC Educational Resources Information Center

    Morris, David S.

    2016-01-01

    Extracurricular activity participation (EAP) has been positively linked with increased academic achievement and college attendance. However, the mechanisms linking EAP to educational outcomes are poorly understood. Using the Education Longitudinal Study of 2002 (ELS), this study contributes to our understanding of the relationship between EAP and…

  8. The academic occupational physician as consultant. A 10-year perspective.

    PubMed

    McCunney, R J

    1994-04-01

    The academic community has long served the private sector in a consultant capacity in engineering and in the sciences. With respect to occupational medicine, physicians, when working for industry, have generally practiced in a health care setting. Within the past 10 years, however, the business sector has placed more attention on the health implications of its operations as a result of regulations, liability, and rising health care costs. These issues, which go beyond traditional clinical responsibilities, have furthered the need for businesses to receive strategic medical advice to effectively operate and to maintain a competitive edge. One particular business sector, the chemical industry, has been challenged seriously because of legitimate as well as perceived health risks associated with the production and use of its products. This paper describes the professional experiences over a 10-year period (1983 to 1993) of an occupational physician working as a consultant to an international chemical company. Services have related to epidemiology, health policy, toxicology, plant oversight as well as serving as a health advisor on matters involving the relation between business and health. An academic affiliation with an occupational medicine residency program has facilitated access to related occupational health professionals to assist in problem solving and research. Opportunities for consulting in occupational medicine will depend upon the nature of the organization as well as the personal and professional characteristics of the physician. Requests for these types of services, however, are likely to expand in the near future, primarily as a result of wider awareness of the implications of work on health, increased litigation, and government regulations.

  9. International Collaboration and Academic Exchange of the CHAIN Project in this Three Years (Period)

    NASA Astrophysics Data System (ADS)

    Ueno, Satoru; Shibata, Kazunari; Morita, Satoshi; Kimura, Goichi; Asai, Ayumi; Kitai, Reizaburo; Ichimoto, Kiyoshi; Nagata, Shin'ichi; Ishii, Takako; Nakatani, Yoshikazu; Masashi, Yamaguchi; et al.

    2014-02-01

    We will introduce contents of international collaboration and academic exchange of the CHAIN project in recent three years (ISWI period). After April of 2010, we have not obtained any enough budget for new instruments. Therefore, we have not been able to install new Flare Monitoring Telescopes (FMT) in new countries, such as Algeria. On the other hand, however, we have continued international academic exchange through scientific and educational collaboration with mainly Peru, such as data-analysis training, holding scientific workshops etc. Additionally, in this year, King Saudi University of Saudi Arabia and CRAAG of Algeria have planned to build a new FMT in their university by their own budget. Therefore, we have started some collaboration in the field of technical advices of instruments and scientific themes etc. Moreover, Pakistan Space and Upper Atmosphere Research Commission (SUPARCO) also offered us participation in the CHAIN-project. We would like to continue to consider the possibility of academic collaboration with such new positive developing nations, too.

  10. Integrating Academics into Agriculture Programs: A Delphi Study to Determine Perceptions of the National Agriscience Teacher Ambassador Academy Participants

    ERIC Educational Resources Information Center

    Myers, Brian E.; Thompson, Gregory W.

    2009-01-01

    This study investigated the perceptions of participants in the National Agriscience Teacher Ambassador Academy as to the next steps the agricultural education profession should take to move forward in the area of integrating academic subject matter into agricultural education courses. All members of the 2007 Academy participated in the study.…

  11. National General Aviation Design Competition Guidelines 1999-2000 Academic Year

    NASA Technical Reports Server (NTRS)

    1999-01-01

    The National Aeronautics and Space Administration (NASA), the Federal Aviation Administration (FAA) and the Air Force Research Laboratory are sponsoring a National General Aviation Design Competition for students at U.S. aeronautical and engineering universities for the 1999-2000 academic year. The competition challenges individuals and teams of undergraduates and/ or graduate students, working with faculty advisors, to address design challenges for general aviation aircraft. Now in its sixth year, the competition seeks to increase the involvement of the academic community in the revitalization of the U.S. general aviation industry while providing real-world design and development experiences for students. It allows university students to participate in a major national effort to rebuild the U.S. general aviation sector while raising student awareness of the value of general aviation for business and personal use , and its economic relevance. Faculty and student participants have indicated that the open-ended design challenges offered by the competition have provided the basis for quality educational experiences.

  12. Changing the culture of academic medicine: the C-Change learning action network and its impact at participating medical schools.

    PubMed

    Krupat, Edward; Pololi, Linda; Schnell, Eugene R; Kern, David E

    2013-09-01

    The culture of academic medicine has been described as hierarchical, competitive, and not highly supportive of female or minority faculty. In response to this, the authors designed the Learning Action Network (LAN), which was part of the National Initiative on Gender, Culture and Leadership in Medicine (C-Change). The LAN is a five-school consortium aimed at changing the organizational culture of its constituent institutions. The authors selected LAN schools to be geographically diverse and representative of U.S. medical schools. Institutional leaders and faculty representatives from constituent schools met twice yearly for four years (2006-2010), forming a cross-institutional learning community. Through their quarterly listing of institutional activities, schools reported a wide array of actions. Most common were increased faculty development and/or mentoring, new approaches to communication, and adoption of new policies and procedures. Other categories included data collection/management, engagement of key stakeholders, education regarding gender/diversity, and new/expanded leadership positions. Through exit interviews, most participants reported feeling optimistic about maintaining the momentum of change. However, some, especially in schools with leadership changes, expressed uncertainty. Participants reported that they felt that the LAN enabled, empowered, facilitated, and/or caused the reported actions.For others who might want to work toward changing the culture of academic medicine, the authors offer several lessons learned from their experiences with C-Change. Most notably, people, structures, policies, and reward systems must be put into place to support cultural values, and broad-based support should be created in order for changes to persist when inevitable transitions in leadership occur.

  13. Characterizing learning-through-service students in engineering by gender and academic year

    NASA Astrophysics Data System (ADS)

    Carberry, Adam Robert

    Service is increasingly being viewed as an integral part of education nationwide. Service-based courses and programs are growing in popularity as opportunities for students to learn and experience their discipline. Widespread adoption of learning-through-service (LTS) in engineering is stymied by a lack of a body of rigorous research supporting the effectiveness of these experiences. In this study, I examine learning-through-service through a nationwide survey of engineering undergraduate and graduate students participating in a variety of LTS experiences. Students (N = 322) participating in some form of service -- service-learning courses or extra-curricular service programs -- from eighty-seven different institutions across the United States completed a survey measuring demographic information (institution, gender, academic year, age, major, and grade point average), self-perceived sources of learning (service and traditional coursework), engineering epistemological beliefs, personality traits, and self-concepts (self-efficacy, motivation, expectancy, and anxiety) toward engineering design. Responses to the survey were used to characterize engineering LTS students and identify differences in these variables in terms of gender and academic year. The overall findings were that LTS students perceived their service experience to be a beneficial source for learning professional skills and, to a lesser degree, technical skills, held moderately sophisticated engineering epistemological beliefs, and were generally outgoing, compassionate, and adventurous. Self-perceived sources of learning, epistemological beliefs, and personality traits were shown to be poor predictors of student engineering achievement. Self-efficacy, motivation, and outcome expectancy toward engineering design were generally high for all LTS students; most possessed rather low anxiety levels toward engineering design. These trends were generally consistent between genders and across the five academic

  14. More Time for Learning: Student Participation in Extended Day Programming at the UCCS Donoghue Campus during the 2009-10 School Year

    ERIC Educational Resources Information Center

    Lesnick, Joy; Hart, Bonnie; Spielberger, Julie

    2011-01-01

    The purpose of this study was to examine the participation of students in extended day programming at Donoghue Elementary School, a University of Chicago Charter School, during the 2009-2010 school year and explore whether participation was related to academic performance and improvement. Using the available written records, the authors found that…

  15. Using self-reported and objective measures of self-control to predict exercise and academic behaviors among first-year university students.

    PubMed

    Stork, Matthew J; Graham, Jeffrey D; Bray, Steven R; Martin Ginis, Kathleen A

    2016-01-18

    Thirty students (mean age = 18 ± 0.5 years) completed self-report (Self-Control Scale) and objective (isometric handgrip squeeze performance) measures of self-control, provided their exercise and academic (study/schoolwork) plans for the next month, and then logged these behaviors over the subsequent 4-week period. Trait self-control predicted exercise and academic behavior. Handgrip squeeze performance predicted academic behavior and adherence to academic plans. Further, regression analysis revealed that trait self-control and handgrip performance explained significant variance in academic behavior. These findings provide a new understanding of how different self-control measures can be used to predict first-year students' participation in, and adherence to, exercise and academic behaviors concurrently.

  16. Views of academic and community partners regarding participant protections and research integrity: a pilot focus group study.

    PubMed

    Anderson, Emily E

    2013-02-01

    When community partners have direct interaction with human research participants, it is important to consider potential threats to participant protections and research integrity. Few studies have directly compared the views of academic and community partners. This pilot focus group study explores the views of academic partners (APs) and community partners (CPs) regarding challenges to the protection of research participants and research integrity in community-engaged research (CEnR). Data are analyzed to understand how APs and CPs define and think about ethical problems and how meaning and analysis may differ between the two groups. Findings have implications for the development of research ethics training materials for academic-community research partnerships and IRBs; best practices for CEnR; and future research on ethical issues in CEnR.

  17. Prediction of College Major Persistence Based on Vocational Interests, Academic Preparation, and First-Year Academic Performance

    ERIC Educational Resources Information Center

    Allen, Jeff; Robbins, Steven B.

    2008-01-01

    We hypothesized that college major persistence would be predicted by first-year academic performance and an interest-major composite score that is derived from a student's entering major and two work task scores. Using a large data set representing 25 four-year institutions and nearly 50,000 students, we randomly split the sample into an…

  18. The Influence of On-Campus, Academic Year Undergraduate Research on STEM PhD Outcomes: Evidence from the Meyerhoff Scholarship Program.

    PubMed

    2009-12-01

    The Meyerhoff Scholarship Program, which celebrated its 20(th) year in 2008, is considered a successful intervention program for increasing the number of underrepresented minorities who earn PhDs or MD/PhDs and pursue research careers in science, technology, engineering, and mathematics (STEM). This article examines the relationship between participation in one specific component of the Meyerhoff Scholarship Program-on-campus, academic year research-and the pursuit of a STEM PhD by thirteen cohorts of program participants. The results indicate that participation in on-campus, academic year research is associated with a substantial increase in the probability of pursuing a STEM PhD. They further suggest that the structure and intensity of the on-campus, academic year research experience matter.

  19. Washington State Board for Community and Technical Colleges Academic Year Report, 2012-2013

    ERIC Educational Resources Information Center

    Washington State Board for Community and Technical Colleges, 2013

    2013-01-01

    This "Academic Year Report 2012-13" provides a snapshot of funding, facilities, staffing, and enrollments in community and technical colleges in Washington state for the past academic year. The report also describes key measures of student outcomes and addresses the most frequently asked questions related to expenditures, personnel and…

  20. Does Attendance to a Four-Year Academic College versus Vocational College Affect Future Wages?

    ERIC Educational Resources Information Center

    Keng, Shao-Hsun; Lo, Ya-Fen

    2011-01-01

    Taiwan is one of the few countries in which bachelor degrees can be earned by attending either 4-year academic colleges or vocational colleges. This paper offers new evidence on whether returns to B.A. degrees are significantly different between academic and vocational 4-year colleges using the 1998-1999 Taiwanese College Graduate Survey. The…

  1. Otitis Media in Early Childhood and Cognitive, Academic, and Behavior Outcomes at 12 Years of Age.

    ERIC Educational Resources Information Center

    Roberts, Joanne E.; And Others

    1995-01-01

    Examined the association between otitis media with effusion (OME) during the first 3 years of life and cognitive, academic performance, and behavior outcomes at 12 years of age. Results indicated that OME during early childhood was not related to intellectual performance, academic achievement, behavior, and attention. Suggests that generalizations…

  2. University Articulation, 1985-86 Academic Year: Provincial Report. Research Report 87-01.

    ERIC Educational Resources Information Center

    Forrester, G. C.; Hamaura, R.

    Information is provided on the academic performance and program selections of students transferring from community colleges in British Columbia (BC) to the three BC universities during the 1985-86 academic year, with reference to information from preceding years. Data for college transfer students are compared to data for direct-entry students…

  3. State of Washington. State Board for Community and Technical Colleges. Academic Year Report: 2005-06

    ERIC Educational Resources Information Center

    Washington State Board for Community and Technical Colleges, 2006

    2006-01-01

    The Academic Year Report 2005-06 provides a snapshot of funding, facilities, staffing, and enrollments in community and technical colleges in the past academic year. The report also describes key measures of student outcomes and addresses the most frequently asked questions related to expenditures, personnel and students. Additional demographic…

  4. The Boeing Company Applied Academics Project Evaluation: Year Four. Evaluation Report.

    ERIC Educational Resources Information Center

    Wang, Changhua; Owens, Thomas R.

    This paper describes fourth-year outcomes (1993-94) of the Boeing Company-funded Applied Academics Project. Since the 1990-91 school year, the company has provided funds to improve and expand applied academics in 60 Washington high schools. Data were collected from pre- and post-surveys of students enrolled in the project's Applied Mathematics…

  5. Effects of Identity Processing Styles on Academic Achievement of First Year University Students

    ERIC Educational Resources Information Center

    Seabi, Joseph; Payne, Jarrod

    2013-01-01

    Purpose: Academic achievement of first year university students in the international arena, as well as in South Africa, has been a point of concern for all stakeholders because of high failure and dropout rates. The purpose of this paper is to investigate the effects of identity processing styles on academic achievement in first year university…

  6. Washington State Board for Community and Technical Colleges: Academic Year Report 2013-2014

    ERIC Educational Resources Information Center

    Washington State Board for Community and Technical Colleges, 2014

    2014-01-01

    The "Academic Year Report 2013-14" provides a snapshot of funding, facilities, staffing, and enrollments in Washington's community and technical colleges for the past academic year. The report also describes key measures of student outcomes and addresses the most frequently asked questions related to expenditures, personnel, and…

  7. Academic Year Abroad. An IIE Guide To Study Abroad. 1989/90.

    ERIC Educational Resources Information Center

    Howard, E. Marguerite, Ed.

    A guide to planning academic year study abroad by the Institute of International Education (IEE) is presented. It offers relevant items of information on over 1,800 postsecondary study programs in other countries during the academic year. Suggestions on planning for study abroad are included (researching the options, educational choices, travel…

  8. Third-Year College Retention and Transfer: Effects of Academic Performance, Motivation, and Social Connectedness

    ERIC Educational Resources Information Center

    Allen, Jeff; Robbins, Steven B.; Casillas, Alex; Oh, In-Sue

    2008-01-01

    We studied the effects of academic performance, motivation, and social connectedness on third-year retention, transfer, and dropout behavior. To accommodate the three outcome categories and nesting of data within institutions, we fit a hierarchical multinomial logistic regression path model with first-year academic performance as a mediating…

  9. Personal Action Potency: Early Years Practitioners Participating in Interprofessional Practice in Early Years Settings

    ERIC Educational Resources Information Center

    Payler, Jane Katherine; Georgeson, Janet

    2013-01-01

    This paper reports on case study research in the UK analysing the participation of early years staff in interprofessional practice to provide effective care and education for children, primarily those with special educational needs. Even though case study staff in different "outstanding" settings had equivalent qualifications and similar…

  10. Engagement in the First Year as a Predictor of Academic Achievement and Persistence of First-Year Students

    ERIC Educational Resources Information Center

    Schlinsog, Jimmie A.

    2010-01-01

    This study explored the relationship between engagement in educationally purposeful activities during the first year of college and academic achievement, persistence, and graduation. The study focused on the impacts of engagement on student outcomes related to academic achievement, persistence, and graduation at a comprehensive university located…

  11. Family Background, School-Age Trajectories of Activity Participation, and Academic Achievement at the Start of High School

    PubMed Central

    Crosnoe, Robert; Smith, Chelsea; Leventhal, Tama

    2014-01-01

    Applying latent class and regression techniques to data from the NICHD Study of Early Child Care and Youth Development (n = 997), this study explored the potential academic advantages of time spent in out-of-school activities. Of particular interest was how these potential advantages played out in relation to the timing and duration of activity participation and the family contexts in which it occurred. Participation closer to the start of high school—including consistent participants and latecomers—was associated with higher grades at the transition into high school, especially for youth from low-income families. Sensitivity analyses indicated that this link between school-age activity participation and adolescent academic progress was unlikely to be solely a function of selection. It also tended to be more pronounced among youth from lower-income families, although without varying by other aspects of family status or process. PMID:26279615

  12. Physical Activity and Sports Team Participation: Associations with Academic Outcomes in Middle School and High School Students

    ERIC Educational Resources Information Center

    Fox, Claudia K.; Barr-Anderson, Daheia; Neumark-Sztainer, Dianne; Wall, Melanie

    2010-01-01

    Background: Previous studies have found that higher physical activity levels are associated with greater academic achievement among students. However, it remains unclear whether associations are due to the physical activity itself or sports team participation, which may involve requirements for maintaining certain grades, for example. The purpose…

  13. Academic Resilience and Achievement: Self-Motivational Resources That Guide Faculty Participation in Instructional Technology Training at a Mexican University

    ERIC Educational Resources Information Center

    Montero-Hernandez, Virginia; Levin, John; Diaz-Castillo, Maribel

    2014-01-01

    This study uses narrative analysis to understand the ways in which Mexican university faculty members used their self-motivational resources to persist in an instructional technology training program within adverse work conditions. The methodology included interviews and participant observation. Findings suggest that faculty's academic resilience…

  14. Self-Efficacy and Participation in Choosing the Teaching Profession as Predictors of Academic Motivation among Arab Student's Girls

    ERIC Educational Resources Information Center

    Agbaria, Qutaiba Ali

    2013-01-01

    The purpose of this study is to examine the link between learning motivation among teaching trainees and self-efficacy and the rate of participation in choosing the profession of teaching. The main assumptions: There will be a clear positive link between the rate of self-efficacy of students and academic motivation, with its various elements.…

  15. The Perception of Belonging: Latino Undergraduate Students Participation in the Social and Academic Life at a Predominantly White Private University

    ERIC Educational Resources Information Center

    Valdes Ingelmo, Jose Joaquin, Jr.

    2012-01-01

    This study explores the perception of belonging by Latino undergraduate students attending a predominantly White private university by documenting, in their "own voices," the extent of their participation in the social and academic life of the campus. [The dissertation citations contained here are published with the permission of…

  16. Knowledge Acquisition or Participation in Communities of Practice? Academics' Metaphors of Teaching and Learning at the University

    ERIC Educational Resources Information Center

    Wegner, Elisabeth; Nückles, Matthias

    2015-01-01

    Learning has been described by two conceptual metaphors: as individual acquisition of knowledge ("acquisition metaphor"), and as an enculturation into a subject community ("participation metaphor"). On the other hand, academics' conceptions of teaching are usually reported to vary between teacher and student orientation. In…

  17. The Effects of Intercollegiate Athletic Participation on Student Academic Achievement and Leadership Performance in a Selective Institution

    ERIC Educational Resources Information Center

    Yunker, Craig Andrew

    2009-01-01

    The purpose of this study was to examine the influence of various intensity levels of athletic participation on academic and leadership performance in a selective institution. For the purpose of this study a retrospective analysis of existing admissions and student performance data was conducted. The continuous dependent variables were academic…

  18. American Academic Culture in Transformation: Fifty Years, Four Disciplines.

    ERIC Educational Resources Information Center

    Bender, Thomas, Ed.; Schorske, Carl E., Ed.

    The 14 essays in this collection reflect on how the major academic disciplines of economics, English, philosophy, and political science have changed in the decades since World War II. Following an introductory essay by the editors, essay titles are: (1) "Politics, Intellect, and the American University, 1945-1995" (Thomas Bender); (2) "How Did…

  19. Twenty-Five Years of Academic Library Building Planning.

    ERIC Educational Resources Information Center

    Kaser, David

    1984-01-01

    Review of academic library planning developments highlights modular design concept prevalent in 1960s. Problem areas (irregular shapes, interior or exterior courts, monumentality, too much or too little glass) and the use atria, designer lighting, monumental effects, and unusual shapes to relieve perceived monotony are discussed. Five sources are…

  20. Advanced engineering design program at the University of Illinois for the 1987-1988 academic year

    NASA Technical Reports Server (NTRS)

    Sivier, Kenneth R.; Lembeck, Michael F.

    1988-01-01

    The participation of the University of Illinois at Urbana-Champaign in the NASA/USRA Universities Advanced Engineering Design Program (Space) is reviewed for the 1987 to 88 academic year. The University's design project was the Manned Marsplane and Delivery System. In the spring of 1988 semester, 107 students were enrolled in the Aeronautical and Astronautical Engineering Departments' undergraduate Aerospace Vehicle Design course. These students were divided into an aircraft section (responsible for the Marsplane design), and a spacecraft section (responsible for the Delivery System Design). The design results are presented in Final Design Reports, copies of which are attached. In addition, five students presented a summary of the design results at the Program's Summer Conference.

  1. A Twelve-Year Follow-Up Study of the Relationship Between Academic Achievement and the Results of a Screening Battery Administered at School Entry.

    ERIC Educational Resources Information Center

    McConahay, Mary; Ferrett, Robert T.

    Performance on the Mid-Primary Screening Battery (MPS) at the time of school-entry was found to be related to a student's eventual level of academic success in high school. Other related variables identified in a multiple regression analysis include the years of education of the father, the sex of the student, the years participating in the…

  2. A Longitudinal Examination of Career Expectations and Outcomes of Academically Talented Students 10 and 20 Years Post-High School Graduation

    ERIC Educational Resources Information Center

    Perrone, Kristin M.; Tschopp, Molly K.; Snyder, Erin R.; Boo, Jenelle N.; Hyatt, Claudine

    2010-01-01

    The purpose of this study was to examine career expectations and outcomes for individuals who were identified as academically talented high school students. Data for this study were collected at two different time periods: 10 years and 20 years after participants' high school graduation. A decade after graduation from high school, participants…

  3. Predicting Community College Student Success by Participation in a First-Year Experience Course

    ERIC Educational Resources Information Center

    Gardner, Andy Franklin

    2013-01-01

    A first-year experience is a collaborative effort of many initiatives, with varying names that have the greatest impact on student success during the first year of college. A first-year experience course, a feature of the first-year experience, is an intervention program designed to increase student academic performance and integration (Braxton…

  4. Academic Year Abroad, 1986-87. The Learning Traveler, Volume 1. Fifteenth Edition.

    ERIC Educational Resources Information Center

    Howard, Edrice, Ed.

    A guide to over 1,140 study-abroad programs offered during the academic year and sponsored or co-sponsored by recognized U.S. colleges and universities is presented. Programs may focus on academic subjects and may include language study, independent study, or internships. An introductory section covers several topics, including language…

  5. Teacher-Student Interpersonal Relationships and Academic Motivation within One School Year: Developmental Changes and Linkage

    ERIC Educational Resources Information Center

    Opdenakker, Marie-Christine; Maulana, Ridwan; den Brok, Perry

    2012-01-01

    The present study explored the developmental changes of teacher-student interpersonal relationships as well as that of academic motivation among first-grade secondary school students. In addition, the link between teacher-student interpersonal behaviour and academic motivation across the school year was investigated. The data were collected 5…

  6. The Relationship between Living Arrangement, Academic Performance, and Engagement among First-Year College Students

    ERIC Educational Resources Information Center

    Balfour, Denise Shata

    2013-01-01

    One way students become engaged in their undergraduate experience is through place of residence. Factors associated with high academic performance suggest high levels of engagement in campus life. This study investigated the relationship between living arrangement and the academic performance of first-year, full-time undergraduate students. The…

  7. Association between Schoolwide Positive Behavioural Interventions and Supports and Academic Achievement: A 9-Year Evaluation

    ERIC Educational Resources Information Center

    Madigan, Kathleen; Cross, Richard W.; Smolkowski, Keith; Strycker, Lisa A.

    2016-01-01

    This study evaluated the long-term impact of schoolwide positive behavioural interventions and supports (PBIS) on student academic achievement. In this quasi-experimental study, academic achievement data were collected over 9 years. The 21 elementary, middle, and high schools that achieved moderate to high fidelity to the Save & Civil Schools'…

  8. Predicting Academic Success of Health Science Students for First Year Anatomy and Physiology

    ERIC Educational Resources Information Center

    Anderton, Ryan S.; Evans, Tess; Chivers, Paola T.

    2016-01-01

    Students commencing tertiary education enter through a number of traditional and alternative academic pathways. As a result, tertiary institutions encounter a broad range of students, varying in demographic, previous education, characteristics and academic achievement. In recent years, the relatively constant increase in tertiary applications in…

  9. Predicting Children's Academic Achievement after the Transition to First Grade: A Two-Year Longitudinal Study

    ERIC Educational Resources Information Center

    Bossaert, Goele; Doumen, Sarah; Buyse, Evelien; Verschueren, Karine

    2011-01-01

    The transition from kindergarten to first grade has been described as a critical period for children's academic development. Furthermore, research indicates that peer status is connected with academic adjustment, yet the underlying processes remain unclear. By means of a two-year longitudinal study during kindergarten and first grade (N = 153), we…

  10. Early Career Development in Academic Pediatrics of Participants in the APS-SPR Medical Student Research Program

    PubMed Central

    Smith, William H.; Rogers, Jessica G.; Hansen, Thomas N.; Smith, Charles V.

    2009-01-01

    To recruit and train the next generations of pediatric clinician-scientists, the American Pediatric Society (APS) and Society for Pediatric Research (SPR) initiated a program in 1991 to support medical students with interests in research and pediatrics to conduct research at institutions other than their respective medical schools. Since 1991, the APS-SPR Medical Student Research Program (MSRP) has funded 732 of 2209 applicants from 132 U.S. or Canadian medical schools for 8 to 12 weeks of research under the direction of experienced investigators. PubMed-attributable publications tabulated in 2001 for MSRP applicants through 2000 indicated that participants had published more actively than had non-participant applicants. Male non-participants exhibited greater publication activities than did female non-participants, but female and male participants published equally. Of all MSRP participants between 1991 and 1996, as of 2008, 36% were in pediatrics, and a remarkable 29% were in academic pediatrics. PMID:19092716

  11. The bidirectional pathways between internalizing and externalizing problems and academic performance from 6 to 18 years.

    PubMed

    Van der Ende, Jan; Verhulst, Frank C; Tiemeier, Henning

    2016-08-01

    Internalizing and externalizing problems are associated with poor academic performance, both concurrently and longitudinally. Important questions are whether problems precede academic performance or vice versa, whether both internalizing and externalizing are associated with academic problems when simultaneously tested, and whether associations and their direction depend on the informant providing information. These questions were addressed in a sample of 816 children who were assessed four times. The children were 6-10 years at baseline and 14-18 years at the last assessment. Parent-reported internalizing and externalizing problems and teacher-reported academic performance were tested in cross-lagged models to examine bidirectional paths between these constructs. These models were compared with cross-lagged models testing paths between teacher-reported internalizing and externalizing problems and parent-reported academic performance. Both final models revealed similar pathways from mostly externalizing problems to academic performance. No paths emerged from internalizing problems to academic performance. Moreover, paths from academic performance to internalizing and externalizing problems were only found when teachers reported on children's problems and not for parent-reported problems. Additional model tests revealed that paths were observed in both childhood and adolescence. Externalizing problems place children at increased risk of poor academic performance and should therefore be the target for interventions.

  12. Examining the relationship of ethnicity, gender and social cognitive factors with the academic achievement of first-year engineering students

    NASA Astrophysics Data System (ADS)

    Carr, Bruce Henry

    The purpose of the study was to examine the relationships of social cognitive factors and their influence on the academic performance of first-year engineering students. The nine social cognitive variables identified were under the groupings of personal support, occupational self-efficacy, academic self-efficacy, vocational interests, coping, encouragement, discouragement, outcome expectations, and perceived stress. The primary student participants in this study were first-year engineering students from underrepresented groups which include African American, Hispanic American students and women. With this in mind, the researcher sought to examine the interactive influence of race/ethnicity and gender based on the aforementioned social cognitive factors. Differences in academic performance (university GPA of first-year undergraduate engineering students) were analyzed by ethnicity and gender. There was a main effect for ethnicity only. Gender was found not to be significant. Hispanics were not found to be significantly different in their GPAs than Whites but Blacks were found to have lower GPAs than Whites. Also, Pearson correlation coefficients were used to examine the relationship between and among the nine identified social cognitive variables. The data from the analysis uncovered ten significant correlations which were as follows: occupational self-efficacy and academic self-efficacy, occupational self-efficacy and vocational interest, occupational self-efficacy and perceived stress, academic self-efficacy and encouragement, academic self-efficacy and outcome expectations, academic self-efficacy and perceived stress, vocational interest and outcome expectations, discouragement and encouragement, coping and perceived stress, outcome expectations and perceived stress. Next, a Pearson correlation coefficient was utilized to examine the relationship between academic performance (college GPA) of first-year undergraduate engineering students and the nine identified

  13. Arresting Decline in Shared Governance: Towards a Flexible Model for Academic Participation

    ERIC Educational Resources Information Center

    Lapworth, Susan

    2004-01-01

    This paper considers tensions between corporate models of governance focused on the governing body and more traditional, consensual academic approaches. It argues that despite these tensions, a decline in the role of the academic community in matters of institutional governance (shared governance) is neither desirable nor inevitable, and that…

  14. Development of an Academic Alert and Advisement System Using a Participational Governance Structure.

    ERIC Educational Resources Information Center

    Mackin, Sara Lee

    Due to the implementation of new standards for academic progress in Fall 1978 and the resultant suspension of or imposition of credit limitations upon students not meeting these standards, Miami-Dade Community College developed and tested an academic alert program in which computer-generated letters were sent to students at mid-term to provide an…

  15. Personality traits measured at baseline can predict academic performance in upper secondary school three years late.

    PubMed

    Rosander, Pia; Bäckström, Martin

    2014-12-01

    The aim of the present study was to explore the ability of personality to predict academic performance in a longitudinal study of a Swedish upper secondary school sample. Academic performance was assessed throughout a three-year period via final grades from the compulsory school and upper secondary school. The Big Five personality factors (Costa & McCrae, ) - particularly Conscientiousness and Neuroticism - were found to predict overall academic performance, after controlling for general intelligence. Results suggest that Conscientiousness, as measured at the age of 16, can explain change in academic performance at the age of 19. The effect of Neuroticism on Conscientiousness indicates that, as regarding getting good grades, it is better to be a bit neurotic than to be stable. The study extends previous work by assessing the relationship between the Big Five and academic performance over a three-year period. The results offer educators avenues for improving educational achievement.

  16. High-impact practices and first-year seminars: A quasi-experimental study measuring change in academic self-efficacy

    NASA Astrophysics Data System (ADS)

    Barber Applewhite, Stephanie

    First-year seminars, high-impact practices, and academic self-efficacy have been identified as relevant to the successful transition process from high school to college. This study investigated the interconnections between freshman academic self-efficacy, high-impact practices, zone of proximal development and first-year seminars. This research contributed to the understandings of the significance of high-impact practices in the development of academic self-efficacy in freshman students. As colleges strive to improve retention from the freshman to sophomore years, it is useful to identify the relevance of high-impact practices within a first-year seminar on academic self-efficacy. A two-group, quasi-experimental study using a pre/post survey was conducted at a regional comprehensive university in east Texas in which 800 students were given a pre and post survey to measure academic self-efficacy. After matching for fidelity, eleven sections were identified for the control group (104 participants) and eleven sections (91 participants) were selected for the experiment group. The findings revealed that the overall gain in the mean of both groups from the pre to post survey was statistically significant. While the students in the high-impact sections reported a higher post mean on the College Academic Self-Efficacy Scale than those who did not receive high-impact instruction, the gain was not statistically significant.

  17. Participating in a policy debate program and academic achievement among at-risk adolescents in an urban public school district: 1997-2007.

    PubMed

    Anderson, Susannah; Mezuk, Briana

    2012-10-01

    This study investigates the relationship between participating in a high school debate program on college-readiness in the Chicago Public School district over a 10-year period. At-risk school students were identified using an index including 8th grade achievement, poverty status, and enrollment in special education. Regression analyses were used to assess the association between debate participation and graduation and ACT performance. Overall, debaters were 3.1 times more likely to graduate from high school (95% confidence interval: 2.7-3.5) than non-debaters, and more likely to reach the college-readiness benchmarks on the English, Reading, and Science portions of the ACT. This association was similar for both low-risk and at-risk students. Debate intensity was positively related to higher scores on all sections of the ACT. Findings indicate that debate participation is associated with improved academic performance for at-risk adolescents.

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

    NASA Astrophysics Data System (ADS)

    Mack, Ana C.

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

  19. The ADVANCE Program: Targeting the Increase in the Participation and Advancement of Women in Academic Science and Engineering Careers

    NASA Astrophysics Data System (ADS)

    Esperanca, S.

    2003-12-01

    The goal of NSF's ADVANCE Program is to help increase the participation of women in the scientific and engineering workforce through the increased representation and advancement of women in academic science and engineering careers. The Program tries to address this under representation by focusing on support for men and women with three approaches: institutional (Institutional Transformation), grass-root (Leadership), and individual (Fellows) support. The ADVANCE Program alternates with a round of Institutional and Leadership awards in one year and a Fellows competition the next. Since its inception in 2001, NSF has had two competitive rounds for each of the three award types and will have spent approximately 75 M\\ by the end of the next fiscal year (2004). The first and second ADVANCE Institutional Transformation competitions (FY 2001 and 2003) received over 70 proposals each. These awards are for multi-year support in the amount of 3-4M\\ each. Details and access to the websites for the ADVANCE programs of each institution can be found in NSF's ADVANCE webpage at http://nsf.gov/home/crssprgm/advance/itwebsites.htm. The number of proposals submitted for the Leadership awards competition dropped from 35 in 2001 to 26 in 2003, despite an increase in the allowed award size for the second round. In terms of projected goals, this part of ADVANCE is perhaps the most eclectic. Some Leadership awards were made to professional societies to work specifically with their respective scientific communities in identifying needs that might be peculiar to a field of science. In the first round of the Leadership awards, PI Mary-Anne Holmes of the University of Nebraska-Lincoln and collaborators received a grant to work with the Association of Women Geoscientists to determine the current status of women geoscientists in the US. These grantees hope to disseminate the information gathered under this award broadly in order to educate women students and faculty on strategies to

  20. College Sports-Related Injuries - United States, 2009-10 Through 2013-14 Academic Years.

    PubMed

    Kerr, Zachary Y; Marshall, Stephen W; Dompier, Thomas P; Corlette, Jill; Klossner, David A; Gilchrist, Julie

    2015-12-11

    Sports-related injuries can have a substantial impact on the long-term health of student-athletes. The National Collegiate Athletic Association (NCAA) monitors injuries among college student-athletes at member schools. In academic year 2013-14, a total of 1,113 member schools fielded 19,334 teams with 478,869 participating student-athletes in NCAA championship sports (i.e., sports with NCAA championship competition) (1). External researchers and CDC used information reported to the NCAA Injury Surveillance Program (NCAA-ISP) by a sample of championship sports programs to summarize the estimated national cumulative and annual average numbers of injuries during the 5 academic years from 2009-10 through 2013-14. Analyses were restricted to injuries reported among student-athletes in 25 NCAA championship sports. During this period, 1,053,370 injuries were estimated to have occurred during an estimated 176.7 million athlete-exposures to potential injury (i.e., one athlete's participation in one competition or one practice). Injury incidence varied widely by sport. Among all sports, men's football accounted for the largest average annual estimated number of injuries (47,199) and the highest competition injury rate (39.9 per 1,000 athlete-exposures). Men's wrestling experienced the highest overall injury rate (13.1 per 1,000) and practice injury rate (10.2 per 1,000). Among women's sports, gymnastics had the highest overall injury rate (10.4 per 1,000) and practice injury rate (10.0 per 1,000), although soccer had the highest competition injury rate (17.2 per 1,000). More injuries were estimated to have occurred from practice than from competition for all sports, with the exception of men's ice hockey and baseball. However, injuries incurred during competition were somewhat more severe (e.g., requiring ≥7 days to return to full participation) than those acquired during practice. Multiple strategies are employed by NCAA and others to reduce the number of injuries in

  1. Narratives of Participants in National Career Development Programs for Women in Academic Medicine: Identifying the Opportunities for Strategic Investment

    PubMed Central

    Newbill, Sharon L.; Cardinali, Gina; Morahan, Page S.; Chang, Shine; Magrane, Diane

    2016-01-01

    Abstract Background: Academic medicine has initiated changes in policy, practice, and programs over the past several decades to address persistent gender disparity and other issues pertinent to its sociocultural context. Three career development programs were implemented to prepare women faculty to succeed in academic medicine: two sponsored by the Association of American Medical Colleges, which began a professional development program for early career women faculty in 1988. By 1995, it had evolved into two programs one for early career women and another for mid-career women. By 2012, more than 4000 women faculty from medical schools across the U.S and Canada had participated in these intensive 3-day programs. The third national program, the Hedwig van Ameringen Executive Leadership in Academic Medicine® (ELAM) program for women, was developed in 1995 at the Drexel University College of Medicine. Methods: Narratives from telephone interviews representing reflections on 78 career development seminars between 1988 and 2010 describe the dynamic relationships between individual, institutional, and sociocultural influences on participants' career advancement. Results: The narratives illuminate the pathway from participating in a career development program to self-defined success in academic medicine in revealing a host of influences that promoted and/or hindered program attendance and participants' ability to benefit after the program in both individual and institutional systems. The context for understanding the importance of these career development programs to women's advancement is nestled in the sociocultural environment, which includes both the gender-related influences and the current status of institutional practices that support women faculty. Conclusions: The findings contribute to the growing evidence that career development programs, concurrent with strategic, intentional support of institutional leaders, are necessary to achieve gender equity and diversity

  2. Students Training for Academic Readiness (STAR): Year Two Evaluation Report

    ERIC Educational Resources Information Center

    Maloney, Catherine; Sheehan, Daniel; Rainey, Katie; Whipple, Allyson

    2008-01-01

    The federal Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, project strives to equalize low-income students' access to higher education by increasing their participation in rigorous coursework, providing expanded opportunities for low-income students and parents to learn about postsecondary educational opportunities…

  3. Students Training for Academic Readiness (STAR): Year Four Evaluation Report

    ERIC Educational Resources Information Center

    Rainey, Katharine; Maloney, Catherine; Sheehan, Daniel; Lopez, Omar

    2011-01-01

    The federal Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, project strives to equalize low-income students' access to higher education by increasing their participation in rigorous coursework, providing expanded opportunities for low-income students and parents to learn about postsecondary educational opportunities…

  4. First-Year Community College Students' Perceptions of and Attitudes toward Intrusive Academic Advising

    ERIC Educational Resources Information Center

    Donaldson, Paul; McKinney, Lyle; Lee, Mimi; Pino, Diana

    2016-01-01

    For this study, we analyzed the relationship between intrusive academic advising and community college student success. Utilizing a qualitative, single-case study design, we conducted interviews with 12 students who participated in an intrusive advising program at a large, urban community college in Texas. Analysis of the interview data revealed…

  5. An Examination of the Relationship between Gifted Students' Self-Image, Gifted Program Model, Years in the Program, and Academic Achievement

    ERIC Educational Resources Information Center

    Creasy, Lydia A.

    2012-01-01

    This study examined the correlations between gifted students' self-image, academic achievement, and number of years enrolled in the gifted programming. In addition, the study examined the relationships between gifted students' educational placement, race, and gender with self-image. Study participants were gifted students in third through eighth…

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

    ERIC Educational Resources Information Center

    Kayi-Aydar, Hayriye

    2014-01-01

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

  7. Open to Influence: What Counts as Academic Influence in Scholarly Networked "Twitter" Participation

    ERIC Educational Resources Information Center

    Stewart, Bonnie

    2015-01-01

    Within the academy, signals of a scholar's academic influence are made manifest in indices like the "h"-index, which rank output. In open scholarly networks, however, signals of influence are less codified, and the ways in which they are enacted and understood have yet to be articulated. Yet the influence scholars cultivate in open…

  8. Predicting Academics' Willingness to Participate in Peer Review of Teaching: A Quantitative Investigation

    ERIC Educational Resources Information Center

    White, Kiri; Boehm, Emilia; Chester, Andrea

    2014-01-01

    Peer review of teaching is a collegial process designed to help academics reflect on and improve their teaching practice. Considerable research supports the value of peer review of teaching. However, uptake of voluntary programs is typically low. Few studies have examined the predictors of engagement in voluntary peer review. This study surveyed…

  9. Acquiring and Participating in the Use of Academic Spanish: Four Novice Latina Bilingual Education Teachers' Stories.

    ERIC Educational Resources Information Center

    Guerrero, Michael D.

    2003-01-01

    Interviews with four U.S.-born, Latina, novice bilingual teachers revealed their lack of real opportunities to acquire the academic Spanish so crucial to their development as bilingual teachers. Educational policy governing Spanish-English bilingualism and biliteracy for the bilingual teacher education "pipeline" is at best incidental…

  10. Predicting General Academic Performance and Identifying the Differential Contribution of Participating Variables Using Artificial Neural Networks

    ERIC Educational Resources Information Center

    Musso, Mariel F.; Kyndt, Eva; Cascallar, Eduardo C.; Dochy, Filip

    2013-01-01

    Many studies have explored the contribution of different factors from diverse theoretical perspectives to the explanation of academic performance. These factors have been identified as having important implications not only for the study of learning processes, but also as tools for improving curriculum designs, tutorial systems, and students'…

  11. Biennial Transfer Student Report, 1994/1995 and 1995/1996 Academic Years.

    ERIC Educational Resources Information Center

    Umbach, Paul; Harrell, Sally

    This report presents information on the academic achievement of students who transferred from Tidewater Community College (TCC) (Virginia) to four-year institutions. Based on student data from 1994-1996, and the results of a transfer survey of students entering four-year institutions in 1995-1996, statistics are provided that include: (1) between…

  12. Texans Getting Academically Prepared (TGAP): Year Five Evaluation Report, September 2003-August 2004

    ERIC Educational Resources Information Center

    Shapley, Kelly; Pieper, Amy; Vicknair, Keven; Sheehan, Daniel; Weiher, Gregory R.; Hughes, Christina; Howard, Joseph

    2005-01-01

    In October 1999, the Texas Education Agency (TEA) received a GEAR UP state grant. TEA's project, Texans Getting Academically Prepared (TGAP), was originally a five-year grant. However, additional federal funding extended the project for a sixth year. TGAP begins at the middle-school level to prepare low-income and minority students for higher…

  13. Academic Year Abroad, 1991-92: An IIE Guide to Study Abroad.

    ERIC Educational Resources Information Center

    Steen, Sara J., Ed.; Battle, Ed, Ed.

    This directory provides information on 1,800 postsecondary study programs that take place in countries other than the United States during the academic year, ranging in length from 1 week to 1 year. An introductory section describes the organization of the listings, which provide program sponsor and name, location, dates, fields of study offered,…

  14. Student Exchange Programs: Statistical Report. Academic Year, 2009-10

    ERIC Educational Resources Information Center

    Western Interstate Commission for Higher Education, 2010

    2010-01-01

    Over 55 years ago, the Western states formed the Western Regional Education Compact and agreed to share higher education resources in the West through the Western Interstate Commission for Higher Education (WICHE). Through WICHE's three student exchange programs, nearly 26,000 residents of 15 Western states are enrolled at reduced levels of…

  15. Factors Impacting Academic Yearly Progress Success in Mathematics Achievement

    ERIC Educational Resources Information Center

    Carter, Lauren

    2010-01-01

    The demands of No Child Left Behind (NCLB) increase each year, requiring all students to be proficient in mathematics by 2014. The county in this project study will not meet requirements of NCLB by 2014 if current trends continue. The guiding research question for this project study investigated the most effective way to meet the needs of all…

  16. Students Training for Academic Readiness (STAR): Year Three Evaluation Report

    ERIC Educational Resources Information Center

    Rainey, Katharine; Sheehan, Daniel; Maloney, Catherine

    2010-01-01

    This report presents findings from the Year 3 evaluation of Texas' state-level Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, grant. GEAR UP grant requirements include an evaluation component designed to assess program effectiveness and to measure progress toward project goals. To this end, the evaluation considers…

  17. Students Training for Academic Readiness (STAR): Year Five Evaluation Report

    ERIC Educational Resources Information Center

    Maloney, Catherine; Lopez, Omar

    2012-01-01

    Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, is a federally-funded system of grants that focuses on preparing low-income students to enter and succeed in postsecondary educational programs. GEAR UP grants extend across 6 school years and require that funded districts begin providing grant services to students no…

  18. Psychopathological factors that can influence academic achievement in early adolescence: a three-year prospective study.

    PubMed

    Voltas, Núria; Hernández-Martínez, Carmen; Aparicio, Estefania; Arija, Victoria; Canals, Josefa

    2014-12-30

    This three-phase prospective study investigated psychosocial factors predicting or associated with academic achievement. An initial sample of 1,514 school-age children was assessed with screening tools for emotional problems (Screen for Childhood Anxiety and Related Emotional Disorders; Leyton Obsessional Inventory-Child Version; Children's Depression Inventory). The following year, 562 subjects (risk group/without risk group) were re-assessed and attention deficit/hyperactivity disorder (ADHD) was assessed. Two years later, 242 subjects were followed, and their parents informed about their academic achievement. Results showed that early depression (phase 1 B = -.130, p = .001; phase 1 + phase 2 B = -.187, p < .001), persistent anxiety symptoms (phase 1 + phase 2 B = -1.721, p = .018), and ADHD were predictors of lower academic achievement (phase 1 + phase 2 B = -3.415, p = .005). However, some anxiety symptoms can improve academic achievement (Social phobia B = .216, p = .018; Generalized anxiety B = .313, p < .001). Socio-economic status (SES) was positively related to academic achievement. We can conclude that in the transition period to adolescence, school-health professionals and teachers need to consider the emotional issues of students to avoid unwanted academic outcomes.

  19. Childhood trajectories of inattention-hyperactivity and academic achievement at 12 years.

    PubMed

    Salla, Julie; Michel, Grégory; Pingault, Jean Baptiste; Lacourse, Eric; Paquin, Stéphane; Galéra, Cédric; Falissard, Bruno; Boivin, Michel; Tremblay, Richard E; Côté, Sylvana M

    2016-11-01

    Few prospective studies spanning early childhood to early adolescence have examined separately the contribution of inattention and hyperactivity to academic achievement. The aim of the present study was to investigate whether the developmental trajectories of inattention and hyperactivity symptoms during early and middle childhood are independently associated with academic achievement at age 12 years. The independent associations between inattention and hyperactivity trajectories during early and middle childhood and academic performance at age 12 years were examined in a population-based longitudinal birth cohort (n = 2120). In adjusted analyses, high early childhood inattention trajectories were associated with teacher-rated academic performance in reading, writing and mathematics and with government exam score in writing. High and moderate inattention trajectories during middle childhood predicted lower performance on both teacher-rated academic performance and government exam scores in reading, writing, and mathematics. Hyperactivity was not a consistent predictor of educational outcomes. Childhood inattention symptoms rather than hyperactivity carry risk of poor educational outcomes at age 12 years. Children with high levels of inattention can be identified during the preschool years. Prevention programs supporting the development of attentional capacities and executive functions could help reduce the negative consequences of inattention.

  20. Cognitive Load and Self-Determination Theories Applied to E-Learning: Impact on Students' Participation and Academic Performance

    PubMed Central

    de Araujo Guerra Grangeia, Tiago; de Jorge, Bruno; Franci, Daniel; Martins Santos, Thiago; Vellutini Setubal, Maria Silvia; Schweller, Marcelo; de Carvalho-Filho, Marco Antonio

    2016-01-01

    Background Emergency clerkships expose students to a stressful environment that require multiple tasks, which may have a direct impact on cognitive load and motivation for learning. To address this challenge, Cognitive Load Theory and Self Determination Theory provided the conceptual frameworks to the development of a Moodle-based online Emergency Medicine course, inspired by real clinical cases. Methods Three consecutive classes (2013–2015) of sixth-year medical students (n = 304) participated in the course, during a curricular and essentially practical emergency rotation. “Virtual Rounds” provided weekly virtual patients in narrative format and meaningful schemata to chief complaints, in order to simulate real rounds at Emergency Unit. Additional activities such as Extreme Decisions, Emergency Quiz and Electrocardiographic challenge offered different views of emergency care. Authors assessed student´s participation and its correlation with their academic performance. A survey evaluated students´ opinions. Students graduating in 2015 answered an online questionnaire to investigate cognitive load and motivation. Results Each student produced 1965 pageviews and spent 72 hours logged on. Although Clinical Emergency rotation has two months long, students accessed the online course during an average of 5.3 months. Virtual Rounds was the most accessed activity, and there was positive correlations between the number of hours logged on the platform and final grades on Emergency Medicine. Over 90% of students felt an improvement in their clinical reasoning and considered themselves better prepared for rendering Emergency care. Considering a Likert scale from 1 (minimum load) to 7 (maximum load), the scores for total cognitive load were 4.79±2.2 for Virtual Rounds and 5.56±1.96 for real medical rounds(p<0,01). Conclusions A real-world inspired online course, based on cognitive and motivational conceptual frameworks, seems to be a strong tool to engage students in

  1. Midwifery and obstetrics: twenty years of collaborative academic practice.

    PubMed

    Angelini, Diane J; O'Brien, Barbara; Singer, Janet; Coustan, Donald R

    2012-09-01

    This review describes a collaborative educational practice model partnering midwifery and obstetrics within a department of obstetrics and gynecology. For more than 20 years, the authors' model has demonstrated sustainability and influence on medical education. The focus is on resident education in obstetrics, using midwifery faculty as teachers in the obstetric and obstetric triage settings. This noncompetitive and integrated educational practice model has achieved sustainability and success using midwives in a collaborative approach to medical education. The continuing collaboration and innovation within medical and resident education are important elements for the future of collaborative practice.

  2. Who Governs? Academic Decision-Making in US Four-Year Colleges and Universities, 2000-2012

    ERIC Educational Resources Information Center

    Apkarian, Jacob; Mulligan, Kerry; Rotondi, Matthew B.; Brint, Steven

    2014-01-01

    This study compares the explanatory power of two models of academic governance: dual and managerial control. The research is based on characterizations by chief academic officers of the primary decision-makers involved in 13 types of recurrent academic decisions. We examine change between responses to surveys fielded to US four-year colleges and…

  3. Examining the Self-Congruent Engagement Hypothesis: The Link between Academic Self-Schemas, Motivational Goals, Learning Approaches and Achievement within an Academic Year

    ERIC Educational Resources Information Center

    Ng, Chi-hung Clarence

    2014-01-01

    Academic self-schemas are important cognitive frames capable of guiding students' learning engagement. Using a cohort of Year 10 Australian students, this longitudinal study examined the self-congruence engagement hypothesis which maintains that there is a close relationship among academic self-schemas, achievement goals, learning approaches,…

  4. An academic challenge for the year 2000: perfect the memex

    NASA Astrophysics Data System (ADS)

    Butler, John C.

    2000-07-01

    The evolution of the Internet is increasing at an ever-increasing rate. The rate of incorporation of Internet-based resources into university courses, however, does not seem to be keeping pace. In large part this seems to be a function of the mindset of university faculty rather than a technological shortcoming. For the past few years faculty have used the Internet to learn how their colleagues are adopting this new medium into their courses. Password-protected course pages will restrict that learning process if university administration and publishers exercise ownership of the intellectual property produced by faculty. A team approach is needed with instructors providing the content and graphic designers, programmers, and cognitive experts adding their skills to produce the final product. This team should be involved from conception through assessment of the results. Focusing on the development of an entire course may not be a wise investment of time and money for a faculty member. It may make more sense to focus on the development of small segments, units or modules or analytical tools that can be incorporated into a variety of courses at other institutions. If such units can be evaluated as good practices, and if an efficient distribution mechanism can be devised, the benefits should increase exponentially as new resources are contributed.

  5. Profiling First-Year Students in STEM Programs Based on Autonomous Motivation and Academic Self-Concept and Relationship with Academic Achievement

    PubMed Central

    Van Soom, Carolien; Donche, Vincent

    2014-01-01

    The low success rate of first-year college students in Science, Technology, Engineering, and Mathematics (STEM) programs has spurred many academic achievement studies in which explanatory factors are studied. In this study, we investigated from a person-oriented perspective whether different motivational and academic self-concept profiles could be discerned between male and female first-year college students in STEM and whether differences in early academic achievement were associated with these student groups. Data on autonomous motivation, academic self-concept, and early academic achievement of 1,400 first-year STEM college students were collected. Cluster analyses were used to distinguish motivational profiles based on the relative levels of autonomous motivation and academic self-concept for male and female students. Differences in early academic achievement of the various profiles were studied by means of ANCOVA. Four different motivational profiles were discerned based on the dimensions of autonomous motivation (A) and academic self-concept (S): students scoring high and respectively low on both dimensions (HA-HS or LA-LS), and students scoring high on one dimension and low on the other (HA-LS or LA-HS). Also gender differences were found in this study: male students with high levels of academic self-concept and autonomous motivation had higher academic achievement compared to male students with low levels on both motivational dimensions. For female students, motivational profiles were not associated with academic achievement. The findings partially confirm the internal and external validity of the motivational theories underpinning this study and extend the present insights on identifying subgroup(s) of at risk students in contemporary STEM programs at university level. PMID:25390942

  6. Profiling first-year students in STEM programs based on autonomous motivation and academic self-concept and relationship with academic achievement.

    PubMed

    Van Soom, Carolien; Donche, Vincent

    2014-01-01

    The low success rate of first-year college students in Science, Technology, Engineering, and Mathematics (STEM) programs has spurred many academic achievement studies in which explanatory factors are studied. In this study, we investigated from a person-oriented perspective whether different motivational and academic self-concept profiles could be discerned between male and female first-year college students in STEM and whether differences in early academic achievement were associated with these student groups. Data on autonomous motivation, academic self-concept, and early academic achievement of 1,400 first-year STEM college students were collected. Cluster analyses were used to distinguish motivational profiles based on the relative levels of autonomous motivation and academic self-concept for male and female students. Differences in early academic achievement of the various profiles were studied by means of ANCOVA. Four different motivational profiles were discerned based on the dimensions of autonomous motivation (A) and academic self-concept (S): students scoring high and respectively low on both dimensions (HA-HS or LA-LS), and students scoring high on one dimension and low on the other (HA-LS or LA-HS). Also gender differences were found in this study: male students with high levels of academic self-concept and autonomous motivation had higher academic achievement compared to male students with low levels on both motivational dimensions. For female students, motivational profiles were not associated with academic achievement. The findings partially confirm the internal and external validity of the motivational theories underpinning this study and extend the present insights on identifying subgroup(s) of at risk students in contemporary STEM programs at university level.

  7. 40th Annual Survey Report on State-Sponsored Student Financial Aid, 2008-2009 Academic Year

    ERIC Educational Resources Information Center

    National Association of State Student Grant and Aid Programs, 2009

    2009-01-01

    Each year, the National Association of State Student Grant and Aid Programs (NASSGAP) completes a survey regarding state-funded expenditures for postsecondary student financial aid. This report, the 40th annual survey, represents data from academic year 2008-09. Data highlights of this survey include: (1) In the 2008-2009 academic year, the states…

  8. 41st Annual Survey Report on State-Sponsored Student Financial Aid, 2009-2010 Academic Year

    ERIC Educational Resources Information Center

    National Association of State Student Grant and Aid Programs, 2010

    2010-01-01

    Each year, the National Association of State Student Grant and Aid Programs (NASSGAP) completes a survey regarding state-funded expenditures for postsecondary student financial aid. This report, the 41th annual survey, represents data from academic year 2009-10. Data highlights include: (1) In the 2009-2010 academic year, the states awarded about…

  9. 34th Annual Survey Report on State-Sponsored Student Financial Aid, 2002-2003 Academic Year

    ERIC Educational Resources Information Center

    National Association of State Student Grant and Aid Programs, 2004

    2004-01-01

    Each year, the National Association of State Student Grant and Aid Programs (NASSGAP) completes a survey regarding state-funded expenditures for postsecondary student financial aid. This report, the 34th annual survey, represents data from academic year 2002-03. Data highlights include: (1) In the 2002-03 academic year, the states awarded about…

  10. 37th Annual Survey Report on State-Sponsored Student Financial Aid, 2005-2006 Academic Year

    ERIC Educational Resources Information Center

    National Association of State Student Grant and Aid Programs, 2006

    2006-01-01

    Each year, the National Association of State Student Grant and Aid Programs (NASSGAP) completes a survey regarding state-funded expenditures for postsecondary student financial aid. This report, the 37th annual survey, represents data from academic year 2005-06. Data highlights of the survey include: (1) In the 2005-2006 academic year, the states…

  11. 38th Annual Survey Report on State-Sponsored Student Financial Aid, 2006-2007 Academic Year

    ERIC Educational Resources Information Center

    National Association of State Student Grant and Aid Programs, 2007

    2007-01-01

    Each year, the National Association of State Student Grant and Aid Programs (NASSGAP) completes a survey regarding state-funded expenditures for postsecondary student financial aid. This report, the 38th annual survey, represents data from academic year 2006-07. Data highlights of this survey include: (1) In the 2006-2007 academic year, the states…

  12. 35th Annual Survey Report on State-Sponsored Student Financial Aid, 2003-2004 Academic Year

    ERIC Educational Resources Information Center

    National Association of State Student Grant and Aid Programs, 2005

    2005-01-01

    Each year, the National Association of State Student Grant and Aid Programs (NASSGAP) completes a survey regarding state-funded expenditures for postsecondary student financial aid. This report, the 35th annual survey, represents data from academic year 2003-04. Data highlights include: (1) In the 2003-2004 academic year, the states awarded about…

  13. 36th Annual Survey Report on State-Sponsored Student Financial Aid, 2004-2005 Academic Year

    ERIC Educational Resources Information Center

    National Association of State Student Grant and Aid Programs, 2005

    2005-01-01

    Each year, the National Association of State Student Grant and Aid Programs (NASSGAP) completes a survey regarding state-funded expenditures for postsecondary student financial aid. This report, the 36th annual survey, represents data from academic year 2004-05. Data highlights of this survey include: (1) In the 2004-2005 academic year, the states…

  14. Prematriculation Program Grades as Predictors of Black and Other Nontraditional Students' First-Year Academic Performances.

    ERIC Educational Resources Information Center

    Hesser, Al; Lewis, Lloyd

    1992-01-01

    A study explored predictors of African-American and other nontraditional medical students' first-year academic performance at the Medical College of Georgia. Variables included undergraduate grades and grades in a summer prematriculation program (SPP) featuring biochemistry, anatomy, and immunology courses. SPP grades were found useful in…

  15. First-Year Students' Employment, Engagement, and Academic Achievement: Untangling the Relationship between Work and Grades

    ERIC Educational Resources Information Center

    Pike, Gary R.; Kuh, George D.; Massa-McKinley, Ryan C.

    2008-01-01

    This study examined the relationships among first-year students' employment, engagement, and academic achievement using data from the 2004 National Survey of Student Engagement. A statistically significant negative relationship was found between working more than 20 hours per week and grades, even after controlling for students' characteristics…

  16. Factors Affecting Academic Achievement in Single Mothers Attending Public Two-Year Institutions

    ERIC Educational Resources Information Center

    Young, Shakebra L.

    2012-01-01

    This quantitative, cross-sectional, correlation research study explored the relationships between self-efficacy, social support, and academic achievement among single mothers aged 18 and older attending Mississippi public two-year institutions. A total of 82 single mothers provided data for this study by completing the following research…

  17. Student Expense Budgets of American Colleges and Universities for the 1968-69 Academic Year.

    ERIC Educational Resources Information Center

    Warga, Richard G.

    This annual booklet furnishes information on the costs of attending U.S. colleges and universities. Data on some Canadian and a number of community colleges are also included. The expenses reported cover a 2-term academic year. Each entry is divided into sections on: tuition and fees, resident budgets, commuting budgets, and out of state charges.…

  18. Mentoring First-Year College Students: The Impact on Academic Performance and Social Development

    ERIC Educational Resources Information Center

    Avalos-Louie, Mirella I.

    2013-01-01

    In this 2-semester qualitative case study, the researcher/mentor intended to develop an understanding of how the process of mentorship unfolded for four academically at-risk first-year college students. The "College Student Inventory" (CSI) was administered at the onset of the study, followed by student interviews, class observations,…

  19. Home Computer Use and Academic Performance of Nine-Year-Olds

    ERIC Educational Resources Information Center

    Casey, Alice; Layte, Richard; Lyons, Sean; Silles, Mary

    2012-01-01

    A recent rise in home computer ownership has seen a growing number of children using computers and accessing the internet from a younger age. This paper examines the link between children's home computing and their academic performance in the areas of reading and mathematics. Data from the nine-year-old cohort of the Growing Up in Ireland survey…

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

    ERIC Educational Resources Information Center

    Smith, Rachel A.

    2011-01-01

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

  1. Elementary to High School Students' Growth over an Academic Year in Understanding Concepts of Matter

    ERIC Educational Resources Information Center

    Liu, Xiufeng

    2007-01-01

    This paper reports findings on the changes in students' understandings of the concept of matter during an academic year, for students from grade 3 through high school chemistry. The instrument for measuring students' understandings of matter consists of three forms: one for grades 3-6, one for grades 7-9, and one for grades 10-12. The three forms…

  2. The National Year of Reading: Celebrating the Role of Literature in an Academic Culture

    ERIC Educational Resources Information Center

    Osborn, Jennifer

    2012-01-01

    2012, the National Year of Reading (NYR), was celebrated in libraries, schools and community centres throughout Australia. At the University of Adelaide, we celebrated our academic culture of literary teaching and research with a range of programmes and initiatives based in the humanities faculty. The Barr Smith Library played an integral part in…

  3. Acquiring Academic English in One Year: An Unlikely Proposition for English Language Learners

    ERIC Educational Resources Information Center

    Guerrero, Michael D.

    2004-01-01

    This article examines the primary assumption underlying the recent passage of propositions aimed at meeting the need of English language learners (ELLs). The assumption is that English language learners normally need only one year of intensive structured English immersion to learn English well enough to be academically successful in an all-English…

  4. Improving Retention and Academic Achievement for First-Time Students at a Two-Year College

    ERIC Educational Resources Information Center

    Ryan, Mary Gene

    2013-01-01

    Faculty at a two-year community/technical college undertook a project in the spring 2010 semester to incorporate more intensive and intrusive academic advising into the Freshman Seminar (COL 105) course. A study was undertaken in which 14 sections of COL 105 were divided into an experimental group (taught by specially-trained instructors who…

  5. Learners' Goal Profiles and Their Learning Patterns over an Academic Year

    ERIC Educational Resources Information Center

    Ng, Clarence

    2015-01-01

    The present study aimed to examine distance learners' goal profiles and their contrasting patterns of learning and achievements at three different points during an academic year, i.e. in the beginning of the course in relation to learners' general orientations to learning, at the middle of the course in relation to learners' completion of an…

  6. 10 Years of "Adult Learning": Content Analysis of an Academic Journal

    ERIC Educational Resources Information Center

    Cherrstrom, Catherine A.; Robbins, Stacey E.; Bixby, John

    2017-01-01

    Academic publications provide insights into a discipline's history, knowledge base, and research norms, and thus analyzing publication activity provides learning about the field of study. To learn more about the field of adult and continuing education, this study used content analysis to examine 10 years of "Adult Learning" from 2006…

  7. Academic Performance and Pass Rates: Comparison of Three First-Year Life Science Courses

    ERIC Educational Resources Information Center

    Downs, C. T.

    2009-01-01

    First year students' academic performance in three Life Science courses (Botany, Zoology and Bioscience) was compared. Pass rates, as well as the means and distributions of final marks were analysed. Of the three components (coursework, practical and theory examinations) contributing to the final mark of each course, students performed best in the…

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

    ERIC Educational Resources Information Center

    Burns, Sharon L.

    2010-01-01

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

  9. A Literature Review of the Impact of Extracurricular Activities Participation on Students' Academic Performance

    ERIC Educational Resources Information Center

    Seow, Poh-Sun; Pan, Gary

    2014-01-01

    Extracurricular activities (ECA) have become an important component of students' school life and many schools have invested significant resources on extracurricular activities. The authors suggest three major theoretical frameworks (zero-sum, developmental, and threshold) to explain the impact of ECA participation on students' academic…

  10. Students' High School Organizational Leadership Opportunities and Their Influences on Academic Achievement and Civic Participation

    ERIC Educational Resources Information Center

    Elemen, Jennifer E.

    2015-01-01

    The purpose of this quantitative study was to analyze high school leadership praxis for its inclusion of students in organizational leadership dialogue and decision-making and the influences of these factors on student achievement and civic participation. Survey questionnaire data were provided by 215 full-time enrolled undergraduate students from…

  11. Predictors of academic performance of nursing and paramedic students in first year bioscience.

    PubMed

    Whyte, Douglas G; Madigan, Veronica; Drinkwater, Eric J

    2011-11-01

    The expanding scope of practice of paramedics and nurses demands they possess a sophisticated knowledge of bioscience to enable them to think critically and make rational clinical decisions. It is well documented that nursing students struggle with bioscience but there are no studies examining the performance of paramedic students in this crucial subject. In this study, we compared the academic performance of first year nursing, paramedic and nursing/paramedic double degree students in a bioscience subject. Regression analyses were used to identify predictors of academic success. Data revealed a low success rate in bioscience for all three degree programs (63.2, 58.8, and 67.6% respectively) and a strong correlation between academic success in bioscience and non-bioscience subjects (r(2)=0.49). The best predictors of overall academic success were the University Admission Index score and mature entry into the course. Previous study of biology was associated with an increased bioscience and overall GPA but not with non-bioscience grades. Discriminant analysis was used to develop a model that could predict overall academic success with an accuracy of 78.5%. These criteria may be useful during the admission process and for the early identification of students at risk of failure.

  12. Too much of a good thing? How breadth of extracurricular participation relates to school-related affect and academic outcomes during adolescence.

    PubMed

    Knifsend, Casey A; Graham, Sandra

    2012-03-01

    Although adolescents often participate in multiple extracurricular activities, little research has examined how the breadth of activities in which an adolescent is involved relates to school-related affect and academic performance. Relying on a large, multi-ethnic sample (N = 864; 55.9% female), the current study investigated linear and non-linear relationships of 11th grade activity participation in four activity domains (academic/leadership groups, arts activities, clubs, and sports) to adolescents' sense of belonging at school, academic engagement, and grade point average, contemporarily and in 12th grade. Results of multiple regression models revealed curvilinear relationships for sense of belonging at school in 11th and 12th grade, grade point average in 11th grade, and academic engagement in 12th grade. Adolescents who were moderately involved (i.e., in two domains) reported a greater sense of belonging at school in 11th and 12th grade, a higher grade point average in 11th grade, and greater academic engagement in 12th grade, relative to those who were more or less involved. Furthermore, adolescents' sense of belonging at school in 11th grade mediated the relationship of domain participation in 11th grade to academic engagement in 12th grade. This study suggests that involvement in a moderate number of activity domains promotes positive school-related affect and greater academic performance. School policy implications and recommendations are discussed.

  13. The Effect of Parental Participation on the Academic Achievement of Female English as a Second Language Middle School Students in the Persian Gulf

    ERIC Educational Resources Information Center

    Baydoun, Nada

    2013-01-01

    This study addressed the problem of underachieving female English as second language students in the Persian Gulf Region. The purpose of this correlational study was to explore the relationship between parental participation, as measured by a middle school parent-participation survey, and students' academic achievement, as measured by parent…

  14. Science Career Interests among High School Girls One Year after Participation in a Summer Science Program

    NASA Astrophysics Data System (ADS)

    Phillips, Katherine A.; Barrow, Lloyd H.; Chandrasekhar, Meera

    A residential summer program, the New Experiences far Women in Science and Technology (Newton) Academy, was developed to encourage high school girls' interest in the physical sciences and engineering. The goal of the Newton Academy was to increase and/or maintain interest and participation in the physical sciences among high schoolgirls. This study, part of a larger evaluation of the academy, reports the results of a follow-up of the 1998 Newton Academy participants 1 year after participation. It focuses on the participants' interests in the physical sciences and related careers as measured by the Strong Interest Inventory before and 1 year after participation. The results a/participant interviews conducted to further illuminate the findings from the quantitative data are also presented.

  15. Factors of Participants and Blogs That Predict Blogging Activeness during Teaching Practice and Induction Year

    ERIC Educational Resources Information Center

    Luik, Piret; Taimalu, Merle

    2016-01-01

    The blog as a type of social software has been used in education for several years, and its positive effect in the field has been asserted in many studies. This study presents the factors of participants and blogs that predict blogging activeness during teaching practice and induction year. During the teaching practice and induction year all…

  16. 29 CFR 2530.204-1 - Year of participation for benefit accrual.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... ADMINISTRATION, DEPARTMENT OF LABOR MINIMUM STANDARDS FOR EMPLOYEE PENSION BENEFIT PLANS UNDER THE EMPLOYEE... BENEFIT PLANS Participation, Vesting and Benefit Accrual § 2530.204-1 Year of participation for benefit... requirements relating to benefit accrual under a defined benefit pension plan. Some of these requirements...

  17. Perceptions and Meanings Constructed by Participants in a Four-Year Instructional Coaching Project

    ERIC Educational Resources Information Center

    Perry Hummons, Monica

    2012-01-01

    This qualitative study was conducted in the Midwestern U.S. It explored the stories of 27 educators who participated in a four-year instructional coaching project in a large urban school district. Subjects shared their perceptions of and meanings they constructed as a result of their experiences in the coaching project through participation in a…

  18. Participation in Intellectual Disability Research: A Review of 20 Years of Studies

    ERIC Educational Resources Information Center

    Cleaver, S.; Ouellette-Kuntz, H.; Sakar, A.

    2010-01-01

    Background: Researchers have noted difficulties in attracting adequate numbers of participants with intellectual disabilities (ID) to their studies. Methods: This study was a review of participation by adults with ID in research conducted in South Eastern Ontario over a 20-year period (1987-2006). Original research studies were identified by local…

  19. 44th Annual Survey Report on State-Sponsored Student Financial Aid: 2012-2013 Academic Year

    ERIC Educational Resources Information Center

    National Association of State Student Grant and Aid Programs, 2013

    2013-01-01

    This report provides data regarding state-funded expenditures for student financial aid and illustrates the extent of efforts made by the states to assist postsecondary students. Information in this report is based on academic year 2012-13 data from the 44th Annual NASSGAP survey. Highlights include: (1) In the 2012-13 academic year, the states…

  20. The Impact of Intrusive Advising on Academic Self Efficacy Beliefs in First-Year Students in Higher Education

    ERIC Educational Resources Information Center

    Miller, Lauren Kemner

    2010-01-01

    First-year retention rates have seen minimal gains as high numbers of first-year students are leaving college due to insufficient academic skills and inability to adjust to the academic and social life of college. Programs that provide strategies to improve the transition from high school to college and that help develop skills to facilitate…

  1. Out-of-State Institutions of Higher Education Operating in the State of Maryland. Academic Year 1982-83.

    ERIC Educational Resources Information Center

    Sabatini, John

    Information is presented on out-of-state institutions operating in Maryland during the 1982-1983 academic year, courses and programs, enrollments by institution, and the locations of the courses. Institutional changes since the preceding academic year and the current status of approved institutions are also identified. Sixteen out-of-state…

  2. One-year reciprocal relationship between community participation and mental wellbeing in Australia: a panel analysis.

    PubMed

    Ding, Ning; Berry, Helen L; O'Brien, Léan V

    2015-03-01

    The links between social capital and mental wellbeing are established but the direction of the social capital-wellbeing relationship is rarely systematically examined. This omission undermines the validity of social capital as a basis for health interventions. The aim of this paper was to explore the short-term (one-year) reciprocal relationship between community participation - an important component of social capital - and mental wellbeing. We used nationally representative Household, Income and Labour Dynamics in Australia (HILDA) Survey data, 2005-11. The HILDA Survey is an annual cohort study from which was extracted a sub-sample of panel data (the same people participating across multiple waves) enabling us to use fixed effects regression methods to model the longitudinal association of mental health and participation controlling for individual heterogeneity. The results showed that better mental wellbeing in one year was generally related to more community participation the next year, while greater past community participation was linked to better mental wellbeing the next year independent of (i) initial mental wellbeing, (ii) multiple potentially confounding factors and (iii) unobserved and time-constant heterogeneity. Political participation was marginally related to worse mental health in both directions. The results also showed that the association between community participation and mental wellbeing the next year is weaker for those with poor initial wellbeing than for initially healthier respondents. Our findings may inform the trial and scientific evaluation of programs aimed at increasing informal social connectedness and civic engagement to promote mental wellbeing.

  3. Impact of Writing Proficiency and Writing Center Participation on Academic Performance

    ERIC Educational Resources Information Center

    Bielinska-Kwapisz, Agnieszka

    2015-01-01

    Purpose: Given that there exists in the literature relatively little research into the effectiveness of writing centers at universities, the purpose of this paper is to show the impact of university writing centers on first-year business seminar student writing. Design/methodology/approach: This quantitative study involved 315 first-year…

  4. Monograph use at an academic health sciences library: the first three years of shelf life

    PubMed Central

    Blecic, Deborah D.

    2000-01-01

    Objective: To study the circulation of monographs during the first three years of shelf life at an academic health sciences library. Method: A record was kept of monographs added to the circulating collection from mid-1994 to mid-1995. After three years, each monograph was located and the number of times it circulated during the first, second, and third year of shelf life determined by counting checkout stamps on the circulation slip. Results: Of the 1,958 monographs studied, 1,674 had complete data for the first three years of shelf life. Of those 1,674 titles, 81.48% circulated at least once. A total of 7,659 circulations were recorded; 38.69% occurred in the first year of shelf life, 32.37% in the second year, and 28.95% in the third year. The data did not fit the well-known 80/20 rule. Instead, approximately 38% of monographs accounted for 80% of circulation. A small percentage, 2.21%, of monographs accounted for a substantial percentage of circulation, 21.84%. Conclusions: A large percentage of the monographs circulated and use did not decline sharply with age within the first three years of shelf life, indicating a high demand for monographs at this academic health sciences library. These results, combined with the findings of earlier studies, suggested two possibilities. First, academic health sciences libraries might exhibit use of a higher percentage of monograph acquisitions than other types of libraries; or, second, a low monograph-to-user ratio might result in a higher percentage of monographs being used. Perhaps both factors contributed to the results found in this study. Further investigation would be needed to determine the extent to which library type and monograph-to-user ratio influenced monograph use. PMID:10783969

  5. Expressions of Student Debt Aversion and Tolerance among Academically Able Young People in Low-Participation English Schools

    ERIC Educational Resources Information Center

    Jones, Steven

    2016-01-01

    The 2012 rise in student fees, from £3375 to £9000 per year, made England one of the costliest places to attend university in the world. Drawing on evidence from higher attaining young people attending low-participation schools, this paper renews established types of student debt aversion and tolerance, with sensitivity towards whether they…

  6. Training Future Scientists: Predicting First-Year Minority Student Participation in Health Science Research

    ERIC Educational Resources Information Center

    Hurtado, Sylvia; Eagan, M. Kevin; Cabrera, Nolan L.; Lin, Monica H.; Park, Julie; Lopez, Miguel

    2008-01-01

    Using longitudinal data from the UCLA Cooperative Institutional Research Program (CIRP) and Your First College Year (YFCY) surveys, this study examines predictors of the likelihood that science-oriented students would participate in a health science undergraduate research program during the first year of college. The key predictors of…

  7. Evaluation of the DC Opportunity Scholarship Program. Second Year Report on Participation. NCEE 2006-4003

    ERIC Educational Resources Information Center

    Wolf, Patrick; Gutmann, Babette; Puma, Michael; Silverberg, Marsha

    2006-01-01

    By fall 2005, the DC Opportunity Scholarship Program (OSP), the first federally funded voucher program in the United States, was in its second year serving low-income students in the nation's capital. More than 5,800 students have applied to the Program over the 2 years, and about 2,300 of them--eligible public school students who participated in…

  8. Expanding Access, Participation, and Success in International Baccalaureate Programmes (IB Access Project): Evaluation Report Year Two

    ERIC Educational Resources Information Center

    Gerry, Gail; Corcoran, Tom

    2011-01-01

    In the fall of 2009, the Bill and Melinda Gates Foundation funded a three-year project proposed by the International Baccalaureate (IB) to demonstrate the feasibility of increasing the participation of minority students and students in poverty in its Middle Years Programme (MYP) and Diploma Programme (DP) in selected school districts in the…

  9. Expanding Access, Participation, and Success in International Baccalaureate Programmes: Year 1 Documentation Report

    ERIC Educational Resources Information Center

    Corcoran, Thomas B.; Gerry, Gail B.

    2010-01-01

    In fall 2009, the Bill and Melinda Gates Foundation funded a three-year project (IB Access Project) with International Baccalaureate (IB) to increase participation of minority students and students in poverty in the Middle Years Programme (MYP) and Diploma Programme (DP). The IB Access Project seeks to do four things: (1) Improve teacher practice…

  10. Exploring the Academic and Social Experiences of Latino Engineering Community College Transfer Students at a 4-Year Institution: A Qualitative Research Study

    NASA Astrophysics Data System (ADS)

    Hagler, LaTesha R.

    As the number of historically underrepresented populations transfer from community college to university to pursue baccalaureate degrees in science, technology, engineering, and mathematics (STEM), little research exists about the challenges and successes Latino students experience as they transition from 2-year colleges to 4-year universities. Thus, institutions of higher education have limited insight to inform their policies, practices, and strategic planning in developing effective sources of support, services, and programs for underrepresented students in STEM disciplines. This qualitative research study explored the academic and social experiences of 14 Latino engineering community college transfer students at one university. Specifically, this study examined the lived experiences of minority community college transfer students' transition into and persistence at a 4-year institution. The conceptual framework applied to this study was Schlossberg's Transition Theory, which analyzed the participant's social and academic experiences that led to their successful transition from community college to university. Three themes emerged from the narrative data analysis: (a) Academic Experiences, (b) Social Experiences, and (c) Sources of Support. The findings indicate that engineering community college transfer students experience many challenges in their transition into and persistence at 4-year institutions. Some of the challenges include lack of academic preparedness, environmental challenges, lack of time management skills and faculty serving the role as institutional agents.

  11. Still stable after all these years: perceptions of sexual harassment in academic contexts.

    PubMed

    Bursik, Krisanne; Gefter, Julia

    2011-01-01

    This research examined perceptions of sexual harassment in academic contexts using data sets collected in 1990 (Time 1) and 2000 (Time 2). We assessed the influence of two individual variables--gender and gender role--and one contextual variable--power of the harasser--on perceptions of harassment. When the harasser was a higher-power individual, participants perceived more vignettes as examples of sexual harassment, viewed female targets more positively, and evaluated male harassers more negatively. Contrary to prediction, participants viewed male harassers less negatively at Time 2 than at Time 1. Despite increased media attention and educational interventions, comparisons to the earlier findings highlight remarkable stability in perceptions of harassment over time.

  12. Cognitive Learning Styles and Academic Performance in 19 First-Year University Courses: Successful Students versus Students at Risk.

    ERIC Educational Resources Information Center

    Drysdale, Maureen T. B.; Ross, Jonathan L.; Schultz, Robert A.

    2001-01-01

    Investigated the effects of cognitive learning style on first-year academic performance in 19 university courses. Students completed the Gregorc Style Delineator. Academic performance based on learning style was significant in 11 courses. Science and math courses appear best suited to sequential thinkers. Random learners excel in fine arts…

  13. Generation Psy: Student Characteristics and Academic Achievement in a Three-Year Problem-Based Learning Bachelor Program

    ERIC Educational Resources Information Center

    de Koning, Bjorn B.; Loyens, Sofie M. M.; Rikers, Remy M. J. P.; Smeets, Guus; van der Molen, Henk T.

    2012-01-01

    This study investigated the simultaneous impact of demographic, personality, intelligence, and (prior) study performance factors on students' academic achievement in a three-year academic problem-based psychology program. Information regarding students' gender, age, nationality, pre-university education, high school grades, Big Five personality…

  14. Improving Academic Performance of School-Age Children by Physical Activity in the Classroom: 1-Year Program Evaluation

    ERIC Educational Resources Information Center

    Mullender-Wijnsma, Marijke J.; Hartman, Esther; de Greeff, Johannes W.; Bosker, Roel J.; Doolaard, Simone; Visscher, Chris

    2015-01-01

    Background: An intervention was designed that combined physical activity with learning activities. It was based upon evidence for positive effects of moderate to vigorous physical activity (MVPA) on academic achievement. The aim of this study was to describe the program implementation and effects on academic achievement after 1?year. Methods:…

  15. A Study about the Academic Integrity of Second-Year Aviation Students in U.S. Higher Education

    ERIC Educational Resources Information Center

    Asim, Muhammad; Chambers, Cheryl; González, Ramón-Osvaldo; Morote, Elsa-Sofia; Walter, Richard J.

    2015-01-01

    This study measures the influence of an ethics course on the academic integrity of second-year college students enrolled in an aviation program in the United States and their beliefs about following Federal Aviation Regulations standards. Academic integrity is defined by three variables: beliefs about not cheating, beliefs about exhibiting moral…

  16. Investigating the Relationship among Test Anxiety, Gender, Academic Achievement and Years of Study: A Case of Iranian EFL University Students

    ERIC Educational Resources Information Center

    Rezazadeh, Mohsen; Tavakoli, Mansoor

    2009-01-01

    The construct of anxiety plays a major role in one's life. One of these anxieties is test anxiety or apprehension over academic evaluation. The present study was designed to investigate the relationship between gender, academic achievement, years of study and levels of test anxiety. This investigation is a descriptive analytic study and was done…

  17. Learning preference as a predictor of academic performance in first year accelerated graduate entry nursing students: a prospective follow-up study.

    PubMed

    Koch, Jane; Salamonson, Yenna; Rolley, John X; Davidson, Patricia M

    2011-08-01

    The growth of accelerated graduate entry nursing programs has challenged traditional approaches to teaching and learning. To date, limited research has been undertaken in the role of learning preferences, language proficiency and academic performance in accelerated programs. Sixty-two first year accelerated graduate entry nursing students, in a single cohort at a university in the western region of Sydney, Australia, were surveyed to assess their learning preference using the Visual, Aural, Read/write and Kinaesthetic (VARK) learning preference questionnaire, together with sociodemographic data, English language acculturation and perceived academic control. Six months following course commencement, the participant's grade point average (GPA) was studied as a measurement of academic performance. A 93% response rate was achieved. The majority of students (62%) reported preference for multiple approaches to learning with the kinaesthetic sensory mode a significant (p=0.009) predictor of academic performance. Students who spoke only English at home had higher mean scores across two of the four categories of VARK sensory modalities, visual and kinaesthetic compared to those who spoke non-English. Further research is warranted to investigate the reasons why the kinaesthetic sensory mode is a predictor of academic performance and to what extent the VARK mean scores of the four learning preference(s) change with improved English language proficiency.

  18. Too Much of a Good Thing? How Breadth of Extracurricular Participation Relates to School-Related Affect and Academic Outcomes during Adolescence

    ERIC Educational Resources Information Center

    Knifsend, Casey A.; Graham, Sandra

    2012-01-01

    Although adolescents often participate in multiple extracurricular activities, little research has examined how the breadth of activities in which an adolescent is involved relates to school-related affect and academic performance. Relying on a large, multi-ethnic sample (N = 864; 55.9% female), the current study investigated linear and non-linear…

  19. The role biomedical science laboratories can play in improving science knowledge and promoting first-year nursing academic success

    NASA Astrophysics Data System (ADS)

    Arneson, Pam

    The Role Biomedical Science Laboratories Can Play In Improving Science Knowledge and Promoting First-Year Nursing Academic Success The need for additional nursing and health care professionals is expected to increase dramatically over the next 20 years. With this in mind, students must have strong biomedical science knowledge to be competent in their field. Some studies have shown that participation in bioscience laboratories can enhance science knowledge. If this is true, an analysis of the role bioscience labs have in first-year nursing academic success is apposite. In response, this study sought to determine whether concurrent enrollment in anatomy and microbiology lecture and lab courses improved final lecture course grades. The investigation was expanded to include a comparison of first-year nursing GPA and prerequisite bioscience concurrent lecture/lab enrollment. Additionally, research has indicated that learning is affected by student perception of the course, instructor, content, and environment. To gain an insight regarding students' perspectives of laboratory courses, almost 100 students completed a 20-statement perception survey to understand how lab participation affects learning. Data analyses involved comparing anatomy and microbiology final lecture course grades between students who concurrently enrolled in the lecture and lab courses and students who completed the lecture course alone. Independent t test analyses revealed that there was no significant difference between the groups for anatomy, t(285) = .11, p = .912, but for microbiology, the lab course provided a significant educational benefit, t(256) = 4.47, p = .000. However, when concurrent prerequisite bioscience lecture/lab enrollment was compared to non-concurrent enrollment for first-year nursing GPA using independent t test analyses, no significant difference was found for South Dakota State University, t(37) = -1.57, p = .125, or for the University of South Dakota, t(38) = -0.46, p

  20. First-Year Academic Advising: Patterns in the Present, Pathways to the Future. Monograph Series Number 18.

    ERIC Educational Resources Information Center

    Upcraft, M. Lee, Ed.; Kramer, Gary L., Ed.

    This monograph is designed to provide a blueprint to educators on how to improve academic advising for first-year college students. Seventeen chapters are: (1) "First-Year Students: The Year 2000" (Wesley Habley); (2) "Insights from Theory: Understanding First-Year Student Development" (M. Lee Upcraft); (3) "Creating…

  1. One Year Term Review as a Participating Guest in the Detonator and Detonation Physics Group

    SciTech Connect

    Lefrancois, A; Roeske, F; Tran, T; Lee, R S

    2006-02-06

    The one year stay was possible after a long administrative process, because of the fact that this was the first participating guest of B division as a foreign national in HEAF (High Explosives Application Facility) with the Detonator/Detonation Physics Group.

  2. Grade 10 PSAT Participation and Performance--School Year 2015-2016. Memorandum

    ERIC Educational Resources Information Center

    Navarro, Maria V.

    2016-01-01

    The 2015-2016 school year marks the first administration of the redesigned PSAT, which is composed of two sections: (1) Evidence-based Reading and Writing (EBRW) and (2) Math. This memorandum presents results of 2015-2016 Grade 10 PSAT participation and performance of Montgomery County Public Schools (MCPS) students. Among 10,859 MCPS first-time…

  3. School-year employment among high school students: effects on academic, social, and physical functioning.

    PubMed

    Weller, Nancy F; Kelder, Steven H; Cooper, Sharon P; Basen-Engquist, Karen; Tortolero, Susan R

    2003-01-01

    This study describes the effects of different weekly work intensity levels on adolescent functioning in a sample of 3,083 high school students in rural South Texas, where economically disadvantaged and Hispanic youth are heavily represented. Anonymous surveys were conducted in 10th- and 12th-grade students' classrooms in 1995. The following effects were associated with long hours of weekly employment during the school year: (1) decreased performance/engagement in school and satisfaction with amount of leisure time, and (2) increased health risk behaviors and psychological stress. The effects of school-year work on academic factors and health behaviors differed by grade, but not by race/ethnicity, parent education, or race/ethnicity and parent education considered together. It was concluded that parents and professionals should continue to monitor the number of weekly hours that students work during the school year.

  4. Physical activity and academic achievement across the curriculum (A + PAAC): rationale and design of a 3-year, cluster-randomized trial

    PubMed Central

    2013-01-01

    Background Improving academic achievement and reducing the rates of obesity in elementary school students are both of considerable interest. Increased physical activity during academic instruction time during school offers a potential intervention to address both issues. A program titled “Physical Activity Across the Curriculum” (PAAC) was developed in which classroom teachers in 22 elementary schools were trained to deliver academic instruction using physical activity with a primary aim of preventing increased BMI. A secondary analysis of data assessed the impact of PAAC on academic achievement using the Weschler Individual Achievement Test-II and significant improvements were shown for reading, math and spelling in students who participated in PAAC. Based on the results from PAAC, an adequately powered trial will be conducted to assess differences in academic achievement between intervention and control schools called, “Academic Achievement and Physical Activity Across the Curriculum (A + PAAC).” Methods/design Seventeen elementary schools were cluster randomized to A + PAAC or control for a 3-year trial. Classroom teachers were trained to deliver academic instruction through moderate-to-vigorous physical activity with a target of 100+ minutes of A + PAAC activities per week. The primary outcome measure is academic achievement measured by the Weschler Individual Achievement Test-III, which was administered at baseline (Fall 2011) and will be repeated in the spring of each year by assessors blinded to condition. Potential mediators of any association between A + PAAC and academic achievement will be examined on the same schedule and include changes in cognitive function, cardiovascular fitness, daily physical activity, BMI, and attention-to-task. An extensive process analysis will be conducted to document the fidelity of the intervention. School and student recruitment/randomization, teacher training, and baseline testing for A

  5. Training Future Scientists: Predicting First-year Minority Student Participation in Health Science Research

    PubMed Central

    Eagan, M. Kevin; Cabrera, Nolan L.; Lin, Monica H.; Park, Julie; Lopez, Miguel

    2013-01-01

    Using longitudinal data from the UCLA Cooperative Institutional Research Program (CIRP) and Your First College Year (YFCY) surveys, this study examines predictors of the likelihood that science-oriented students would participate in a health science undergraduate research program during the first year of college. The key predictors of participation in health science research programs are students’ reliance on peer networks and whether campuses provide structured opportunities for first-year students even though only 12% of freshmen in the sample engaged in this activity. These experiences are particularly important for Black students. The findings inform efforts to orient students at an early stage, particularly under-represented minorities, toward biomedical and behavioral science research careers. PMID:23503996

  6. The Effects of Pre-Collegiate Academic Outreach Programs on First-Year Financial Aid Attainment, Academic Achievement and Persistence

    ERIC Educational Resources Information Center

    Coleman, Angela Alvarado

    2011-01-01

    National statistics continue to show substantial disparities in the postsecondary enrollment and completion rates between more and less advantaged groups. Despite gains made on the part of low-income, first generation, and minority students in the areas of access, persistence, and academic achievement, gaps still exist (Avery & Kane, 2004;…

  7. Academic well-being and smoking among 14- to 17-year-old schoolchildren in six European cities.

    PubMed

    Kinnunen, Jaana M; Lindfors, Pirjo; Rimpelä, Arja; Salmela-Aro, Katariina; Rathmann, Katharina; Perelman, Julian; Federico, Bruno; Richter, Matthias; Kunst, Anton E; Lorant, Vincent

    2016-07-01

    It is well established that poor academic performance is related to smoking, but the association between academic well-being and smoking is less known. We measured academic well-being by school burnout and schoolwork engagement and studied their associations with smoking among 14- to 17-year-old schoolchildren in Belgium, Germany, Finland, Italy, the Netherlands, and Portugal. A classroom survey (2013 SILNE survey, N = 11,015) was conducted using the Short School Burnout Inventory and the Schoolwork Engagement Inventory. Logistic regression, generalized linear mixed models, and ANOVA were used. Low schoolwork engagement and high school burnout increased the odds for daily smoking in all countries. Academic performance was correlated with school burnout and schoolwork engagement, and adjusting for it slightly decreased the odds for smoking. Adjusting for socioeconomic factors and school level had little effect. Although high school burnout and low schoolwork engagement correlate with low academic performance, they are mutually independent risk factors for smoking.

  8. Early Intervention to Support the Academic Recovery of First-Year Students at Risk of Non-Continuation

    ERIC Educational Resources Information Center

    Lizzio, Alf; Wilson, Keithia

    2013-01-01

    The widening participation agenda and related concerns about student retention require a more systematic focus on supporting student success. This paper describes a process designed with the dual goals of supporting the short-term academic recovery of students at risk of non-continuation due to early difficulties with assessment and developing…

  9. Modeling the Impact of Wilderness Orientation Programs on First-Year Academic Success and Life Purpose

    ERIC Educational Resources Information Center

    Bailey, Andrew W.; Kang, Hyoung-Kil

    2015-01-01

    Wilderness orientation programs (WOPs) are becoming a popular method of encouraging college student retention and success. Previous studies have identified outcomes and correlates of participation in these programs, but a cohesive model of impact is lacking. The purpose of this study was to assess the impact of WOPs on first-year student success…

  10. Direct Loan Evaluation. Case Study Summary Report: Academic Year 1995-96.

    ERIC Educational Resources Information Center

    Macro International, Inc., Calverton, MD.

    As part of a 5-year evaluation of the Direct Loan and the Federal Family Education Loan programs, 19 institutions of higher education participating in the William D. Ford Federal Direct Loan Program were visited to examine the diversity of approaches used by schools in planning for and implementing the Direct Loan program. The schools included…

  11. Bidirectional Associations between Peer Victimization and Functions of Aggression in Middle Childhood: Further Evaluation across Informants and Academic Years.

    PubMed

    Cooley, John L; Fite, Paula J; Pederson, Casey A

    2017-02-20

    The current 3-wave study examined bidirectional associations between peer victimization and functions of aggression across informants over a 1-year period in middle childhood, with attention to potential gender differences. Participants included 198 children (51% girls) in the third and fourth grades and their homeroom teachers. Peer victimization was assessed using both child- and teacher-reports, and teachers provided ratings of reactive and proactive aggression. Cross-classified multilevel cross-lagged models indicated that child-reports, but not teacher-reports, of peer victimization predicted higher levels of reactive aggression within and across academic years. Further, reactive aggression predicted subsequent increases in child- and teacher-reports of peer victimization across each wave of data. Several gender differences, particularly in the crossed paths between proactive aggression and peer victimization, also emerged. Whereas peer victimization was found to partially account for the stability of reactive aggression over time, reactive aggression did not account for the stability of peer victimization. Taken together with previous research, the current findings suggest that child-reports of peer victimization may help identify youth who are risk for exhibiting increased reactive aggression over time. Further, they highlight the need to target reactively aggressive behavior for the prevention of peer victimization in middle childhood.

  12. Achievement Motivation, Anxiety and Academic Success in First Year Master of Nursing Students.

    ERIC Educational Resources Information Center

    McEwan, Lynn; Goldenberg, Dolly

    1999-01-01

    A study of 41 graduate nursing students found they had high achievement motivation and academic ability. Trait anxiety was the only valid predictor of academic success. Academic ability and inherent anxiety had greater potential for predicting students who would succeed. (Author/SK)

  13. Academic Transfer Shock and Social Integration: A Comparison of Outcomes for Traditional and Nontraditional Students Transferring from 2-Year to 4-Year Institutions

    ERIC Educational Resources Information Center

    Strahn-Koller, Brooke Lindsey

    2012-01-01

    The purpose of this study was to explore whether traditional and nontraditional students who transferred from 2-year to 4-year institutions experienced differences in transfer shock, academic integration, and social integration. A substantial body of knowledge comparing transfer students to native students on transfer shock exists, while only a…

  14. Examining the Academic Performance and Retention of First-Year Students in Living-Learning Communities and First-Year Experience Courses

    ERIC Educational Resources Information Center

    Purdie, John R., II; Rosser, Vicki J.

    2011-01-01

    Institutional data were used to examine the grades and retention of first-year students in 2 types of living learning communities--Academic Theme Floors (ATFs) and Freshman Interest Groups (FIGs)--and a First-Year Experience (FYE) course. Multiple regression revealed students in FIGs earned nominally higher GPAs (standardized [beta] = 0.02, p less…

  15. Driving Success over the Past 50 Years-The Faculty in Academic Veterinary Medicine.

    PubMed

    Buss, Daryl D

    2015-01-01

    The faculty at member schools and colleges of the Association of American Veterinary Medical Colleges (AAVMC) are critical for continued progress in veterinary medicine. The success of those faculty members over the past 50 years has positioned veterinary medicine to engage an ever-widening array of opportunities, responsibilities, and societal needs. Yet the array of skills and accomplishments of faculty in academic veterinary medicine are not always visible to the public, or even within our profession. The quality and the wide range of their scholarship are reflected, in part, through the according of national and international awards and honors from organizations relevant to their particular areas of expertise. The goal of this study was to illustrate the breadth of expertise and the quality of the faculty at 34 schools/colleges of veterinary medicine by examining the diversity of organizations that have recognized excellence in faculty achievements through a variety of awards.

  16. Fostering Hope and Closing the Academic Gap: An Examination of College Retention for African-American and Latino Students Who Participate in the Louis Stokes Alliance Minority Participation Program (Learning Community) While Enrolled in a Predominately White Institution

    ERIC Educational Resources Information Center

    Hollands, Aisha La'Chae

    2012-01-01

    Colleges are struggling to retain students of color at four-year academic institutions (Kuh, 2005). The result is that while African-American and Latino students are entering college, fewer successfully complete their programs of study and obtain an undergraduate degree (ACE, 2006). For this reason, institutions are establishing supportive…

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

    ERIC Educational Resources Information Center

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

    2015-01-01

    This study leveraged data from the Minnesota Longitudinal Study of Risk and Adaptation (N = 243) to investigate the predictive significance of maternal sensitivity during the first 3 years of life for social and academic competence through age 32 years. Structural model comparisons replicated previous findings that early maternal sensitivity…

  18. Ready for College: Assessing the Influence of Student Engagement on Student Academic Motivation in a First-Year Experience Program

    ERIC Educational Resources Information Center

    Ellis, Keyana Chamere

    2013-01-01

    The Virginia Tech Summer Academy (VTSA) Program, developed by through a collaborative partnership between faculty, administrators and staff concerned by attrition among first year students, was introduced in summer 2012 as a campus initiative to assist first-year college students transition and acclimate to the academic and social systems of the…

  19. California State Library Statistics, 2004: Fiscal Year 2002-2003. From Public, Academic, Special and County Law Libraries

    ERIC Educational Resources Information Center

    Bray, Ira, Ed.

    2004-01-01

    Each year the State Library sends annual report forms to California's academic, public, special, state agency, and county law libraries. Statistical data from those reports are tabulated in this publication, with directory listings published in the companion volume, California Library Directory. For this fiscal year four hundred and thirty seven…

  20. California Library Statistics, 2009: Fiscal Year 2007-2008 from Public, Academic, Special and County Law Libraries

    ERIC Educational Resources Information Center

    Bray, Ira, Ed.

    2009-01-01

    Each year the State Library sends annual report forms to California's public, academic, special, state agency, and county law libraries. Statistical data from those reports are tabulated in this publication, with directory listings published in the companion volume, "California Library Directory." For this fiscal year, 389 libraries of…

  1. California Library Statistics, 2005: Fiscal Year 2003-2004 from Public, Academic, Special and County Law Libraries

    ERIC Educational Resources Information Center

    Bray, Ira, Ed.

    2005-01-01

    Each year the State Library sends annual report forms to California's academic, public, special, state agency, and county law libraries. Statistical data from those reports are tabulated in this publication, with directory listings published in the companion volume, California Library Directory. For this fiscal year four hundred and eight…

  2. Using Community College Prior Academic Performance to Predict Re-Enrollment at a Four-Year Online University

    ERIC Educational Resources Information Center

    Nadasen, Denise; List, Alexandra

    2016-01-01

    Students' re-enrollment in the subsequent semester after their first semester at a four-year institution is a strong predictor of retention and graduation. This is especially true for students who transfer from a community college to a four-year institution because of the many external or non-academic factors influencing a student's decision to…

  3. The Effects of Maternal Postnatal Depression and Child Sex on Academic Performance at Age 16 Years: A Developmental Approach

    ERIC Educational Resources Information Center

    Murray, Lynne; Arteche, Adriane; Fearon, Pasco; Halligan, Sarah; Croudace, Tim; Cooper, Peter

    2010-01-01

    Background: Postnatal depression (PND) is associated with poor cognitive functioning in infancy and the early school years; long-term effects on academic outcome are not known. Method: Children of postnatally depressed (N = 50) and non-depressed mothers (N = 39), studied from infancy, were followed up at 16 years. We examined the effects on…

  4. Ability Emotional Intelligence, Trait Emotional Intelligence, and Academic Success in British Secondary Schools: A 5 Year Longitudinal Study

    ERIC Educational Resources Information Center

    Qualter, Pamela; Gardner, Kathryn J.; Pope, Debbie J.; Hutchinson, Jane M.; Whiteley, Helen E.

    2012-01-01

    This study examines the long-term effects of ability- and trait EI on academic performance for British adolescents. The sample comprised 413 students from three secondary schools in the North-West of England. Students completed tests of ability EI, trait EI, personality, and cognitive ability in Year 7 (mean age = 11 years 2 months). Performance…

  5. Student Self-Reported Academically Dishonest Behavior in Two-Year Colleges in the State of Ohio

    ERIC Educational Resources Information Center

    Ferguson, Lauren M.

    2010-01-01

    This study investigated college students' self-reported academically dishonest behaviors at two-year colleges in the state of Ohio. More specifically, this study investigated two-year students' self-reported perceptions of acts of plagiarism and whether particular characteristics were related to students who chose to plagiarize. This study…

  6. Classroom Karaoke: A Social and Academic Transition Strategy to Enhance the First-Year Experience of Youth Studies Students

    ERIC Educational Resources Information Center

    Baker, Sarah

    2012-01-01

    An innovative icebreaker initiative--"classroom karaoke"--was deployed at the beginning of a first-year undergraduate course in youth studies at an Australian university. The study used karaoke as a social and academic transition strategy to enhance students' first-year experience at university. Students responded positively to this…

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

    PubMed

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

    2017-02-11

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

  8. Effects of Peer Academic Reputation on Achievement in Academically At-Risk Elementary Students.

    PubMed

    Hughes, Jan N; Dyer, Nicole; Luo, Wen; Kwok, Oi-Man

    2009-04-01

    Participants were 664 relatively low achieving children who were recruited into a longitudinal study when in first grade. Measures of peer academic reputation (PAR), peer acceptance, teacher-rated academic engagement and achievement, and reading and math achievement were obtained in Year 2, when the majority of students were in second grade, and 1 year later. Measures of academic self concept were obtained in Year 1 and in Year 3. As young as second grade, children's perceptions of classmates' academic competence are distinct from their perceptions of peers' other social and behavioral characteristics. SEM analyses found that Year 2 PAR predicted Year 3 teacher-rated academic engagement and reading (but not math) achievement test scores, above the effects of prior scores on these outcomes and other covariates. Furthermore, the effect of PAR on academic engagement and achievement was partially mediated by the effect of PAR on children's academic self concept. Implications of these findings for educational practice and future research are discussed.

  9. States' Participation Guidelines for Alternate Assessments Based on Modified Academic Achievement Standards (AA-MAS) in 2010. Synthesis Report 82

    ERIC Educational Resources Information Center

    Lazarus, Sheryl S.; Hodgson, Jennifer R.; Price, Lynn M.; Thurlow, Martha L.

    2011-01-01

    Federal legislation requires that all students participate in state accountability systems. Most students with disabilities participate in the regular assessment, with or without accommodations. Students with more significant cognitive disabilities participate in the Alternate Assessment based on Alternate Achievement Standards (AA-AAS). A few…

  10. Delivering What Students Say They Want On-Line: Towards Academic Participation in the Enfranchisement of e-Learners?

    ERIC Educational Resources Information Center

    Hall, Richard

    2006-01-01

    Sustainable e-Learning holds the promise of enabling higher education to meet the needs of a large and diverse market. Central to this is the response of academic staff teams in meeting the needs of individual learners, in order to enfranchise them within an evolving, enabling learning context. Enfranchisement is underpinned by the management of…

  11. 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).…

  12. The Effect of Interscholastic Athletic Participation on Academic Achievement for Students in One Rural High School in Wisconsin

    ERIC Educational Resources Information Center

    Francois, Lucas D.

    2013-01-01

    The purpose of this study was to determine whether or not a significant difference existed in the overall academic performance of athletes when compared to non-athletes at one rural high school in Wisconsin. The study was important to the field of educational leadership because in the current environment of accountability, educational leaders need…

  13. Something for Everyone? The Different Approaches of Academic Disciplines to Open Educational Resources and the Effect on Widening Participation

    ERIC Educational Resources Information Center

    Coughlan, Tony; Perryman, Leigh-Anne

    2011-01-01

    This article explores the relationship between academic disciplines' representation in the United Kingdom Open University's (OU) OpenLearn open educational resources (OER) repository and in the OU's fee-paying curriculum. Becher's (1989) typology was used to subdivide the OpenLearn and OU fee-paying curriculum content into four disciplinary…

  14. The Relationship between Participation in PWP-99, a Special Course for Probationary Students at Bronx Community College, and Academic Performance.

    ERIC Educational Resources Information Center

    Donnangelo, Frank P.

    Since the implementation of an open admissions policy at Bronx Community College (BCC) in 1970, the majority of incoming students have been socially, economically, and academically disadvantaged. In 1978, one out of three students had a native language other than English; 46% came from households with an income of less than $5,000; 68% were placed…

  15. Patterns of Organized Activity Participation in Urban, Early Adolescents: Associations with Academic Achievement, Problem Behaviors, and Perceived Adult Support

    ERIC Educational Resources Information Center

    Metzger, Aaron; Crean, Hugh F.; Forbes-Jones, Emma L.

    2009-01-01

    This study examines patterns of organized activity and their concurrent association with academic achievement, problem behavior, and perceived adult support in a sample of urban, early adolescent, middle school students (mean age = 13.01; N = 2,495). Cluster analyses yielded six activity profiles: an uninvolved group (n = 775, 31.1%), a multiply…

  16. When the Big Fish Turns Small: Effects of Participating in Gifted Summer Programs on Academic Self-Concepts

    ERIC Educational Resources Information Center

    Dai, David Yun; Rinn, Anne N.; Tan, Xiaoyuan

    2013-01-01

    The purposes of this study were to (a) examine the presence and prevalence of the big-fish-little-pond effect (BFLPE) in summer programs for the gifted, (b) identify group and individual difference variables that help predict those who are more susceptible to the BFLPE, and (c) put the possible BFLPE on academic self-concept in a larger context of…

  17. 25 CFR 1000.15 - How many additional Tribes/Consortia may participate in self-governance per year?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... self-governance per year? 1000.15 Section 1000.15 Indians OFFICE OF THE ASSISTANT SECRETARY, INDIAN... Participation in Tribal Self-Governance Eligibility § 1000.15 How many additional Tribes/Consortia may participate in self-governance per year? (a) Sections 402(b) and (c) of the Act authorize the Director...

  18. Collaborating to Embed Academic Literacies and Personal Support in First Year Discipline Subjects

    ERIC Educational Resources Information Center

    Chanock, Kate; Horton, Craig; Reedman, Mark; Stephenson, Bret

    2012-01-01

    This article discusses a Design for Learning project in the Faculty of Humanities and Social Sciences, where academic and personal support for students was interwoven in their first semester. Staff of the Academic Language and Learning Unit (ALLU) worked with discipline staff to develop their students' capabilities across a range of disciplines,…

  19. Contemporary Development of Academic Reference Librarianship in the United States: A 44-Year Content Analysis

    ERIC Educational Resources Information Center

    Wang, Hanrong; Tang, Yingqi; Knight, Carley

    2010-01-01

    This study analyzes job advertisements to identify the contemporary development of academic reference librarianship in the United States. Results show that more job openings, higher educational backgrounds, more duties & responsibilities, and variety of titles were assigned to academic reference librarian positions from 1966 through 2009.…

  20. Executive Functioning Predicts Academic Achievement in Middle School: A Four-Year Longitudinal Study

    ERIC Educational Resources Information Center

    Samuels, William Ellery; Tournaki, Nelly; Blackman, Sheldon; Zilinski, Christopher

    2016-01-01

    Executive functioning (EF) is a strong predictor of children's and adolescents' academic performance. Although research indicates that EF can increase during childhood and adolescence, few studies have tracked the effect of EF on academic performance throughout the middle school grades. EF was measured at the end of Grades 6-9 through 21 teachers'…

  1. The Academic Word List 10 Years on: Research and Teaching Implications

    ERIC Educational Resources Information Center

    Coxhead, Averil

    2011-01-01

    The Academic Word List (AWL) is now widely used in English for academic purposes (EAP) classrooms in many countries, in a wide range of materials, in vocabulary tests, and as a major resource for researchers. In this article the author reflects on the impact of the AWL by looking at commonly asked questions about the list: What is the AWL? Is the…

  2. Pathways for Academic Career and Employment (PACE) Program: Fiscal Year 2015 Report

    ERIC Educational Resources Information Center

    Iowa Department of Education, 2016

    2016-01-01

    The pathways for academic career and employment program (PACE) is established to provide funding to community colleges for the development of projects that will lead to gainful, quality, in-state employment for members of target populations by providing them with both effective academic and employment training to ensure gain. This is the second…

  3. Insights from an 8-Year Longitudinal Study of Female REU Participants

    NASA Astrophysics Data System (ADS)

    Slater, S. J.

    2009-12-01

    The long-running REU program is tacitly intended to increase retention and provide "an important educational experience" for undergraduates, particularly women, minorities and underrepresented groups. This 8-year, two-stage study was designed to explore the ways in which the REU acted as an educational experience for 51 women from a single scientific discipline. This paper describes the results of that analysis in two sections. The first section describes the results from an ex post facto longitudinal data analysis. This data included multiple interviews with each participant during their REU, annual open-ended alumni surveys, faculty interviews, and extensive field notes, over an 8-year period. As a result of this analysis, four themes emerged, related to developing understandings of the nature of professional scientific work, the nature of the scientific process, the culture of academia, and finally, an understanding of the "self." This analysis served as an initial theory that was used to design the second stage, interview protocol. In the second stage over 10 hours of interviews with 8 participants were conducted and analyzed. These 8 participants were selected to represent a variety of career stages, and for their potential to disconfirm the initial theory. Analysis of this interview data failed to provide disconfirming evidence. Results from this study indicate that the REU did not provide a substantive educational experience related to the nature of scientific work, the scientific process, or the culture of academia. Results further indicated that the REU did not serve to transform participants' conceptions about themselves as situated in science, and learning gains with regard to other aspects of the self, were somewhat limited. Instead, the data suggests that these women arrived at the REU with pre-existing and remarkably strong conceptions in these areas, and that the REU did not functional to alter those states. These conceptions were frequently the

  4. Obesity, academic performance and reasoning ability in Portuguese students between 6 and 12 years old.

    PubMed

    Barrigas, Carlos; Fragoso, Isabel

    2012-03-01

    Obesity has been linked to several physiological and psycho-social diseases, decreases in cognitive function, poor levels of scholastic achievement, low socioeconomic status and delayed onset of maturity. This study investigates the association between obesity and both academic performance and reasoning ability in 394 male and 398 females students between the ages of 6 and 12 from Lisbon, Portugal. It also assesses how this relationship may be influenced by chronological age, maturity and socioeconomic status. The results suggest that: 1) reasoning ability is independent of socioeconomic status and level of maturity; 2) no differences in reasoning ability exist between groups of different BMI; 3) academic performance is moderated by chronological age in boys, and by maturity in both genders; 4) obesity is not associated with academic performance. It is concluded that reasoning ability and academic performance are not associated with obesity, and that inter-individual differences in academic performance in boys may be explained by differences in their level of maturity.

  5. Coping Self-Efficacy and Academic Stress among Hispanic First-Year College Students: The Moderating Role of Emotional Intelligence

    ERIC Educational Resources Information Center

    Watson, Joshua C.; Watson, April A.

    2016-01-01

    In this study, the authors examined the role that emotional intelligence plays in moderating the relationship between academic stress and coping self-efficacy among a sample of 125 Hispanic 1st-year college students enrolled at a medium-size, southern Hispanic-serving institution. Results of a 2-stage hierarchical multiple regression analysis…

  6. The Relationship of Learning Communities to Engineering Students' Perceptions of the Freshman Year Experience, Academic Performance, and Persistence

    ERIC Educational Resources Information Center

    Tolley, Patricia Ann Separ

    2009-01-01

    The purpose of this correlational study was to examine the effects of a residential learning community and enrollment in an introductory engineering course to engineering students' perceptions of the freshman year experience, academic performance, and persistence. The sample included students enrolled in a large, urban, public, research university…

  7. "Only Connect": Mixed Methods Study of How First-Year Students Create Residential Academic and Social Networks

    ERIC Educational Resources Information Center

    Smith, Rachel Anne

    2010-01-01

    A key component in the success of students' first-year experience is their successful academic and social integration into the college environment (Tinto, 1993). Researchers have specified integration in terms of student behaviors and perceptions (Berger & Milem, 1999; Hurtado & Carter, 1997) and also studied it in terms of engagement (Kuh, 2009)…

  8. 42nd Annual Survey Report on State-Sponsored Student Financial Aid, 2010-2011 Academic Year

    ERIC Educational Resources Information Center

    National Association of State Student Grant and Aid Programs, 2011

    2011-01-01

    This report provides data regarding state-funded expenditures for student financial aid and illustrates the extent of efforts made by the states to assist postsecondary students. Information in this report is based on academic year 2010-11 data from the 42nd Annual National Association of State Student Grant and Aid Programs (NASSGAP) survey.…

  9. Integrating Academic and Mentoring Support for the Development of First-Year Chemical Engineering Students in Hong Kong

    ERIC Educational Resources Information Center

    Ko, Edmond I.; Chau, Ying

    2010-01-01

    An academic and professional development course has been introduced to help first-year chemical engineering students to deal proactively with the transition from secondary school to university and to develop professional skills. The course uses the Myers-Briggs Type Indicator (MBTI) as a personality model to facilitate skills development and many…

  10. Focusing on the Sophomores: Characteristics Associated with the Academic and Social Involvement of Second-Year College Students

    ERIC Educational Resources Information Center

    Wang, Xueli; Kennedy-Phillips, Lance

    2013-01-01

    Research has long suggested that an optimal level of involvement in academic and social activities positively affects student development and outcomes. However, many second-year students experience the "sophomore slump." For this study, guided by both prior literature and theoretical perspectives, a survey instrument was developed to…

  11. Attitudes about Help-Seeking Mediate the Relation between Parent Attachment and Academic Adjustment in First-Year College Students

    ERIC Educational Resources Information Center

    Holt, Laura J.

    2014-01-01

    Although numerous studies have documented an association between parent attachment and college student adjustment, less is known about the mechanisms that underlie this relation. Accordingly, this short-term longitudinal study examined first-year college students' attitudes about academic help-seeking as one possible mechanism. As predicted,…

  12. But I've Been Doing This for Years: Informal Integration of Vocational and Academic Education Pilot Test Report.

    ERIC Educational Resources Information Center

    Roegge, Chris A.; Ferej, Ahmed

    A pilot study (first phase of a 2-year study) was conducted to identify individual teachers who had begun integrating academic and vocational education before the development of state or national integration initiatives such as tech prep. The teachers were identified through a procedure involving nominations of exemplary vocational education…

  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…

  14. The Effect of Psychiatric Third-Year Rotation Setting on Academic Performance, Student Attitudes, and Specialty Choice

    ERIC Educational Resources Information Center

    Bobo, William V.; Nevin, Remington; Greene, Elizabeth; Lacy, Timothy J.

    2009-01-01

    Objective: Few studies have directly compared the effects of third-year clerkship rotation type on measures of academic performance, student attitudes about psychiatry and psychiatric patients, and level of interest in psychiatry as a career. The goal of this study was to assess the extent to which rotation type influenced these outcome variables…

  15. Impact of Noncognitive Factors on First-Year Academic Performance and Persistence of NCAA Division I Student Athletes

    ERIC Educational Resources Information Center

    Ting, Siu-Man Raymond

    2009-01-01

    SAT scores and noncognitive factors (acquired knowledge in a field, community service, positive self-concept, and preference for long-term goals) were found to be related to academic performance and persistence among 1st-year NCAA Division I student athletes (N = 109). Implications for college counselors and future research directions are…

  16. Relationship of Second-Year College Student Wellness Behaviors to Academic Achievement by Gender, Race/Ethnicity, and Socioeconomic Status

    ERIC Educational Resources Information Center

    Howell, Cheryl A.

    2010-01-01

    The purpose of this study was to investigate second-year college student wellness behaviors and their relationship to academic achievement. The ten constructs of wellness within Hettler's model of wellness are physical fitness, nutrition, self-care and safety, environmental wellness, social awareness, emotional awareness and sexuality, emotional…

  17. Academic Performance of First-Year Students at a College of Pharmacy in East Tennessee: Models for Prediction

    ERIC Educational Resources Information Center

    Clavier, Cheri Whitehead

    2013-01-01

    With the increase of students applying to pharmacy programs, it is imperative that admissions committees choose appropriate measures to analyze student readiness. The purpose of this research was to identify significant factors that predict the academic performance, defined as grade point average (GPA) at the end of the first professional year, of…

  18. Planning and Grants Committee, The Council for Higher Education [Israel]. Annual Report No. 8, Academic Year 1980/81.

    ERIC Educational Resources Information Center

    Israel Planning and Grants Committee, Jerusalem.

    The academic year 1980-1981 annual report of the Planning and Grants Committee (PGC) of the Council for Higher Education in Israel is presented. The PGC is an independent body operating between the Israeli government and the national institutions on the one hand, and the institutions of higher education, on the other, in matters relating to…

  19. Digital Storytelling for Enhancing Student Academic Achievement, Critical Thinking, and Learning Motivation: A Year-Long Experimental Study

    ERIC Educational Resources Information Center

    Yang, Ya-Ting C.; Wu, Wan-Chi I.

    2012-01-01

    The purpose of this study was to explore the impact of Digital storytelling (DST) on the academic achievement, critical thinking, and learning motivation of senior high school students learning English as a foreign language. The one-year study adopted a pretest and posttest quasi-experimental design involving 110 10th grade students in two English…

  20. An Academic Comparison of Third Grade Reading Scores: Reflecting the Impact of Four-Year-Old Kindergarten

    ERIC Educational Resources Information Center

    Towns, Debra

    2013-01-01

    In Wisconsin, increased academic performance has been a general assumption supporting the institutionalization and public funding of early childhood instruction. The purpose of this study was to determine if there was a relationship between attendance in public four-year-old kindergarten and elementary level reading performance. This study…

  1. Teacher Ratings of Academic Achievement of Children between 6 and 12 Years Old from Intact and Non-Intact Families

    ERIC Educational Resources Information Center

    Molepo, Lephodisa S.; Maunganidze, Levison; Mudhovozi, Pilot; Sodi, Tholene

    2010-01-01

    We investigated teacher ratings of the impact of parental divorce on academic achievement of children between 6 and 12 years old up to 12 months after their parents divorced. A purposive sample of 120 children attending four different primary schools in a small South African town took part in the study. One third (n = 40) of the children had…

  2. The Experience of First-Year African American Male College Students Who Did Not Achieve Academic Success: Case Study

    ERIC Educational Resources Information Center

    Haywood, Jerry L.

    2012-01-01

    The goal of this study was to examine the experience of African American males who did not achieve academic success in their first year of college at a predominately White institution (PWI) in Southwestern Georgia. This study used a qualitative case study design to investigate the experience held by this target group. The qualitative case study…

  3. Learning in the context of community: The academic experiences of first-year arts and science students in a learning community program

    NASA Astrophysics Data System (ADS)

    Schmidt, Nancy

    2000-10-01

    This study explored the academic experiences of two groups of first-year students in university, one in the arts and one in the science, who participated in a residential-based learning community program. Using qualitative and critical analysis of in-depth student interviews conducted over a fall and winter semester, I constructed their world as implied from their stories and narratives. From this vantage point, I investigated how students as novice learners negotiated their role as learners; the belief systems they brought with them to minimize academic risk; their coping strategies in a 12 week semestered system; and the tacit theories they acquired within their day-to-day educational experiences. A number of themes emerged from the research: students intentionally minimizing faculty contact until they developed 'worthiness'; learning as 'teacher pleasing'; disciplinary learning differences between the arts and sciences students; and a grade orientation that influenced what and how students learned. Within the broader political, ideological, and cultural framework of the university, I identified student patterns of accommodation, resistance, silence and submission in negotiating their roles as learners. By critiquing the academic side of university life as students experienced it and lived it as a community of learners, I exposed the tensions, contradictions, and paradoxes that emerged. I revealed the points of disjuncture that came from competing discourses within the university for these students: the discourse of community, the discourse of collective harmony, and the discourse of the market place.

  4. Number of Years of Team and Individual Sport Participation During Adolescence and Depressive Symptoms in Early Adulthood.

    PubMed

    Sabiston, Catherine M; Jewett, Rachel; Ashdown-Franks, Garcia; Belanger, Mathieu; Brunet, Jennifer; O'Loughlin, Erin; O'Loughlin, Jennifer

    2016-02-01

    The purpose of this study was to examine the longitudinal and unique association between number of years of team sport and individual sport participation during adolescence and depressive symptoms during early adulthood. Adolescents (n = 860) reported team sport and individual sport participation in each year of secondary school for five years. Participants reported depressive symptoms using the Major Depression Inventory three years after secondary school. Multivariate linear regression was performed to model the associations of sport participation with depressive symptoms while controlling for sex, age, parent education, and baseline depressive symptoms. In the final model, adolescents who consistently participated in team sport during high school reported lower depression scores in early adulthood (β = -.09, p = .02). Number of years of individual sport participation was not statistically significantly associated with depressive symptoms in early adulthood. Based on these findings, team sport participation may protect against depressive symptoms in early adulthood. If this finding is replicated, strategies should be implemented to encourage and maintain team sport participation during adolescence. Further research is needed to understand the mechanisms that link team sport participation to lower depression.

  5. Three-Year Experience of an Academic Medical Center Ombuds Office.

    PubMed

    Raymond, John R; Layde, Peter M

    2016-03-01

    An ombuds is an individual who informally helps people or groups (visitors) resolve disputes and/or interpersonal conflicts as an alternative to formal dispute resolution mechanisms within an organization. Ombuds are nearly ubiquitous in many governmental, business, and educational settings but only recently have gained visibility at medical schools. Medical schools in the United States are increasingly establishing ombuds offices as part of comprehensive conflict management systems to address concerns of faculty, staff, students, and others. As of 2015, more than 35 medical schools in the United States have active ombuds Web pages. Despite the growing number of medical schools with ombuds offices, the literature on medical school ombuds offices is scant. In this article, the authors review the first three years of experience of the ombuds office at the Medical College of Wisconsin, a freestanding medical and graduate school with a large physician practice. The article is written from the perspective of the inaugural ombuds and the president who initiated the office. The authors discuss the rationale for, costs of, potential advantages of, and initial reactions of faculty, staff, and administration to having an ombuds office in an academic medical center. Important questions relevant to medical schools that are considering an ombuds office are discussed. The authors conclude that an ombuds office can be a useful complement to traditional approaches for conflict management, regulatory compliance, and identification of systemic issues.

  6. Three-Year Experience of an Academic Medical Center Ombuds Office

    PubMed Central

    Layde, Peter M.

    2016-01-01

    An ombuds is an individual who informally helps people or groups (visitors) resolve disputes and/or interpersonal conflicts as an alternative to formal dispute resolution mechanisms within an organization. Ombuds are nearly ubiquitous in many governmental, business, and educational settings but only recently have gained visibility at medical schools. Medical schools in the United States are increasingly establishing ombuds offices as part of comprehensive conflict management systems to address concerns of faculty, staff, students, and others. As of 2015, more than 35 medical schools in the United States have active ombuds Web pages. Despite the growing number of medical schools with ombuds offices, the literature on medical school ombuds offices is scant. In this article, the authors review the first three years of experience of the ombuds office at the Medical College of Wisconsin, a freestanding medical and graduate school with a large physician practice. The article is written from the perspective of the inaugural ombuds and the president who initiated the office. The authors discuss the rationale for, costs of, potential advantages of, and initial reactions of faculty, staff, and administration to having an ombuds office in an academic medical center. Important questions relevant to medical schools that are considering an ombuds office are discussed. The authors conclude that an ombuds office can be a useful complement to traditional approaches for conflict management, regulatory compliance, and identification of systemic issues. PMID:26675192

  7. DOE/EPSCoR Traineeship Program: Progress report, academic year 1992--93. Annual report 1993

    SciTech Connect

    Hodgson, D.; Steadman, J.

    1993-12-31

    This progress report reviews the University of Wyoming`s approach to implementing the DOE Traineeship Program, and briefly describes the research performed by the DOE/EPSCoR Trainees during the academic year, 1992--1993. These brief descriptions of individual research projects demonstrate the wide scope of energy-related research that the DOE-EPSCoR Traineeships have initiated in Wyoming. The availability of this funding has encouraged many talented students to continue their education in fields of interest to DOE. These additional bright, energetic graduate students have improved the educational atmosphere for everyone. The visibility of the DOE program has sharpened the focus of the science and engineering departments on the energy-related research of importance to Wyoming and DOE. The impact of the DOE Traineeships in Wyoming has been substantial and very positive. It has not only increased the number of students studying in energy-related disciplines, but has also increased the quality of their graduate research. The program has also increased the visibility of DOE in Wyoming and has helped focus attention on the energy and environmental graduate education which is so essential to the University and the State.

  8. Life Orientation Test- Revised (LOT-R) Versus Academic Score in Various First Year Health Professional Students

    PubMed Central

    Vedi, Neeraj; Gandotra, Achleshwar

    2016-01-01

    Introduction Health field per se requires mental, physical and psychological steadiness and wellbeing. In modern times decline in psychological and physical health has been observed in student after admission in health education program. Factors like perfectionism, self-esteem, personal and professional consequence have affected their academic score directly or indirectly. Life Orientation Test-Revised (LOT-R) instrument measures optimism in relation to self-esteem of individual. A better score will show more confidence level of the student. Aim To find an association of LOT-R with the academic score of health professional students and assess gender variation. Materials and Methods A total of 350 students enrolled for academic year 2015-16 in health professional program of medicine, dental and physiotherapy institutes of Sumandeep Vidyapeeth University were considered. Non-randomized and purposive study was done by providing LOT-R questionnaire to students. Average academic score of Anatomy and Physiology course was used for analysis excluding the biochemistry due to non-availability of tangible data at the time of study. Data was collected, analysed statistically using independent t-test, ANOVA with post-hoc and correlation analysis. Result Statistical significant for one-way ANOVA was assessed for academic score between the group of health professional students. While no statistical correlation of significance was observed for LOT-R score with that of academic score. As per gender distribution there was no statistical significant observation for LOT-R score within the groups. Conclusion The present study highlighted the need of student’s counseling for their approach towards health education; as their career. Psychological self-reliance and optimism improves the academic score. A study needs to be compared with the socio-economic status of the student to have a better understanding of the LOT-R. PMID:27891334

  9. Acute Splenic Infarction at an Academic General Hospital Over 10 Years

    PubMed Central

    Ami, Schattner; Meital, Adi; Ella, Kitroser; Abraham, Klepfish

    2015-01-01

    Abstract Few case series provide a current, comprehensive, and detailed description of splenic infarction (SI), an uncommon condition. Retrospective chart review complemented by imaging evaluation and patient follow-up. All adult patients with a confirmed diagnosis of acute SI discharged over 10 years from a single academic center were studied. A systematic literature review was done to compile a complete list of SI etiologies. SI was found in 32 patients, 0.016% of admissions. Ages ranged from 18 to 86 (median 64) years. Cardiogenic emboli were the predominant etiology (20/32, 62.5%) and atrial fibrillation was frequent. Other patients had autoimmune disease (12.5%), associated infection (12.5%), or hematological malignancy (6%). Nine of the patients (28%) had been previously healthy or with no recognized morbidity predisposing to SI. In 5 of 9 hitherto silent antiphospholipid syndrome or mitral valve disease had been identified. Two remained cryptogenic. Most patients presented with abdominal pain (84%), often felt in the left upper quadrant or epigastrium. Associated symptoms, leukocytosis or increased serum lactate dehydrogenase occurred inconsistently (∼25% each). Chest X-ray showed suggestive Lt. supra-diaphragmatic findings in 22%. Thus, the typical predisposing factors and/or clinical presentation should suggest SI to the clinician and be followed by early imaging by computed tomography (CT), highly useful also in atypical presentations. Complications were rare and patients were discharged after 6.5 days (median) on anticoagulant treatment. The systematic literature review revealed an extensive list of conditions underlying SI. In some, SI may be the first and presenting manifestation. SI is a rare event but should be considered in predisposed patients or those with any combination of suggestive clinical features, especially abdominal pain CT evaluation is diagnostic and the outcome is good. PMID:26356690

  10. A Study to Determine the Effect of Athletic Participation on the Academic Performance, Attendance, and Discipline of Hispanic Students

    ERIC Educational Resources Information Center

    Ramsey, Scott D.

    2010-01-01

    The purpose of this study was to examine whether selected independent variables are good predictors of athletic participation among Mexican students. The selected independent variables were gender, GPA, attendance, discipline referrals, and success on the Georgia High School Graduation Test. The dependent variable was participation in athletics.…

  11. The American Board of Radiology Holman Research Pathway: 10-Year Retrospective Review of the Program and Participant Performance

    SciTech Connect

    Wallner, Paul E.; Ang, K. Kian; Zietman, Anthony L.; Harris, Jay R.; Ibbott, Geoffrey S.; Mahoney, Mary C.; Mezwa, Duane G.; Wilson, Lynn D.; Becker, Gary J.

    2013-01-01

    Introduction: In 1999, the American Board of Radiology (ABR) implemented an innovative training program track in diagnostic radiology (DR) and radiation oncology (RO) designed to stimulate development of a cadre of future academic researchers and educators in the 2 disciplines. The program was designated the Holman Research Pathway (HRP). An in-depth retrospective review of initial certification examination performance, post-training career choices, and academic productivity has not been written. This report represents a 10-year retrospective review of post-training performance of a cohort of trainees who have had sufficient time to complete their training and initial certification process and to enter practice. Methods and Materials: All pertinent proceedings of the ABR and Accreditation Council for Graduate Medical Education (ACGME) Residency Review Committees for DR and RO between 1997 and May 2011 were reviewed. Thirty-four HRP candidates who fulfilled the established evaluation criteria were identified, and their ABR data files were analyzed regarding performance on the qualifying and certifying examinations. All candidates were contacted directly to obtain a current curriculum vitae. Results: Twenty candidates in RO and 14 candidates in DR were identifiable for review. All candidates attained initial certification. At the time of analysis, 23 of 33 (66.6%) candidates were employed in full-time academic practice (1 DR candidate remained in a fellowship and was not evaluated regarding employment status). Fifteen of 20 (75%) RO candidates were in faculty positions compared with 7 of 13 (53.8%) DR trainees. Additional academic productivity metrics are reported. Conclusions: A high percentage of HRP trainees remained in academic practice and demonstrated significant academic productivity as measured by manuscript authorship and research support. Additional time and observation will be needed to determine whether these findings will be sustained by past, current

  12. Participation in an Intensive Longitudinal Study with Weekly Web Surveys Over 2.5 Years

    PubMed Central

    Barber, Jennifer; Kusunoki, Yasamin; Schulz, Paul

    2016-01-01

    Background Technological advances have made it easier for researchers to collect more frequent longitudinal data from survey respondents via personal computers, smartphones, and other mobile devices. Although technology has led to an increase in data-intensive longitudinal studies, little is known about attrition from such studies or the differences between respondents who complete frequently administered surveys in a timely manner, and respondents who do not. Objective We examined respondent characteristics and behaviors associated with continued and on-time participation in a population-based intensive longitudinal study, using weekly web-based survey interviews over an extended period. Methods We analyzed data from the Relationship Dynamics and Social Life study, an intensive longitudinal study that collected weekly web-based survey interviews for 2.5 years from 1003 18- and 19-year-olds to investigate factors shaping the dynamics of their sexual behavior, contraceptive use, and pregnancies. Results Ordinary least squares and logistic regression analyses showed background respondent characteristics measured at baseline were associated with the number of days respondents remained enrolled in the study, the number of interviews they completed, and the odds that they were late completing interviews. In addition, we found that changes in pregnancy-related behaviors reported in the weekly interviews were associated with late completion of interviews. Specifically, after controlling for sociodemographic, personality, contact information, and prior experience variables, we found that weekly reports such as starting to have sex (odds ratio [OR] 1.17, 95% CI 1.03-1.32, P=.01), getting a new partner (OR 1.76, 95% CI 1.53-2.03, P<.001), stopping the use of contraception (OR 1.28, 95% CI 1.10-1.49, P=.001), and having a new pregnancy (OR 5.57, 95% CI 4.26-7.29, P<.001) were significantly associated with late survey completion. However, young women who reported changes in

  13. Sense of coherence, self-regulated learning and academic performance in first year nursing students: A cluster analysis approach.

    PubMed

    Salamonson, Yenna; Ramjan, Lucie M; van den Nieuwenhuizen, Simon; Metcalfe, Lauren; Chang, Sungwon; Everett, Bronwyn

    2016-03-01

    This paper examines the relationship between nursing students' sense of coherence, self-regulated learning and academic performance in bioscience. While there is increasing recognition of a need to foster students' self-regulated learning, little is known about the relationship of psychological strengths, particularly sense of coherence and academic performance. Using a prospective, correlational design, 563 first year nursing students completed the three dimensions of sense of coherence scale - comprehensibility, manageability and meaningfulness, and five components of self-regulated learning strategy - elaboration, organisation, rehearsal, self-efficacy and task value. Cluster analysis was used to group respondents into three clusters, based on their sense of coherence subscale scores. Although there were no sociodemographic differences in sense of coherence subscale scores, those with higher sense of coherence were more likely to adopt self-regulated learning strategies. Furthermore, academic grades collected at the end of semester revealed that higher sense of coherence was consistently related to achieving higher academic grades across all four units of study. Students with higher sense of coherence were more self-regulated in their learning approach. More importantly, the study suggests that sense of coherence may be an explanatory factor for students' successful adaptation and transition in higher education, as indicated by the positive relationship of sense of coherence to academic performance.

  14. Study to evaluate two dosage regimens of vitamin D through an academic year in middle school girls: a randomized trial.

    PubMed

    Shakiba, Mehrdad; Ghadir, Malihe; Nafei, Zahra; Akhavan Karbasi, Sedighe; Lotfi, Mohammad Hassan; Shajari, Ahmad

    2011-01-01

    Vitamin D is an essential hormone for growth and development of bones in children. There is a lot of evidence for deficiency of this vitamin in Middle East females. This study conduct to find a way to combat deficiency in girls during rapid growth phase of puberty in academic year. One hundred and two Middle School girls who had not consumed any vitamins supplement have been participated in this randomized clinical trial. They allocated randomly in two case groups who received 50,000 or 100,000 IU vitamin D3 in October and three months later in January or in control group who received vitamin E. At the end of winter blood samples for 25-hydroxyvitamin D were checked. The mean of 25-hydroxyvitamin D were 5.5±1.5 ng/ml, 15.2±6 ng/ml, 23.0±6.8 ng/ml in control, 50,000 and 100,000 IU vitamin D groups respectively (P<0.05). Neither dosage of vitamin D could raise 25-hydroxyvitamin D above 20 ng/ml in all cases. However, none of the students in 100,000 IU of vitamin D3 had severe deficiency in winter. Headache, dizziness, and weakness were the most common complain after vitamin D consumption, but no difference between groups detected (P>0.05). Urine calcium/creatinin ratio was equal in case and control groups (P>0.05). 100,000 IU of vitamin D3 every three months (equal to 800 IU/day) can raise 25-hydroxyvitamin D above 12 ng/ml in all cases but for area with high prevalence of sever deficiency, dosage more than 100,000 IU every three months or shorter interval recommended to achieve optimal level.

  15. Four years of REU in South Texas: Fostering the Participation of Hispanic Students in Marine Science Research

    NASA Astrophysics Data System (ADS)

    Buskey, E. J.; Erdner, D.

    2011-12-01

    Our REU site is a ten-week summer program that is currently in its fourth year and has served 37 undergraduate students in that time. The range of environments present in south Texas, including barrier islands, estuaries and hypersaline lagoons, and the inherent climatic variability of the region make it an excellent natural laboratory for studying the effects of both natural and human-driven change. REU projects to date have focused on many of the pressing environmental concerns in the region, including the impacts of land use and freshwater demand on the transport of water and waterborne constituents to coastal waters, harmful algal blooms, effects of nutrient loads on coastal ecosystems, and hypoxia. The program begins with a 2 day research cruise that serves as an immediate introduction to local biota and methods in marine science, and it brings the students and mentors together as a group in a more informal setting. The students then carry out independent research projects under the mentorship of a faculty member, and attend workshops on responsible research, graduate school, and science careers. Our program also benefits from a close interaction with the Mission-Aransas National Estuarine Research Reserve, exposing the students to applied research of relevance to coastal management issues. One of the primary goals of our program is to foster the retention of underrepresented groups, particularly Hispanics, in Science, Technology, Engineering, and Mathematics (STEM) fields by increasing their participation in undergraduate research experiences. We have targeted Hispanic students because our institute is located in a state where 37% of the population is Hispanic, and in a region where the proportion of Hispanic students is even higher. Our recruiting efforts have included advertising the program via in-person presentations at minority serving institutions (UT El Paso, UT San Antonio), and on list-serves for professional societies and sites at minority serving

  16. Out-Of-State Institutions of Higher Education Operating in the State of Maryland, Academic Year 1979-80. Postsecondary Education Research Reports.

    ERIC Educational Resources Information Center

    Maryland State Board for Higher Education, Annapolis.

    Action taken by the State of Maryland to regulate out-of-state higher education institutions and the status of such institutions for the academic year 1979-80 are examined. Twenty-three institutions previously approved to operate in Maryland received the revised regulations and an initial application to operate during the academic year 1979-80.…

  17. Out-of-State Institutions of Higher Education Operating in the State of Maryland. Academic Year 1983-1984. Postsecondary Education Research Reports. [Fifth Annual Report].

    ERIC Educational Resources Information Center

    Sabatini, John, Comp.

    Information is presented on out-of-state institutions operating in Maryland during the 1982-1983 academic year, courses and programs, enrollments by institution, and the locations of the courses. Institutional changes since the preceding academic year and the current status of approved institutions are also identified. Fifteen out-of-state…

  18. Out-of-State Institutions of Higher Education Operating in the State of Maryland Academic Year 1984-1985. Postsecondary Education Research Reports.

    ERIC Educational Resources Information Center

    Sabatini, John A., Jr.

    Information is presented on out-of-state institutions operating in Maryland during the 1984-1985 academic year, as well as courses and programs, enrollments by institution, and the locations of the courses. Institutional changes since the preceding academic year and the current status of approved institutions are also identified. Thirteen…

  19. Integrating Field-Centered, Project Based Activities with Academic Year Coursework: A Curriculum Wide Approach

    NASA Astrophysics Data System (ADS)

    Kelso, P. R.; Brown, L. M.

    2015-12-01

    Based upon constructivist principles and the recognition that many students are motivated by hands-on activities and field experiences, we designed a new undergraduate curriculum at Lake Superior State University. One of our major goals was to develop stand-alone field projects in most of the academic year courses. Examples of courses impacted include structural geology, geophysics, and geotectonics, Students learn geophysical concepts in the context of near surface field-based geophysical studies while students in structural geology learn about structural processes through outcrop study of fractures, folds and faults. In geotectonics students learn about collisional and rifting processes through on-site field studies of specific geologic provinces. Another goal was to integrate data and samples collected by students in our sophomore level introductory field course along with stand-alone field projects in our clastic systems and sequence stratigraphy courses. Our emphasis on active learning helps students develop a meaningful geoscience knowledge base and complex reasoning skills in authentic contexts. We simulate the activities of practicing geoscientists by engaging students in all aspects of a project, for example: field-oriented project planning and design; acquiring, analyzing, and interpreting data; incorporating supplemental material and background data; and preparing oral and written project reports. We find through anecdotal evidence including student comments and personal observation that the projects stimulate interest, provide motivation for learning new concepts, integrate skill and concept acquisition vertically through the curriculum, apply concepts from multiple geoscience subdisiplines, and develop soft skills such as team work, problem solving, critical thinking and communication skills. Through this projected-centered Lake Superior State University geology curriculum students practice our motto of "learn geology by doing geology."

  20. 25 CFR 1000.15 - How many additional Tribes/Consortia may participate in self-governance per year?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 25 Indians 2 2012-04-01 2012-04-01 false How many additional Tribes/Consortia may participate in... Participation in Tribal Self-Governance Eligibility § 1000.15 How many additional Tribes/Consortia may... select up to 50 additional Indian Tribes per year from an “applicant pool”. A Consortium of Indian...

  1. 25 CFR 1000.15 - How many additional Tribes/Consortia may participate in self-governance per year?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 25 Indians 2 2013-04-01 2013-04-01 false How many additional Tribes/Consortia may participate in... Participation in Tribal Self-Governance Eligibility § 1000.15 How many additional Tribes/Consortia may... select up to 50 additional Indian Tribes per year from an “applicant pool”. A Consortium of Indian...

  2. 25 CFR 1000.15 - How many additional Tribes/Consortia may participate in self-governance per year?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 25 Indians 2 2011-04-01 2011-04-01 false How many additional Tribes/Consortia may participate in... Participation in Tribal Self-Governance Eligibility § 1000.15 How many additional Tribes/Consortia may... select up to 50 additional Indian Tribes per year from an “applicant pool”. A Consortium of Indian...

  3. 25 CFR 1000.15 - How many additional Tribes/Consortia may participate in self-governance per year?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 25 Indians 2 2014-04-01 2014-04-01 false How many additional Tribes/Consortia may participate in... Participation in Tribal Self-Governance Eligibility § 1000.15 How many additional Tribes/Consortia may... select up to 50 additional Indian Tribes per year from an “applicant pool”. A Consortium of Indian...

  4. Supporting Geoscience Students at Two-Year Colleges: Career Preparation and Academic Success

    NASA Astrophysics Data System (ADS)

    McDaris, J. R.; Kirk, K. B.; Layou, K.; Macdonald, H.; Baer, E. M.; Blodgett, R. H.; Hodder, J.

    2013-12-01

    Two-year colleges play an important role in developing a competent and creative geoscience workforce, teaching science to pre-service K-12 teachers, producing earth-science literate citizens, and providing a foundation for broadening participation in the geosciences. The Supporting and Advancing Geoscience Education in Two-Year Colleges (SAGE 2YC) project has developed web resources for geoscience faculty on the preparation and support of students in two-year colleges (2YCs). Online resources developed from two topical workshops and several national, regional, and local workshops around the country focus on two main categories: Career Preparation and Workforce Development, and Supporting Student Success in Geoscience at Two-year Colleges. The Career Preparation and Workforce Development resources were developed to help faculty make the case that careers in the geosciences provide a range of possibilities for students and to support preparation for the geoscience workforce and for transfer to four-year programs as geoscience majors. Many two-year college students are unaware of geoscience career opportunities and these materials help illuminate possible futures for them. Resources include an overview of what geoscientists do; profiles of possible careers along with the preparation necessary to qualify for them; geoscience employer perspectives about jobs and the knowledge, skills, abilities and attitudes they are looking for in their employees; employment trends in sectors of the economy that employ geoscience professionals; examples of geotechnician workforce programs (e.g. Advanced Technological Education Centers, environmental technology programs, marine technician programs); and career resources available from professional societies. The website also provides information to support student recruitment into the geosciences and facilitate student transfer to geoscience programs at four- year colleges and universities, including sections on advising support before

  5. Relations between Child Poverty and New Migrant Child Status, Academic Attainment and Social Participation: Insights Using Social Capital Theory

    ERIC Educational Resources Information Center

    Forbes, Joan; Sime, Daniela

    2016-01-01

    Currently, around one in five children in the United Kingdom and the United States live in poverty. This has a devastating effect on their wellbeing, education and broader socio-political participation, and life chances. In this paper, Scottish policy documentary data are used to discuss the effects of relations amongst categories of children in…

  6. The Academic Profession and University Governance Participation in Japan: Focusing on the Role of Kyoju-kai

    ERIC Educational Resources Information Center

    Yonezawa, Akiyoshi

    2014-01-01

    The dominant role of Kyoju-kai (the professoriate) in university governance in Japan is now facing a critical examination as part of university reforms in response to global competition. What are the determinants of the characteristics of participation in university governance by individual faculty members? In what way does the organizational…

  7. An Examination of the Effects of School-Based Varsity Sport Participation and Parental Involvement on Male Academic Behaviors

    ERIC Educational Resources Information Center

    O'Bryan, Simone Travis; Braddock, Jomills Henry, II; Dawkins, Marvin P.

    2008-01-01

    Using data from the Education Longitudinal Study of 2002 (ELS:2002), we developed and empirically tested a conceptual model to assess the longitudinal impact of school-based athletic participation and parental involvement, along with other factors, on the college-bound behaviors of male high school seniors attending public schools in the U.S. The…

  8. Professional Learning Communities: An Analysis of Teacher Participation in a PLC and the Relationship with Student Academic Achievement

    ERIC Educational Resources Information Center

    Aylsworth, Anthony James

    2012-01-01

    This study sought to compare teacher participation in a Professional Learning Community with the performance of their students. Student achievement data from multiple subject-alike groups were compared in a pre-and post-PLC format, using an independent, two-sample t-test. Overall, 10 PLCs from one high school in a suburban, Iowa setting were…

  9. Hispanic Academic Advancement Theory: An Ethnographic Study of Urban Students Participating In A High School Advanced Diploma Program

    ERIC Educational Resources Information Center

    Jodry, Liz; Robles-Pina, Rebecca A.; Nichter, Mary

    2005-01-01

    This emergent theory describes the relationships and factors within the context of home, school, and community that enabled six Hispanic students to participate in an advanced diploma program. The research is in keeping with the mandates from several federal initiatives to develop "asset-based" paradigms for educating Hispanic youth.…

  10. Resistance to Classroom Participation: Minority Students, Academic Discourse, Cultural Conflicts, and Issues of Representation in Whole Class Discussions

    ERIC Educational Resources Information Center

    White, John Wesley

    2011-01-01

    When trying to utilize class discussions as an effective pedagogical tool, teachers need to be aware of the conflicts that may arise due to issues of personal and cultural representation, linguistic differences, and misunderstandings of the tacit "rules" for participation. Because of cultural and linguistic variances in student populations, not…

  11. [Preschool familial environment and academic difficulties: A 10-year follow-up from kindergarten to middle school].

    PubMed

    Câmara-Costa, H; Pulgar, S; Cusin, F; Dellatolas, G

    2016-02-01

    The persistence of academic difficulties from childhood through adulthood has led researchers to focus on the identification of the early factors influencing children's subsequent achievement in order to improve the efficient screening of children who might be at risk of school failure. The foundations of academic achievement can be accurately traced back to the preschool years prior to children's entry in formal schooling and are largely influenced by environmental determinants. Importantly, some environmental conditions act as early risk factors undermining children's later academic achievement due to the well-established relation between underachievement and exposure to moderate to high levels of environmental risk. In the present study, we aimed to investigate the longitudinal effects of environment-level factors (sociodemographic and family characteristics) and early risk exposure at kindergarten on children's subsequent academic achievement at the end of middle school (grade 9). The sample of analysis comprised 654 kindergarteners aged 5-6 years (2001-2002 school year) followed through the end of middle school when they were aged 14-15 years (2010-2011 school year). At kindergarten, assessment included questionnaire-based measures of sociodemographic and family background characteristics. These included an original set of information pertaining to family background including parental nationality, education level, history of reading difficulties, type of early childcare, family situation, family size, and language-based bedtime routines, as well as individual-level factors such as children's first language, medical history, language delay, birth weight, age of walking onset, and gestation period. At grade 9, outcome measures were composed of children's results in the national evaluations performed at the end of middle school ("Diplôme National du Brevet"), or history of repetition for a second year of the same class. The results indicated that all family

  12. Linking academic social environments, ego-identity formation, ego virtues, and academic success.

    PubMed

    Good, Marie; Adams, Gerald R

    2008-01-01

    This study used Structural Equation Modeling to test an Eriksonian conceptual model linking academic social environments (relationships with faculty and fellow students), ego-identity formation, ego virtues, and academic success. Participants included 765 first-year students at a university in southern Ontario, Canada. Results indicated that supportive relationships with faculty was directly related to higher average grades and perceived academic ability, whereas positive relationships with fellow students was indirectly related to academic success through ego virtues. Positive ego-identity formation (identity achievement) was also indirectly related to academic success through ego virtues.

  13. The Attitudes of Teachers towards 2005 Academic Year Primary Education Program

    ERIC Educational Resources Information Center

    Dogan, Suleyman

    2010-01-01

    This study is considered to be significant in objectively analyzing the negative-positive effects of the program during the process of learning, teacher's acquaintance to the new program in a closer way and acquiring a positive perspective of the program. This study has been conducted in order to discover the effects of 2005-2006 academic year…

  14. Academic Competitiveness and SMART Grant Programs: First-Year Lessons Learned

    ERIC Educational Resources Information Center

    Choy, Susan P.; Berkner, Lutz; Lee, John; Topper, Amelia

    2009-01-01

    The "Higher Education Reconciliation Act of 2005" created two new grant programs for undergraduates: the Academic Competitiveness Grant (ACG) program and National Science and Mathematics Access to Retain Talent (National SMART) Grant program. The ACG program is intended to encourage students to take challenging courses in high school and thus…

  15. Statewide Longitudinal Study: Report on Academic Year 1979-80. Part 4--Spring 1980 Results.

    ERIC Educational Resources Information Center

    Hunter, Russell; Sheldon, M. Stephen

    As the fourth in a series of reports on a longitudinal study of over 7,000 students who entered 15 California community colleges in Fall 1978, this eight-chapter report profiles the students as of Spring 1980 in terms of: (1) demography, academic progress, and employment status; and (2) their distribution among 18 "prototypes," defined…

  16. Computerized Assessment System for Academic Satisfaction (ASAS) for First-Year University Student

    ERIC Educational Resources Information Center

    Medrano, Leonardo Adrian; Liporace, Mercedes Fernandez; Perez, Edgardo

    2014-01-01

    Introduction: Computerized tests have become one of the most widely used and efficient educational assessment methods. Increasing efforts to generate computerized assessment systems to identify students at risk for drop out have been recently noted. An important variable influencing student retention is academic satisfaction. Accordingly, the…

  17. Sixteen Years of Change for Australian Female Academics: Progress or Segmentation?

    ERIC Educational Resources Information Center

    Marchant, Teresa; Wallace, Michelle

    2013-01-01

    Quantitative methods and secondary data informed by critical realism and a feminist standpoint provide a contemporary snapshot of academic gender ratios in Australian universities, along with historical data, for the entire population of interest. The study is set in the context of the well-researched, worldwide gendered nature of higher education…

  18. Ethnic Differences in Academic Retracking: A Four-Year Longitudinal Study.

    ERIC Educational Resources Information Center

    Nyberg, Kenneth L.; McMillin, J. Daniel; O'Neill-Rood, Nora; Florence, Jane M.

    1997-01-01

    Investigated the impact of efforts to prepare average high school students for college admission, examining ethnic differences in academic retracking. A longitudinal evaluation of a school reform effort at four California high schools indicates that specific efforts to retrack general/vocational students into college-preparatory tracks offer…

  19. Reframing E-Assessment: Building Professional Nursing and Academic Attributes in a First Year Nursing Course

    ERIC Educational Resources Information Center

    Lawrence, Jill; Loch, Birgit; Galligan, Linda

    2008-01-01

    This paper documents the relationships between pedagogy and e-assessment in two nursing courses offered at the University of Southern Queensland, Australia. The courses are designed to build the academic, numeracy and technological attributes student nurses need if they are to succeed at the university and in the nursing profession. The paper…

  20. Documentation for the Academic Library Survey (ALS) Data File: Fiscal Year 2002. NCES 2006-308

    ERIC Educational Resources Information Center

    Schmitt, Carl M.

    2005-01-01

    This manual describes the methods, procedures, techniques, and activities that were used to produce the Academic Library Survey of 2002 (ALS:2002). This manual is designed to provide guidance and documentation for users of the ALS data. Included in the manual are the following: an overview of the study and its predecessor studies; an account of…

  1. Eleven Years of Primary Health Care Delivery in an Academic Nursing Center.

    ERIC Educational Resources Information Center

    Hildebrandt, Eugenie; Baisch, Mary Jo; Lundeen, Sally P.; Bell-Calvin, Jean; Kelber, Sheryl

    2003-01-01

    Client visits to an academic community nursing center (n=25,495) were coded and analyzed. Results show expansion of nursing practice and services, strong case management, and management of illness care. The usefulness of computerized clinical documentation system and of the Lundeen conceptional model of community nursing care was demonstrated.…

  2. Learning in Action: Academic Communities and First-Year Interest Groups

    ERIC Educational Resources Information Center

    Crumley, Kristie; Demarest, Kate

    2010-01-01

    Carroll Community College connects students to their peers and to educators who share similar academic, personal, and career interests. Students get involved in hands-on experiences inside and outside of the classroom. The results include higher retention, reduced student anonymity, and an institutional commitment to student success.

  3. State Education Trends: Academic Performance and Spending over the Past 40 Years. Policy Analysis No. 746

    ERIC Educational Resources Information Center

    Coulson, Andrew J.

    2014-01-01

    Long-term trends in academic performance and spending are valuable tools for evaluating past education policies and informing current ones. But such data have been scarce at the state level, where the most important education policy decisions are made. State spending data exist reaching back to the 1960s, but the figures have been scattered across…

  4. Academic Motivation of the First-Year University Students and the Self-Determination Theory

    ERIC Educational Resources Information Center

    Koseoglu, Yaman

    2013-01-01

    The Self Determination Theory has identified various types of motivation along a continuum from weakest to strongest. Yet, until recently, no reliable method existed to measure accurately the strength of motivation along this continuum. Vallerand et al. (1992) developed the Academic Motivation Scale (AMS) to measure the validity of the Self…

  5. Beyond First-Year Composition: Academic English Instructional Support for International Transfer Students

    ERIC Educational Resources Information Center

    Frodesen, Jan

    2015-01-01

    While many US colleges and universities offer specialized writing courses for multilingual students entering as freshmen, including international students, there is typically little instructional support for the academic English needs of international transfer students. This article describes the development and implementation of a writing course…

  6. Academic and Developmental Services End of Year Status Report, 1987-88: Shelby State Community College.

    ERIC Educational Resources Information Center

    Hobbs, Ruby L., Comp.

    This report on the effectiveness of Shelby State Community College's (SSCC) Academic and Developmental Services (A/D) Program consists primarily of statistical tables that describe three cohorts of full- and part-time students; i.e., those currently enrolled students who entered the college in fall 1985, 1986, or 1987. Data are presented on basic…

  7. Pathways for Academic Career and Employment (PACE) Program: Fiscal Year 2014 Report

    ERIC Educational Resources Information Center

    Iowa Department of Education, 2014

    2014-01-01

    Community colleges across Iowa are working with business and industry through sector boards to develop training programs for jobs that have applicant shortages. The state Pathways for Academic Career and Employment (PACE) program enables community colleges to offer in-demand training, making education affordable for low income or unemployed…

  8. Seen and Not Heard: Participation as Tyranny in Theatre for Early Years

    ERIC Educational Resources Information Center

    Fletcher-Watsona, Ben

    2015-01-01

    This paper uses the frame of participation as tyranny to trouble the concept of "participating freely in cultural life and the arts" within Article 31 of the United Nations Convention on the Rights of the Child, especially as it relates to the youngest children: when children's experiences are curated and determined by adults,…

  9. Retention of College Students and Freshman-Year Music Ensemble Participation

    ERIC Educational Resources Information Center

    Crowe, Don R.

    2015-01-01

    This study investigates the effects of music ensemble participation during the freshman fall semester on the ongoing retention of college students. Retention of college students is a concern across the nation. The research question for the study was, "Is there a correlation between participation in music ensembles during college students'…

  10. Association of Classroom Participation and Examination Performance in a First-Year Medical School Course

    ERIC Educational Resources Information Center

    Millis, Richard M.; Dyson, Sharon; Cannon, Dawn

    2009-01-01

    The advent of internet-based delivery of basic medical science lectures may unintentionally lead to decreased classroom attendance and participation, thereby creating a distance learning paradigm. In this study, we tested the hypothesis that classroom attendance/participation may be positively correlated with performance on a written examination…

  11. Development and Evaluation of the Barriers to Nurses' Participation in Research Questionnaire at a Large Academic Pediatric Hospital.

    PubMed

    Hagan, Joseph; Walden, Marlene

    2017-04-01

    The purposes of this study were to survey nurses at a large pediatric hospital to examine barriers to nursing research and to develop the Barriers to Nurses' Participation in Research Questionnaire (BNPRQ) in preparation for its use at other institutions. The BNPRQ was created and refined through iterative pilot testing. Exploratory factor analysis was applied, and composite scores were computed for the identified factors. The two latent factors "Research Resources" and "Personal Relevance of Research" were extracted. The independent item "lack of time to do research" represented the largest barrier to research. Factor and item scores differed according to subject characteristics. Findings from this study will be used to create targeted interventions to reduce barriers to research participation prevalent in specific groups of nurses. By using the BNPRQ developed in this study, researchers and administrators at other institutions can identify and address barriers to research among their nurses.

  12. Participation during the First Four Years of Tennessee's Voluntary Prekindergarten Program. Issues & Answers. REL 2011-No. 107

    ERIC Educational Resources Information Center

    Grehan, Anna; Cavalluzzo, Linda; Gnuschke, John; Hanson, Ryan; Oliver, Simon; Vosters, Kelly

    2011-01-01

    This study examines the first four years of Tennessee's Voluntary Prekindergarten program, directed to four-year-olds eligible for free or reduced-price lunch. It reviews participation levels and trends for the program as a whole, for collaborative partner classrooms, and for student and district subgroups and discusses the geographic distribution…

  13. The Effectiveness of Time Management Strategies Instruction on Students' Academic Time Management and Academic Self Efficacy

    ERIC Educational Resources Information Center

    Kader, Fathi Abdul Hamid Abdul; Eissa, Mourad Ali

    2015-01-01

    This study investigated the effect of using time management strategies instruction on improving first year learning disabled students' academic time management and academic self efficacy. A total of 60 students identified with LD participated. The sample was divided into two groups; experimental (n = 30 boys) and control (n = 30 boys). ANCOVA and…

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

    ERIC Educational Resources Information Center

    Good, Marie; Adams, Gerald R.

    2008-01-01

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

  15. Differences between African American and European American First-Year College Students in the Relationship between Self-Efficacy, Outcome Expectations, and Academic Achievement

    ERIC Educational Resources Information Center

    DeFreitas, Stacie Craft

    2012-01-01

    First-year African American and European American college students were surveyed to examine ethnic differences in how their social cognitive beliefs (self-efficacy and outcome expectations) influenced their academic achievement. It was hypothesized that outcome expectations may better explain academic achievement for African Americans due to the…

  16. Younger Children Experience Lower Levels of Language Competence and Academic Progress in the First Year of School: Evidence from a Population Study

    ERIC Educational Resources Information Center

    Norbury, Courtenay Frazier; Gooch, Debbie; Baird, Gillian; Charman, Tony; Simonoff, Emily; Pickles, Andrew

    2016-01-01

    Background: The youngest children in an academic year are reported to be educationally disadvantaged and overrepresented in referrals to clinical services. In this study we investigate for the first time whether these disadvantages are indicative of a mismatch between language competence at school entry and the academic demands of the classroom.…

  17. The Relation of Home Language and Literacy to Three-Year-Old Children's Emergent Academic Language in Narrative and Instruction Genres

    ERIC Educational Resources Information Center

    Scheele, Anna F.; Leseman, Paul P. M.; Mayo, Aziza Y.; Elbers, Ed

    2012-01-01

    This study examined the relations between the home language and literacy environment and emergent skill to use academic language in a sample of 58 3-year-old Dutch children, focusing on production and comprehension in 3 genres: personal narrative, impersonal narrative, and instruction in play. Regarding production, children used academic language…

  18. Modeling and predicting the Spanish Bachillerato academic results over the next few years using a random network model

    NASA Astrophysics Data System (ADS)

    Cortés, J.-C.; Colmenar, J.-M.; Hidalgo, J.-I.; Sánchez-Sánchez, A.; Santonja, F.-J.; Villanueva, R.-J.

    2016-01-01

    Academic performance is a concern of paramount importance in Spain, where around of 30 % of the students in the last two courses in high school, before to access to the labor market or to the university, do not achieve the minimum knowledge required according to the Spanish educational law in force. In order to analyze this problem, we propose a random network model to study the dynamics of the academic performance in Spain. Our approach is based on the idea that both, good and bad study habits, are a mixture of personal decisions and influence of classmates. Moreover, in order to consider the uncertainty in the estimation of model parameters, we perform a lot of simulations taking as the model parameters the ones that best fit data returned by the Differential Evolution algorithm. This technique permits to forecast model trends in the next few years using confidence intervals.

  19. Racial/Ethnic Variations in the Consequences of Religious Participation for Academic Achievement at Elite Colleges and Universities

    PubMed Central

    Owens, Jayanti

    2014-01-01

    Research has not investigated how much of the previously documented positive association between high school religious service attendance and college grades is mediated by campus religious group participation. Nor do we know whether campus religious group involvement is an important mediator for black and Hispanic students who experience grade-lowering stereotype threat at historically white institutions. Path analyses conducted on a racially diverse sample of students at 28 elite institutions indicate that religious group involvement in college mediates the positive relationship between high school service attendance and college grades for Hispanic and to some extent black students. For Asian and white students, high school service attendance is positively associated with grades net of religious group involvement on campus. Asians frequently attending high school services on average earn a grade-point average of 0.12 points above Asians who never attended, net of controls. PMID:24855331

  20. Racial/Ethnic Variations in the Consequences of Religious Participation for Academic Achievement at Elite Colleges and Universities.

    PubMed

    Owens, Jayanti

    2014-03-01

    Research has not investigated how much of the previously documented positive association between high school religious service attendance and college grades is mediated by campus religious group participation. Nor do we know whether campus religious group involvement is an important mediator for black and Hispanic students who experience grade-lowering stereotype threat at historically white institutions. Path analyses conducted on a racially diverse sample of students at 28 elite institutions indicate that religious group involvement in college mediates the positive relationship between high school service attendance and college grades for Hispanic and to some extent black students. For Asian and white students, high school service attendance is positively associated with grades net of religious group involvement on campus. Asians frequently attending high school services on average earn a grade-point average of 0.12 points above Asians who never attended, net of controls.

  1. Evaluation of the Alcohol Educatioan Discipline Program (AEDP) for the 1985-86 Academic Year.

    ERIC Educational Resources Information Center

    Rapaport, Ross J.

    This document presents goals, procedures, subject topics, and participant reactions of a college Alcohol Education Discipline Program (AEDP). The stated goals of AEDP are: (1) providing an educational approach to supplement discipline for students with alcohol-related infractions; (2) helping participants to explore the role of alcohol consumption…

  2. English language proficiency and academic performance: A study of a medical preparatory year program in Saudi Arabia

    PubMed Central

    Kaliyadan, Feroze; Thalamkandathil, Nazer; Parupalli, Srinivas Rao; Amin, Tarek Tawfik; Balaha, Magdy Hassan; Al Bu Ali, Waleed Hamad

    2015-01-01

    Introduction: All medical schools in Saudi Arabia have English as the primary official medium of instruction. Most of the high school education, however, is delivered in Arabic and hence the transition to an English based learning environment tends to be difficult for some students. Our study aims to correlate English language proficiency with academic performance among medical students in their preparatory year. Methods: A cross-sectional study design was used. Test scores of 103 preparatory year students (54 female and 49 male) were analyzed after the students completed an English language course and medical introductory course in their preparatory year. The total score obtained in the English course assessment was compared to each component of the medical content assessment. Results: A significantly positive correlation (Spearman's Rho, at 0.01 levels) was seen between the scores of the English exam and the written exam (P <0.001) and the oral exam (P = −0.003) parts respectively of the medical examination. Significant correlation with the English exam score was not obtained for the other components of the medical assessment, namely; student assignments, presentations and portfolios. Conclusion: English language proficiency is an important factor in determining academic proficiency of medical students in our college at the preparatory year level. PMID:26629471

  3. The Post-Vietnam Era Veterans’ Educational Assistance Program: Participation During the First Year

    DTIC Science & Technology

    1978-08-01

    Pay Grade 0. EOO 1. E01 2. E02 3. E03 4. E04 5 . E05 6. E06 7. E07 8. E08 9. E09 10. woo 11. Wol 12. W02 13. W03 14. W04 20 000 21. 001 22. 002 23 . 003...CATALOG NUMBER FR-ED-78-121 4. TITLE (and Subtitle) 5 . TYPE OF REPORT & PERIOD COVERED The Post-Vietnam Era Veterans’ Educational Final Report Assistance...of disenrollees by duration of participation shows that those who participated for longer periods of time ( 5 -10 months) were less likely to be able to

  4. Opening and Closing Interactive Spaces: Shaping Four-Year-Old Children's Participation in Two English Settings

    ERIC Educational Resources Information Center

    Payler, Jane

    2007-01-01

    This paper draws on an ESRC-funded study (Payler, 2005) of the sociocultural influences on learning processes of 10 four-year-old children in their second year of the Foundation Stage in England (DfEE, 2000). The children, very close in age, were in one of two early years settings: a pre-school playgroup with a largely invisible pedagogy…

  5. Participating in a Policy Debate Program and Academic Achievement among At-Risk Adolescents in an Urban Public School District: 1997-2007

    ERIC Educational Resources Information Center

    Anderson, Susannah; Mezuk, Briana

    2012-01-01

    This study investigates the relationship between participating in a high school debate program on college-readiness in the Chicago Public School district over a 10-year period. At-risk school students were identified using an index including 8th grade achievement, poverty status, and enrollment in special education. Regression analyses were used…

  6. Using Factors of Socioeconomic Status, Family Support, and Academic Preparation to Explain the Black-White Gap in Mathematics Achievement and Participation

    ERIC Educational Resources Information Center

    Watson, Charity Noel

    2012-01-01

    The Black-White achievement and participation gap in mathematics is a major concern for educators in America. In order to understand why these gaps exist and have continued to exist over the years, it is important to identify some of the factors that may contribute to them. However, one of the limitations in identifying factors that influence the…

  7. Follow-Up with Students after 6 Years of Participation in Project Excite

    ERIC Educational Resources Information Center

    Lee, Seon-Young; Olszewski-Kubilius, Paula; Peternel, George

    2009-01-01

    Project EXCITE is a program for minority students that supplements the regular school offerings with an emphasis on enhancing students' interest and performance in math and science. This study examines the experience and perceptions of 14 student participants in the program and their parents. In student and parent interviews, Project EXCITE was…

  8. Female Participation in ATE-Funded Programs: A Ten-Year Trend

    ERIC Educational Resources Information Center

    Westine, Carl D.; Gullickson, Arlen R.; Wingate, Lori A.

    2010-01-01

    It is widely known that women are generally underrepresented in STEM disciplines (science, technology, engineering, and mathematics). The National Science Foundation (NSF) Advanced Technological Education (ATE) program has persistently worked to reduce this disparity. For example, the 2000 solicitation specified "increasing the participation of…

  9. Differences in Math and Science Understanding between NSF GK-12 Participant Groups: A Year Long Study

    ERIC Educational Resources Information Center

    Wilhelm, Jennifer; She, Xiaobo; Morrison, Darrellee Clem

    2011-01-01

    In this study, interdisciplinary environments were created in NSF institutes and classrooms with graduate fellows and teachers. Using a mixed methodology, we examined how experiential learning influenced participants' mathematical/scientific actions and compared differences in mathematics/science efficacy and content understanding between…

  10. Epistemological Beliefs and Academic Achievement

    ERIC Educational Resources Information Center

    Arslantas, Halis Adnan

    2016-01-01

    This study aimed to identify the relationship between teacher candidates' epistemological beliefs and academic achievement. The participants of the study were 353 teacher candidates studying their fourth year at the Education Faculty. The Epistemological Belief Scale was used which adapted to Turkish through reliability and validity work by…

  11. Transferable skills of incoming medical students and their development over the first academic year: The United Arab Emirates experience.

    PubMed

    McLean, Michelle; Shaban, Sami; Murdoch-Eaton, Deborah

    2011-01-01

    Increasingly, it is being recognised in higher and medical education that learners should be adequately prepared for the unpredictable nature of professional practice. Several generic or transferable skills or capabilities (e.g., communication, information handling) that will enable graduates to function in an ever-changing professional world have been identified. Using a validated inventory comprising six categories of transferable skills, three cohorts of incoming male and female medical students at a Gulf university documented their level of practice and confidence for 31 skills. The exercise was repeated a year later. New medical students identified computer and organisational skills and the ability to manage their learning as strengths, but scores for technical and numeracy, information handling and presentation and communication skills suggested that learners generally required guidance. A year later, despite considerable self-reported information handling and communication skills development, learners generally did not consider themselves self-sufficient. A significant gender difference emerged, with incoming males reporting less experience and confidence in many skills. This gap was reduced but did not disappear over the first academic year. An audit such as this may be useful for identifying individual skills levels as well as providing insight into shortcomings in the academic programme in terms of opportunities for transferable skills development.

  12. The relationship between participation in student-centered discussions and the academic achievement of fifth-grade science students

    NASA Astrophysics Data System (ADS)

    Mathues, Patricia Kelly

    Although the social constructivist theory proposed by Vygotsky states the value of discourse as a contribution to the ability of the learner to create meaning, student-led discussions have often been relegated to the language arts classroom. The standards created by the National Council of Teachers of English and the International Reading Association have long recognized that learners create meaning in a social context. The National Science Education Standards have also challenged science teachers to facilitate discourse. However, the science standards document provides no specific structure through which such discourse should be taught. This study investigated the effectiveness of a discussion strategy provided by Shoop and Wright for teaching and conducting student-centered discussions (SCD). Fifth graders in one school were randomly selected and randomly assigned to one of two science classes; 22 students in one class learned and applied the SCD strategies while a second class with 19 students learned the same science concepts from a teacher using traditional methods as described by Cazden. This study used a pretest-posttest design to test the hypothesis that participation in SCD's would effect a difference in fifth-graders' abilities to comprehend science concepts. Results of independent-samples t-tests showed that while there was no significant difference between the mean ability scores of the two groups of subjects as measured by a standardized mental abilities test, the mean pretest score of the traditional group was significantly higher than the SCD group's mean pretest score. ANCOVA procedures demonstrated that the SCD group's mean posttest score was significantly higher than the mean posttest score of the traditional group. Data analysis supported the rejection of the null hypothesis. The investigator concluded that the SCD methodology contributed to students' understanding of the science concepts. Results of this study challenge content area teachers to

  13. Predictors of 4-Year Retention among African American and White Community-Dwelling Participants in the UAB Study of Aging

    ERIC Educational Resources Information Center

    Allman, Richard M.; Sawyer, Patricia; Crowther, Martha; Strothers, Harry S., III; Turner, Timothy; Fouad, Mona N.

    2011-01-01

    Purpose: To identify racial/ethnic differences in retention of older adults at 3 levels of participation in a prospective observational study: telephone, in-home assessments, and home visits followed by blood draws. Design and Methods: A prospective study of 1,000 community-dwelling Medicare beneficiaries aged 65 years and older included a…

  14. First-Year Male Students' Perceptions of a Rape Prevention Program 7 Months after Their Participation: Attitude and Behavior Changes

    ERIC Educational Resources Information Center

    Foubert, John D.; Tatum, Jerry L.; Godin, Eric E.

    2010-01-01

    Seven months after seeing The Men's Program, a commonly used rape prevention program, 248 first-year college men responded to four open-ended questions concerning whether or not the program impacted their attitudes or behavior, particularly regarding alcohol related sexual assault. Two thirds of participants reported either attitude or behavior…

  15. Voices in the Park: Researching the Participation of Young Children in Outdoor Play in Early Years Settings

    ERIC Educational Resources Information Center

    Waller, Tim

    2014-01-01

    This article critically reflects on the participation of young children aged 3-4 years in an ongoing outdoor learning project started in 2004. The aims of the research are to investigate children's dispositions within the outdoor environment, to elicit children's perspectives of their outdoor experiences and to investigate the relationship between…

  16. Association Between Self-efficacy and Participation in Community-Dwelling Manual Wheelchair Users Aged 50 Years or Older

    PubMed Central

    Sakakibara, Brodie M.; Routhier, François; Backman, Catherine L.; Eng, Janice J.

    2014-01-01

    Background Self-efficacy with using a wheelchair is an emerging construct in the wheelchair-use literature that may have implications for the participation frequency in social and personal roles of wheelchair users. Objectives The aim of this study was to investigate the direct and mediated effects of self-efficacy on participation frequency in community-dwelling manual wheelchair users aged 50 years or older. Design A cross-sectional study was conducted. Methods Participants were community-dwelling wheelchair users (N=124), 50 years of age or older (mean=59.7 years), with at least 6 months of experience with wheelchair use. The Late-Life Disability Instrument, the Wheelchair Use Confidence Scale, the Life-Space Assessment, and the Wheelchair Skills Test–Questionnaire Version measured participation frequency, self-efficacy, life-space mobility, and wheelchair skills, respectively. Multiple regression analyses with bootstrapping were used to investigate the direct and mediated effects. The International Classification of Functioning, Disability and Health was used to guide the analyses. Results Self-efficacy was a statistically significant determinant of participation frequency and accounted for 17.2% of the participation variance after controlling for age, number of comorbidities, and social support. The total mediating effect by life-space mobility, wheelchair skills, and perceived participation limitations was statistically significant (point estimate=0.14; bootstrapped 95% confidence interval=0.04, 0.24); however, the specific indirect effect by the wheelchair skills variable did not contribute to the total effect above and beyond the other 2 mediators. The mediated model accounted for 55.0% of the participation variance. Limitations Causality cannot be established due to the cross-sectional nature of the data, and the self-report nature of our data from a volunteer sample may be influenced by measurement bias or social desirability, or both. Conclusion Self

  17. Participants' Reflections Two and Three Years after an Introductory Chemistry Course-Embedded Research Experience

    ERIC Educational Resources Information Center

    Szteinberg, Gabriela A.; Weaver, Gabriela C.

    2013-01-01

    The Center for Authentic Science Practice in Education (CASPiE) is a course-embedded undergraduate research curriculum that aims to introduce authentic research experiences for students in their early college years. A cohort of students who were randomly assigned to the CASPiE laboratory sections was tracked during and two and three years after…

  18. The Effects of Three Years of Participation in a Primary Prevention Program on Elementary School Students.

    ERIC Educational Resources Information Center

    Schaeffer, Gary A.; And Others

    A primary school drug abuse prevention program was evaluated. The program consisted of 2 years of Magic Circle on the Human Development Program (designed to positively influence students' social and emotional development via a teacher-led discussion of a particular topic) and 1 year of Jigsaw (a structured peer teaching method in which students…

  19. Establishing an academic neurology specialty program: experiences over a five-year period.

    PubMed

    Packer, Rebecca A; Lambrechts, Nicolaas E; Bentley, R Timothy

    2012-01-01

    Veterinary neurology is an expanding specialty field. At the time of this writing, 13 out of 33 (40%) US and Canadian veterinary colleges, and many more veterinary colleges outside of North America, had no active clinical neurology service. New academic programs will likely be established to fill this need, often starting with a single neurologist. Establishing a neurology service with one founding faculty member can be accomplished by developing the program in phases and creating a support network that optimizes faculty strengths and interests. Such an approach allows for the gradual expansion of services and staffing in a manageable way to ultimately provide a full-service program. A description of this development process at Purdue University School of Veterinary Medicine is presented as a case study and model for the establishment of other neurology or specialty services.

  20. A Qualitative Assessment of Personal and Academic Stressors among Korean College Students: An Exploratory Study

    ERIC Educational Resources Information Center

    Lee, Dong Hun; Kang, Sunwoo; Yum, Sichang

    2005-01-01

    The purpose of the study is to explore the patterns of personal and academic stressors reported by Korean college students. The survey items included types of stress factors in academic and personal stressors and demographic variables (i.e., gender and school year). The participants were asked to provide the academic and personal stressors as the…

  1. Department of Petroleum Engineering and Center for Petroleum and Geosystems Engineering annual report, 1990--1991 academic year

    SciTech Connect

    Not Available

    1991-01-01

    The Department of Petroleum Engineering at The University of Texas at Austin is one of more than 20 such departments in the United States and more than 40 worldwide. The department has more than 20 faculty members and, as of the fall of 1990, 146 undergraduate and 156 graduate students. During the 1990--91 academic year, undergraduate enrollment is up slightly from the several downturns that began in 1986; graduate enrollment continues to increase, significantly in the number of Ph.D. candidates enrolled. The 1990--91 academic year was one of consolidation of gains. A remote teaching program in the Midland-Odessa area was initiated. During 1991, the Center for Petroleum and Geosystems Engineering (CPGE) continued its large, diversified research activities related to oil, gas and geopressured/geothermal energy production, energy and mineral resources analysis, and added new research projects in other areas such as groundwater remediation. Many of these research projects included interdisciplinary efforts involving faculty, research scientists and graduate students in chemistry, mathematics, geology, geophysics, engineering mechanics, chemical engineering, microbiology and other disciplines. Several projects were undertaken in cooperation with either the Bureau of Economic Geology or the Institute for Geophysics at The University of Texas at Austin. Collaborative research projects with scientists at Brookhaven National Laboratory, Los Alamos National Laboratory, Rice University, and Sandia National Laboratory were also initiated. About 43 companies from seven countries around the world continued to provide the largest portion of research funding to CPGE.

  2. Department of Petroleum Engineering and Center for Petroleum and Geosystems Engineering annual report, 1990--1991 academic year

    SciTech Connect

    Not Available

    1991-12-31

    The Department of Petroleum Engineering at The University of Texas at Austin is one of more than 20 such departments in the United States and more than 40 worldwide. The department has more than 20 faculty members and, as of the fall of 1990, 146 undergraduate and 156 graduate students. During the 1990--91 academic year, undergraduate enrollment is up slightly from the several downturns that began in 1986; graduate enrollment continues to increase, significantly in the number of Ph.D. candidates enrolled. The 1990--91 academic year was one of consolidation of gains. A remote teaching program in the Midland-Odessa area was initiated. During 1991, the Center for Petroleum and Geosystems Engineering (CPGE) continued its large, diversified research activities related to oil, gas and geopressured/geothermal energy production, energy and mineral resources analysis, and added new research projects in other areas such as groundwater remediation. Many of these research projects included interdisciplinary efforts involving faculty, research scientists and graduate students in chemistry, mathematics, geology, geophysics, engineering mechanics, chemical engineering, microbiology and other disciplines. Several projects were undertaken in cooperation with either the Bureau of Economic Geology or the Institute for Geophysics at The University of Texas at Austin. Collaborative research projects with scientists at Brookhaven National Laboratory, Los Alamos National Laboratory, Rice University, and Sandia National Laboratory were also initiated. About 43 companies from seven countries around the world continued to provide the largest portion of research funding to CPGE.

  3. The Academic Engagement of First-Year, Black Male Students Attending Four-Year Institutions of Higher Learning

    ERIC Educational Resources Information Center

    Ricks, Rhonda A.

    2013-01-01

    The student populations in colleges and universities in the United States have become more diverse in the students that they serve. It has been argued that disaggregation of student data would allow researchers to test the saliency of student development models. However, there is only a small body of research available on first-year Black male…

  4. Crocodile years: the traditional image of science and physical scientists' participation in weapons research

    SciTech Connect

    Crews, R.J.

    1985-01-01

    This thesis examines one dimension of the relationship between science and the arms race. More specifically, it develops and empirically examines a theoretical model of the relationship between the social demand for defense-related and weapons research, traditional scientific values related to the worldview of classical physics, and differential participation by physical scientists in such research. The theoretical model suggests that an antiquated traditional image of science exists, and that it may explain, in part, participation by physical scientists in defense-related or weapons research. Two major hypotheses are suggested by the model: first, that a constellation of values representing a traditional image of science obtains today among young physical scientists; and second, that those who currently engage (or are willing to engage) in defense-related or weapons research are more likely to agree with the values implicit in the traditional image of science than those who do not (or would not) engage in such research. The theoretical model is located within the sociologies of knowledge and science. This study includes chapters that provide an overview of the literature of these subdisciplines. This investigation concludes with an empirical examination of the model and hypotheses.

  5. Students Training for Academic Readiness (STAR): Year One Evaluation Report. Executive Summary

    ERIC Educational Resources Information Center

    Maloney, Catherine; Caranikas-Walker, Fanny; Sheehan, Daniel

    2007-01-01

    The federal Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, strives to equalize low-income students' access to higher education by increasing their participation in rigorous coursework, providing expanded opportunities for low-income students and parents to learn about postsecondary educational opportunities and…

  6. Students Training for Academic Readiness (STAR): Year Four Evaluation Report. Executive Summary

    ERIC Educational Resources Information Center

    Texas Center for Educational Research, 2011

    2011-01-01

    The federal Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, project strives to equalize low-income students' access to higher education by increasing their participation in rigorous coursework, providing expanded opportunities for low-income students and parents to learn about postsecondary educational opportunities…

  7. Students Training for Academic Readiness (STAR): Year Two Evaluation Report. Executive Summary

    ERIC Educational Resources Information Center

    Maloney, Catherine; Sheehan, Daniel; Rainey, Katie; Whipple, Allyson

    2008-01-01

    The federal Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, project strives to equalize low-income students' access to higher education by increasing their participation in rigorous coursework, providing expanded opportunities for low-income students and parents to learn about postsecondary educational opportunities…

  8. Latent Motivational Change in an Academic Setting: A 3-Year Longitudinal Study

    ERIC Educational Resources Information Center

    Otis, Nancy; Grouzet, Frederick M. E.; Pelletier, Luc G.

    2005-01-01

    This research examined changes in intrinsic and extrinsic motivation during the transition from junior to senior high school as well as the impact of motivational changes on various educational consequences (i.e., dropout intentions, absenteeism, homework frequency, and educational aspirations). A total of 646 participants completed a…

  9. Prekindergarten Programs for 3 and 4 Year Old Children at Risk of Academic Failure: 1986-87 School Year. Second Interim Report.

    ERIC Educational Resources Information Center

    Helmich, Edith

    This document summarizes information on the second year of operation of 93 projects participating in the State of Illinois prekindergarten educational grant program for children at-risk due to environmental deficits. Contents provide: (1) background information on the legislation establishing the program, program evaluation schedules, and a…

  10. When Do First-Year College Students Drink Most during the Academic Year? An Internet-Based Study of Daily and Weekly Drinking

    ERIC Educational Resources Information Center

    Tremblay, Paul F.; Graham, Kathryn; Wells, Samantha; Harris, Roma; Pulford, Roseanne; Roberts, Sharon E.

    2010-01-01

    Objective: The authors investigated the alcohol consumption trajectories among first-year university students. Participants: A sample of 415 students attending a large university in Southwestern Ontario, Canada, was recruited. Methods: Students completed a baseline questionnaire and 26 weekly brief Internet surveys assessing alcohol consumption…

  11. Improving Peer Learning for Students' Academic Performance: The Case of Second Year Rural Development and Agricultural Extension Students, College of Agriculture, Wolaita Sodo University

    ERIC Educational Resources Information Center

    Gebeyehu, Bogale; Regasa, Guta

    2016-01-01

    Modern universities are facing challenges due to the increasing number of young people attending higher education. The sheer number of students raises the question of how to organize teaching-learning activities that allow the students to become active learners and engaged participants in academic discussions within their disciplines rather than…

  12. The Contribution of the Responsive Classroom Approach on Children's Academic Achievement: Results from a Three Year Longitudinal Study

    ERIC Educational Resources Information Center

    Rimm-Kaufman, Sara E.; Fan, Xitao; Chiu, Yu-Jen; You, Wenyi

    2007-01-01

    This paper reports the results of a quasi-experimental study on the contribution of the Responsive Classroom ("RC") Approach to elementary school children's reading and math performance over one-, two-, and three-year periods. All children enrolled in six schools (3 intervention and 3 control schools in a single district) were the participants in…

  13. The Role Biomedical Science Laboratories Can Play in Improving Science Knowledge and Promoting First-Year Nursing Academic Success

    ERIC Educational Resources Information Center

    Arneson, Pam

    2011-01-01

    The need for additional nursing and health care professionals is expected to increase dramatically over the next 20 years. With this in mind, students must have strong biomedical science knowledge to be competent in their field. Some studies have shown that participation in bioscience laboratories can enhance science knowledge. If this is true, an…

  14. An Investigation of Participation in Weekly Music Workshops and Its Relationship to Academic Self-Concept and Self-Esteem of Middle School Students in Low-Income Communities

    ERIC Educational Resources Information Center

    Shin, Jihae

    2011-01-01

    The purpose of this study was to examine how I Am A Dreamer Musician Program (IDMP) affected academic self-concept and self-esteem of middle school students in low-income communities. During the seven weeks of the weekly music workshops, students participated in different musical activities including playing percussion instruments, singing,…

  15. Verbal Participation and Outcomes in Medical Education: A Study of Third Year Clinical Discussion Groups.

    ERIC Educational Resources Information Center

    Foster, Patricia Joan

    A study of third-year medical school discussion groups was undertaken to determine how much the cognitive level of instructors' questions in small group sessions influenced student responses and whether these responses had any measureable relationship to critical thinking skills, or National Board of Medical Examiner (NBME) scores. The research…

  16. Stability of Language Performance at 4 and 5 Years: Measurement and Participant Variability

    ERIC Educational Resources Information Center

    Eadie, Patricia; Nguyen, Cattram; Carlin, John; Bavin, Edith; Bretherton, Lesley; Reilly, Sheena

    2014-01-01

    Background: Language impairment (LI) in the preschool years is known to vary over time. Stability in the diagnosis of LI may be influenced by children's individual variability, the measurement error of commonly used assessment instruments and the cut-points used to define impairment. Aims: To investigate the agreement between two different…

  17. Montana School Nutrition Programs Free and Reduced Price Participation Data, 2003-04 School Year

    ERIC Educational Resources Information Center

    McCulloch, Linda

    2004-01-01

    This report provides a count of all students in Montana public and nonpublic schools who are eligible to receive free and reduced price benefits for meals and milk. Because the data presented in this report are frozen on December 31, there may be missing values as well as late corrections for a given year because data came in later than that date.

  18. [Streptococcal infection in a primary school population. Study during the academic year].

    PubMed

    Zuaso Silva, J L; Soto Gorrin, N; Nordet Cardona, P; Suárez Cabrera, M; Fandiño Cossio, N

    1980-01-01

    One hundred and seventy four children from the "República de Checoslovaquia" National School of the Centro Habana-Norte municipality were investigated during the 1976-1977 academic course months. The method of mail interview of parents was used. Every month the history of oropharyngeal infection and antibiotic administration was obtained, and bacteriology of pharyngeal exudates was performed. Antistreptolysin or AELO titers were determined at three-month intervals. Cardiovascular physical examinations were made and electrocardiograms obtained during the last month. 19,22% of exudates were positive for hemolytic streptococci. 46,56% of streptococcal strains isolated corresponded to the group A. Hemolytic streptococci isolation ranged between 10,4% in October, 1976 and 36,1% in April, 1977. The monthly distribution of the different serological groups of isolated hemolytic streptococci disclosed statistically significant differences. 78,26% of the 667 AELO reactions corresponded to titers of 200 or more Todd units. Average titers in the four stages of the serological study are between 382,42 and 463,92 Todd units. Significative differences between the results of bacteriology and serology and the physical state of oropharynx or the history of clinical manifestations were not evidenced. Manifestations of carditis or rheumatic fever were not found.

  19. Biennial Transfer Student Report: 1999-00 and 2000-01 Academic Years.

    ERIC Educational Resources Information Center

    Heidi Janicki

    This report is published every other year in an effort to evaluate Tidewater Community College's (TCC) (Virginia) effectiveness in preparing students for transfer. It provides an analysis of TCC students who transferred to a four-year institution in Virginia beginning in fall 1999 or fall 2000. Students must have completed 12 or more credits at…

  20. Tidewater Community College Biennial Transfer Student Report, 1996-97 and 1997-98 Academic Years.

    ERIC Educational Resources Information Center

    Janicki, Heidi

    This report provides an analysis of Tidewater Community College (TCC) (Virginia) students who transferred to a four-year institution in Virginia beginning in fall 1996 or 1997. The following topics are discussed: overview of the transfer process; acceptance and enrollment rates for each of the four-year institutions; performance of TCC graduates…

  1. Academic Achievement in First-Year University: Who Maintains Their High School Average?

    ERIC Educational Resources Information Center

    Wintre, Maxine Gallander; Dilouya, Barry; Pancer, S. Mark; Pratt, Michael W.; Birnie-Lefcovitch, Shelly; Polivy, Janet; Adams, Gerald

    2011-01-01

    The present study investigates the characteristics which differentiate between first-year university students who maintain their high school averages (Maintainers: n = 165) and those whose averages decrease at least one letter grade (Decliners: n = 435). The 600 students entered first year at one of six Canadian Universities, which varied in size…

  2. Learning Communities, Academic Performance, Attrition, and Retention: A Four-Year Study

    ERIC Educational Resources Information Center

    Popiolek, Gene; Fine, Ricka; Eilman, Valerie

    2013-01-01

    This study extends and makes unique methodological contributions to research on the impact of learning communities (LCs) on community college students. Much of the previous research was short-term, lacked adequate comparison groups, and focused on four-year college students. This four-year study controlled for instructor-related variables by…

  3. Catching up in Community Colleges: Academic Preparation and Transfer to Four-Year Institutions

    ERIC Educational Resources Information Center

    Roksa, Josipa; Calcagno, Juan Carlos

    2010-01-01

    Background/Context: Transfer from community colleges to four-year institutions remains a contentious issue in higher education, with proponents showing that students do indeed transfer to four-year institutions and opponents arguing that starting in community colleges hinders baccalaureate degree attainment. One particularly salient issue in this…

  4. Engaging with Higher Education Academic Support: A First Year Student Teacher Transition Model

    ERIC Educational Resources Information Center

    Penn-Edwards, Sorrel; Donnison, Sharn

    2011-01-01

    The need for a redefinition of first year experience in higher education is advocated with the aid of two models, which, although focused on a sample of Australian pre-service teaching students, is proposed as generalisable across the first year. Introduction to the mores of higher education is generally supported by teaching institutions during…

  5. Neighborhood socioeconomic status and food environment: a 20-year longitudinal latent class analysis among CARDIA participants.

    PubMed

    Richardson, Andrea S; Meyer, Katie A; Howard, Annie Green; Boone-Heinonen, Janne; Popkin, Barry M; Evenson, Kelly R; Kiefe, Catarina I; Lewis, Cora E; Gordon-Larsen, Penny

    2014-11-01

    Cross-sectional studies suggest that neighborhood socioeconomic (SES) disadvantage is associated with obesogenic food environments. Yet, it is unknown how exposure to neighborhood SES patterning through adulthood corresponds to food environments that also change over time. We used latent class analysis (LCA) to classify participants in the U.S.-based Coronary Artery Risk Development in Young Adults study [n=5,114 at baseline 1985-1986 to 2005-2006] according to their longitudinal neighborhood SES residency patterns (upward, downward, stable high and stable low). For most classes of residents, the availability of fast food and non-fast food restaurants and supermarkets and convenience stores increased (p<0.001). Yet, socioeconomically disadvantaged neighborhood residents had fewer fast food and non-fast food restaurants, more convenience stores, and the same number of supermarkets in their neighborhoods than the advantaged residents. In addition to targeting the pervasive fast food restaurant and convenient store retail growth, improving neighborhood restaurant options for disadvantaged residents may reduce food environment disparities.

  6. Neighborhood socioeconomic status and food environment: a 20-year longitudinal latent class analysis among CARDIA participants

    PubMed Central

    Richardson, Andrea S.; Meyer, Katie A.; Howard, Annie Green; Boone-Heinonen, Janne; Popkin, Barry M.; Evenson, Kelly R.; Kiefe, Catarina I.; Lewis, Cora E.; Gordon-Larsen, Penny

    2014-01-01

    Cross-sectional studies suggest neighborhood socioeconomic (SES) disadvantage is associated with obesogenic food environments. Yet, it is unknown how exposure to neighborhood SES patterning through adulthood corresponds to food environments that also change over time. We used latent class analysis (LCA) to classify participants in the US-based Coronary Artery Risk Development in Young Adults study [n=5,114 at baseline 1985-1986 to 2005-2006] according to their longitudinal neighborhood SES residency patterns (upward, downward, stable high and stable low). For all classes of residents, the availability of fast food and non-fast food restaurants and supermarkets and convenience stores increased (p<0.001). Yet, socioeconomically disadvantaged neighborhood residents had fewer fast food and non-fast food restaurants, more convenience stores, and the same number of supermarkets in their neighborhoods than the advantaged residents. In addition to targeting the pervasive fast food restaurant and convenient store retail growth, improving neighborhood restaurant options for disadvantaged residents may reduce food environment disparities. PMID:25280107

  7. Measuring the ambiguity tolerance of medical students: a cross-sectional study from the first to sixth academic years

    PubMed Central

    2014-01-01

    Background Tolerance of ambiguity, or the extent to which ambiguous situations are perceived as desirable, is an important component of the attitudes and behaviors of medical students. However, few studies have compared this trait across the years of medical school. General practitioners are considered to have a higher ambiguity tolerance than specialists. We compared ambiguity tolerance between general practitioners and medical students. Methods We designed a cross-sectional study to evaluate the ambiguity tolerance of 622 medical students in the first to sixth academic years. We compared this with the ambiguity tolerance of 30 general practitioners. We used the inventory for measuring ambiguity tolerance (IMA) developed by Reis (1997), which includes three measures of ambiguity tolerance: openness to new experiences, social conflicts, and perception of insoluble problems. Results We obtained a total of 564 complete data sets (return rate 90.1%) from medical students and 29 questionnaires (return rate 96.7%) from general practitioners. In relation to the reference groups defined by Reis (1997), medical students had poor ambiguity tolerance on all three scales. No differences were found between those in the first and the sixth academic years, although we did observe gender-specific differences in ambiguity tolerance. We found no differences in ambiguity tolerance between general practitioners and medical students. Conclusions The ambiguity tolerance of the students that we assessed was below average, and appeared to be stable throughout the course of their studies. In contrast to our expectations, the general practitioners did not have a higher level of ambiguity tolerance than the students did. PMID:24405525

  8. Seven Years of World-Wide Participation in International Observe the Moon Night

    NASA Astrophysics Data System (ADS)

    Buxner, Sanlyn; Jones, Andrea J.; Bleacher, Lora; Wenger, Matthew; Shaner, Andrew; Joseph, Emily C. S.; Day, Brian; Canipe, Marti; InOMN Coordinating Committee

    2016-10-01

    International Observe the Moon Night (InOMN) is an annual worldwide public event that encourages observation, appreciation, and understanding of our Moon and its connection to NASA planetary science and exploration. Everyone on Earth is invited to join the celebration by hosting or attending an InOMN event - and uniting on one day each year to look at and learn about the Moon together. This year marks the seventh year of InOMN, which will be held on October 8, 2016. Between 2010 and 2015, a total of 3,275 events were registered worldwide, 49% of which were held in the United States. In 2015, a total of 545 events were registered on the InOMN website from around the world. These events were scheduled to be held in 54 different countries, 43% of which were registered in the United States from 40 states and the District of Columbia. InOMN events are hosted by a variety of institutions including astronomy clubs, observatories, schools, and universities and hosted at a variety of public and private institutions all over the world including museums, planetaria, schools, universities, observatories, parks, and private businesses and private homes. Evaluation of InOMN is led by the Planetary Science Institute who assesses the success of InOMN through analysis of event registrations, facilitator surveys, and visitor survey. Current InOMN efforts demonstrate success in meeting the overall goals of the LRO E/PO goals including raising visitors' awareness of lunar science and exploration, providing audiences with information about lunar science and exploration along with access to LRO data and science results, and inspiring visitors to want to learn more about the Moon and providing connections to opportunities to do so. InOMN is sponsored by NASA's Lunar Reconnaissance Orbiter, NASA's Solar System Exploration Research Virtual Institute (SSERVI), and the Lunar and Planetary Institute. Learn more at http://observethemoonnight.org/.

  9. 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 children…

  10. 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)…

  11. The Effect of Studying Tech Prep in High School and College Academic Performance

    ERIC Educational Resources Information Center

    Ray, Larry A.

    2011-01-01

    This study examined the academic performance of Tech Prep students (referred to as participants) in comparison to non-Tech Prep students (referred to as non-participants) entering a two-year community college from sixteen different high schools in Stark County, Ohio. This study provided a quantitative analysis of students' academic experiences to…

  12. Using a natural abilities battery for academic and career guidance: a ten-year study.

    PubMed

    Brown, Corrie C; Harvey, Stephen B; Stiles, Dori

    2011-01-01

    Over a period of 10 years, first-year students from 11 consecutive veterinary classes conducted a self-assessment using a natural abilities survey. The present study analyzes the data compiled from students' self-assessment results. As a group, veterinary students are exceptional problem solvers, either through inductive or deductive reasoning, and have strong spatial relations capacities. Veterinary students have a range of learning styles with design memory being the primary vehicle for information delivery and tonal memory being the least frequently used style overall. Information gained on each student's natural abilities can be used to guide effective career decision making and enhance prospects for long-term career satisfaction.

  13. Year-Round School versus Traditional School: The Impact of Academic Calendars on Student Achievement at Selected Elementary Schools in North Central South Carolina

    ERIC Educational Resources Information Center

    Lindsay-Brown, Sandra J.

    2010-01-01

    This study examined the impact that a year-round school calendar and a traditional school calendar may have on student achievement at selected elementary schools in North Central South Carolina. Specifically it investigated mean differences in academic achievement between elementary students at two year-round schools versus two traditional…

  14. Predicting the Persistence of Full-Time African-American Students Attending 4-Year Public Colleges: A Disaggregation of Financial Aid Packaging and Social and Academic Integration Variables

    ERIC Educational Resources Information Center

    Smith, Curt L.

    2010-01-01

    The purpose of the study was to investigate to what extent do demographic characteristics, high school experience, aspirations and achievement, college experience-academic integration, college experience-social integration, financial aid, and price influence the first-year persistence of African-American students attending 4-year public colleges.…

  15. Looking beyond Grades: Comparing Self-Esteem and Perceived Academic Control as Predictors of First-Year College Students' Well-Being

    ERIC Educational Resources Information Center

    Stupnisky, Robert H.; Perry, Raymond P.; Renaud, Robert D.; Hladkyj, Steve

    2013-01-01

    Previous research has found perceived academic control (PAC) to be a better predictor of first-year college students' grades than self-esteem; however, it is uncertain which construct is more important for students' well-being. The current study compared PAC and self-esteem on first-year college students' emotions, perceived stress, and…

  16. Making a Way to Success: Self-Authorship and Academic Achievement of First-Year African American Students at Historically Black Colleges

    ERIC Educational Resources Information Center

    Strayhorn, Terrell L.

    2014-01-01

    The purpose of the study was to estimate the relationship between academic achievement in college, as defined by first-year grade point average (GPA), and self-authorship among African American first-year students at an HBCU (N = 140), using hierarchical linear regression techniques. A single research question guided this investigation: What is…

  17. Using Multiple Sources of Data to Gauge Outcome Differences between Academic-Themed and Transition-Themed First-Year Seminars

    ERIC Educational Resources Information Center

    Zerr, Ryan J.; Bjerke, Elizabeth

    2016-01-01

    Students in two different types of first-year experience seminar courses at a moderately sized public university were compared using a large variety of measures--both direct and indirect. One of these first-year experience types was a three-credit academic-themed course offered in sections with variable content; the other was a two-credit…

  18. Salary-Trend Studies of Faculty for the Years 1994-95 and 1997-98 in the Following Academic Disciplines/Major Fields: Accounting, ..., Geology.

    ERIC Educational Resources Information Center

    Howe, Richard D.

    This document provides comparative salary trend data for full-time faculty in 27 academic disciplines/major fields for the baseline year 1994-95 and the trend year 1997-98 for 262 public and 387 private institutions. For each discipline/major field surveyed, the report provides a Classification of Instructional Programs (CIP) definition, data…

  19. A Descriptive Study of First-Year College Students' Non-Academic Digital Literacy Practices with Implications for College Writing Education

    ERIC Educational Resources Information Center

    Amicucci, Ann N.

    2013-01-01

    In this qualitative research study, the author investigated first-year college students' non-academic digital literacy practices, the audiences for these practices, and students' preferences for enacting these practices in the first-year college writing classroom. Methods of data collection included surveying 177 students, conducting…

  20. Chinese International Undergraduate Students at a U.S. University: A Mixed Methods Study of First-Year Academic Experiences and Achievement

    ERIC Educational Resources Information Center

    Ma, Wei

    2014-01-01

    The purpose of this study was to explore the first-year academic experiences and achievement of Chinese international undergraduate students in American higher education. To do so, I tracked a cohort of Chinese international undergraduates through their first-year at a public research university in the United States. Both qualitative and…

  1. IHE year 3 demonstration participation at RSNA 2001: image manager, image archive and MPPS manager

    NASA Astrophysics Data System (ADS)

    Park, HeeJung; Lim, HyunWoo; Kim, DongOok; Kim, Yongseok; Moon, Sunho; Lee, JinHyung; Lee, DongHyuk

    2002-05-01

    The IHE initiative sponsored by the RSNA and HIMMS defines a Technical Framework designed to advance the state of data integration in a healthcare environment. This Technical framework defines a set of actors and the roles they must perform for each Integration Profile. Each role consists of a well-defined set of electronic transactions that are based on existing healthcare information standards, namely: DICOM and HL7. IHE brings together the major vendors in the healthcare information and imaging systems industry to agree upon and demonstrate standard interfaces and data architectures at the annual meetings of the RSNA and HIMSS since 1999. We have implemented grouping actors, namely Image Manager, Image Archive and MPPS Manager and selected PGP Integration Profile for IHE Year3 Demonstration at the annual meetings of the RSNA 2001 and HIMSS 2002. Storage Service, Query/Retrieve Service, Storage Commitment Service, and Modality Performed Procedure Step Service of DICOM Standard and also A02, A03, A06, A07, A08 and A40 Event of ADT Messages and ORM Message among lots of messages of HL7 Standard in accordance with IHE Technical Framework have developed in our system. We passed vendor interoperability testing at IHE Connectathon on October and demonstrated successfully with other vendors at the IHE Demonstration of RSNA 2001.

  2. 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…

  3. Alcohol Consumption and Academic Retention in First-Year College Students

    ERIC Educational Resources Information Center

    Liguori, Gary; Lonbaken, Barb

    2015-01-01

    Objectives: This study attempted to identify relationships between alcohol consumption and first-to-second-year student retention among college students. Methods: 820 students in general education courses completed an online wellness assessment at four separate time points, including questions related to alcohol consumption. Data were analyzed…

  4. When the Spaniels Conquered Central America: Academic English and First Year Composition Instruction

    ERIC Educational Resources Information Center

    Sugawara, Yosei

    2013-01-01

    This dissertation presents the findings of an on-line survey completed by 222 FYC (First Year Composition) instructors at universities and community colleges across the United States along with supplemental information derived from multiple open-ended interviews with seven FYC instructors in Arizona. Both survey and interview questions were…

  5. Declining Academic Fields in U.S. Four-Year Colleges and Universities, 1970-2006

    ERIC Educational Resources Information Center

    Brint, Steven; Proctor, Kristopher; Mulligan, Kerry; Rotondi, Matthew B.; Hanneman, Robert A.

    2012-01-01

    This research identifies 22 fields that declined in absolute numbers and/or prevalence over a 35-year period. Most were basic fields in the arts and sciences. Steep declines were evident only in a few fields, notably European languages and literatures. Larger, higher status, and historically liberal arts oriented institutions were less likely to…

  6. For Some at U. of Florida, Spring and Summer Are the New Academic Year

    ERIC Educational Resources Information Center

    Hoover, Eric

    2013-01-01

    Some students at University of Florida can take classes only during the spring and summer semesters for as long as they are enrolled. Each year they will get a four-month break--the fall semester--when they can take online courses, study abroad, or do internships. Some may opt to work. Despite their schedules, the students are full-fledged…

  7. Within-Year Changes in Children's Intrinsic and Extrinsic Motivational Orientations: Contextual Predictors and Academic Outcomes

    ERIC Educational Resources Information Center

    Corpus, Jennifer Henderlong; McClintic-Gilbert, Megan S.; Hayenga, Amynta O.

    2009-01-01

    The present study was designed to investigate the nature, timing, and correlates of motivational change among a large sample (N = 1051) of third- through eighth-grade students. Analyses of within-year changes in students' motivational orientations revealed that both intrinsic and extrinsic motivations decreased from fall to spring, with declines…

  8. Assessing the Impact of Academic Support: University of the Witwatersrand First-Year Engineering

    ERIC Educational Resources Information Center

    Onsongo, W. M.

    2006-01-01

    On average the B.Sc. (Eng.) degree programmes in South Africa universities graduate about 50-60 per cent of the students admitted. Generally, the highest dropout occurs in the first year of registration. This article reviews admission and graduation statistics at the University of the Witwatersrand (Wits) and assesses the impact of recent academic…

  9. Students Training for Academic Readiness (STAR): Year Five Evaluation Report. Executive Summary

    ERIC Educational Resources Information Center

    Texas Center for Educational Research, 2012

    2012-01-01

    Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, is a federally-funded system of grants that focuses on preparing low-income students to enter and succeed in postsecondary educational programs. GEAR UP grants extend across 6 school years and require that funded districts begin providing grant services to students no…

  10. Students Training for Academic Readiness (STAR): Year Three Evaluation Report. Executive Summary

    ERIC Educational Resources Information Center

    Texas Center for Educational Research, 2010

    2010-01-01

    This executive summary presents findings from the Year 3 evaluation of Texas' state-level Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, grant. GEAR UP grant requirements include an evaluation component designed to assess program effectiveness and to measure progress toward project goals. To this end, the evaluation…

  11. Lafayette Parish Early Childhood Project: 1987-1988 Academic Year. Evaluation Report.

    ERIC Educational Resources Information Center

    Alexander, Shirley; Lovelace, Terry

    This report discusses the Lafayette Parish Early Childhood Project which was designed to meet the educational needs of four-year-old children with developmental lags who had not been accepted to the local Head Start program. The evaluation was conducted to determine the effectiveness of the preschool project in terms of: (1) students' improvement…

  12. Report on the Stanford Instructional Television Network. Academic Years, 1969-70 Through 1972-73.

    ERIC Educational Resources Information Center

    Stanford Univ., CA. Stanford Instructional Television Network.

    The Stanford Instructional Television Network has completed fours years of operation, broadcasting some 160 hours of live instruction per week over four Instructional Television Fixed Service channels. The Network was designed for use as an interactive system with a two-way FM audio link between the students in off-campus classrooms and the…

  13. Academic Science/Engineering: R&D Expenditures, Fiscal Year 1989.

    ERIC Educational Resources Information Center

    National Science Foundation, Washington, DC.

    The data presented in this report were compiled from the National Science Foundation's fiscal year 1989 Survey of Scientific and Engineering Expenditures at Universities and Colleges. Expenditures include science and engineering (S/E) costs for separately budgeted research and development (R&D). This includes all funds expended for activities…

  14. The Clubbers' Guide: New Academic Year, New Science/STEM Club?

    ERIC Educational Resources Information Center

    Scott, Linda; Howarth, Sue

    2011-01-01

    In this article, the authors present some ideas to help one start (or continue) a successful science/STEM club. Some "tips" are given by Mike Bullock, a teacher from the West Midlands, who set up a STEM club after his NQT (newly qualified teacher) year and whose club members went on to do well in the STEM Challenges. Information is provided about…

  15. Guidelines for the Academic Preparation of Mathematics Faculty at Two-Year Colleges.

    ERIC Educational Resources Information Center

    American Mathematical Association of Two-Year Colleges.

    Addressed to two-year college professionals responsible for staffing and evaluating mathematics programs and university personnel responsible for programs that prepare college mathematics teachers, this document provides recommendations for training effective community college mathematics faculty adopted by the American Mathematical Association of…

  16. Digital Distribution of Academic Journals and Its Impact on Scholarly Communication: Looking Back after 20 Years

    ERIC Educational Resources Information Center

    Solomon, David J.

    2013-01-01

    It has been approximately 20 years since distributing scholarly journals digitally became feasible. This article discusses the broad implications of the transition to digital distributed scholarship from a historical perspective and focuses on the development of open access (OA) and the various models for funding OA in the context of the roles…

  17. First-Year College Students' Strengths Awareness: Building a Foundation for Student Engagement and Academic Excellence

    ERIC Educational Resources Information Center

    Soria, Krista M.; Stubblefield, Robin

    2014-01-01

    As strengths-based approaches continue to gain steady momentum in colleges and universities, a distinct need for scholarship on the benefits of strengths-based practices has emerged. In fall 2011, all first-year students at a university in the Midwest were invited to discover their strengths by taking the Clifton StrengthsFinder. The purpose of…

  18. Thirty Year Trends in U.S. Adolescents’ Civic Engagement: A Story of Changing Participation and Educational Differences

    PubMed Central

    Syvertsen, Amy K.; Wray-Lake, Laura; Flanagan, Constance A.; Osgood, D. Wayne; Briddell, Laine

    2010-01-01

    Using annual cross-sectional data from Monitoring the Future, the present study examined trends in high school seniors’ current and anticipated civic participation and beliefs over a 30-year period. We examined overall trends and patterns based on youths’ post-high school educational plans. Findings point to declines in recent cohorts’ involvement in conventional and alternative forms of engagement but greater involvement in community service. Regardless of period, the majority of youth said they intended to vote when eligible but few expressed trust in the government or elected officials. All civic indicators showed significant differences based on youths’ college aspirations: Youth who planned to graduate from a 4-year college were more civically inclined than their peers with 2-year or no college plans. PMID:21860583

  19. College Success: First Year Seminar's Effectiveness on Freshmen Academic and Social Integration, Impact on Academic Achievement and Retention at a Southern Institution

    ERIC Educational Resources Information Center

    Malik, Tarun

    2011-01-01

    Increasing student retention and improving graduation rates continues to remain a critical issue for undergraduate institutions. Previous research suggests that student attrition is predominantly voluntary, and is influenced by institutional characteristics. The importance of academic and social integration as a strategy to reduce attrition is…

  20. Enhancing Academic Success by Creating a Community of Learners

    PubMed Central

    Berlie, Helen; Salinitri, Francine; McCuistion, Micah; Slaughter, Richard

    2015-01-01

    Objective. To enhance academic performance and student progression by creating a community of learners. Design. Academic performance and student progression of students participating in the first 3 years of a second-year pharmacy learning community were compared with those of students in the 3 previous classes. Students participating in the learning community completed surveys at the end of each semester and at the end of the academic year. Peer mentors were surveyed at the end of the academic year. Assessment. After implementing the learning community, failures during the second year of the pharmacy program decreased. Students had increasingly positive perceptions of the experience over the 3 years. Peer mentors rated their overall experience highly. Conclusion. Implementation of a learning community resulted in improved progression through the program and was well received by students. PMID:26396279

  1. Early Clinical Experiences for Second-Year Student Pharmacists at an Academic Medical Center

    PubMed Central

    Amerine, Lindsey B.; Chen, Sheh-Li; Luter, David N.; Arnall, Justin; Smith, Shayna; Roth, Mary T.; Rodgers, Philip T.; Williams, Dennis M.; Pinelli, Nicole R.

    2015-01-01

    Objective. To examine student outcomes associated with the Student Medication and Reconciliation Team (SMART) program, which was designed to provide second-year student pharmacists at the University of North Carolina (UNC) Eshelman School of Pharmacy direct patient care experience at UNC Medical Center. Design. Twenty-two second-year student pharmacists were randomly selected from volunteers, given program training, and scheduled for three 5-hour evening shifts in 2013-2014. Pre/post surveys and reflection statements were collected from 19 students. Data were analyzed with a mixed methods approach. Assessment. Survey results revealed an increase in student self-efficacy (p<0.05) and positive perceptions of SMART. Qualitative findings suggest the program provided opportunities for students to develop strategies for practice, promoted an appreciation for the various roles pharmacists play in health care, and fostered an appreciation for the complexity of real-world practice. Conclusion. Early clinical experiences can enhance student learning and development while fostering an appreciation for pharmacy practice. PMID:26839428

  2. Greater years of maternal schooling and higher scores on academic achievement tests are independently associated with improved management of child diarrhea by rural Guatemalan mothers.

    PubMed

    Webb, Aimee L; Ramakrishnan, Usha; Stein, Aryeh D; Sellen, Daniel W; Merchant, Moeza; Martorell, Reynaldo

    2010-09-01

    Appropriate home management can alleviate many of the consequences of diarrhea including malnutrition, impaired development, growth faltering, and mortality. Maternal cognitive ability, years of schooling, and acquired academic skills are hypothesized to improve child health by improving maternal child care practices, such as illness management. Using information collected longitudinally in 1996-1999 from 466 rural Guatemalan women with children <36 months, we examined the independent associations between maternal years of schooling, academic skills, and scores on the Raven's Progressive Matrices and an illness management index (IMI). Women scoring in the lowest and middle tertiles of academic skills scored lower on the IMI compared to women in the highest tertile (-0.24 [95% CI: -0.54, 0.07]; -0.30 [95% CI: -0.54, -0.06], respectively) independent of sociodemographic factors, schooling, and Raven's scores. Among mothers with less than 1 year of schooling, scoring in the lowest tertile on the Raven's Progressive Matrices compared to the highest was significantly associated with scoring one point lower on the IMI (-1.18 [95% CI: -2.20, -0.17]). Greater academic skills were independently associated with maternal care during episodes of infant diarrhea. Schooling of young girls and/or community based programs that provide women with academic skills such as literacy, numeracy and knowledge could potentially improve mothers' care giving practices.

  3. Academic dentistry.

    PubMed

    Rushton, Vivian E; Horner, Keith

    2008-07-01

    Since 1988, thirteen dental schools have provided dental undergraduate programmes within the United Kingdom (UK). In 2006, two new dental schools were created supporting dental education in the community. A further new dental school in Scotland will be accepting students in autumn 2008. In the past 25 years, extensive reorganisation of the NHS has resulted in long-term implications for the training of medical and dental academic staff. The number of academic clinicians is below the minimum viable level and external constraints, combined with a lack of suitable applicants, have led to a moratorium on academic recruitment within some Dental Schools. A detailed review of the historical and associated factors which have led to the problems presently besetting academic dentistry are discussed along with the initiatives introduced in the last 10 years to revitalise the speciality. Also, the present and future outlook for academic dentistry in other countries are discussed. Opinion is divided as to the appropriate setting for the training of undergraduate students between those who support community-based dental education and those who believe dental education should remain within research led dental establishments. External factors are moulding an unsatisfactory situation that is proving increasingly unattractive to the potential dental academic and the case for reform is obvious.

  4. Sociodemographic factors, religiosity, academic performance, and substance use among first-year university students in South Africa.

    PubMed

    Peltzer, Karl; Malaka, Dorothy W; Phaswana, Nancy

    2002-08-01

    The purpose of this study was to identify the relationships among sociodemographic variables, family background, religiosity, course of study, academic performance, and substance use. The sample included 799 first-year students in the age range of 16 to 49 years (M age 20.1 yr., SD = 3.2) chosen at random from the University of the North in South Africa. A Model Core Questionnaire from the WHO on Substance use was administered. Analysis indicated that women smoked tobacco or cannabis and drank less than men, while women took more stimulants and other opiate type drugs than men. Low scores on religiosity was a predictor for past-month tobacco use alcohol use, binge drinking, cannabis use, and having a drinking or drug problem now. Being a member of a Protestant denominational church or a Roman Catholic was a predictor for past-month tobacco and alcohol use. A family history of drinking or drug problems and being a social science or humanities student were predictive for a current alcohol or drug problem. Economic status, education of parents. living arrangement. and rural-urban differences were not associated with substance use. Findings have implications for prevention programmes.

  5. The effect of 12-step based fellowship participation on abstinence among dually diagnosed persons: a two-year longitudinal study.

    PubMed

    Laudet, Alexandre B; Magura, Stephen; Cleland, Charles M; Vogel, Howard S; Knight, Edward L; Rosenblum, Andrew

    2004-06-01

    A large percentage of individuals are dually-diagnosed with a psychiatric disorder and a substance use disorder. Such persons typically face more difficulties and have poorer outcomes than do single disorder substance users. Among noncomorbid substance users, treatment and participation in 12-Step groups have been shown to enhance the likelihood of abstinence from substance misuse. Specialized 12-Step based fellowships have recently emerged to address the recovery needs of dually-diagnosed persons. The present study is a longitudinal investigation of the effect of such 12-Step based groups on abstinence among dually-diagnosed persons. Participants were members of Double Trouble in Recovery (DTR) who were recruited at community-based meetings in New York City and reinterviewed twice at yearly intervals. Generalized estimating equation analysis indicated that, over the two-year study period, ongoing DTR attendance was significantly associated with a greater likelihood of abstinence after controlling for other pertinent variables, such as mental health symptoms. For clinicians, these findings underline the importance of fostering stable affiliation with specialized 12-Step based groups among their clients.

  6. Academic Advising: New Insights for Teaching and Learning in the First Year. The First-Year Experience Monograph Series No. 46. NACADA Monograph Series No. 14

    ERIC Educational Resources Information Center

    Hunter, Mary Stuart, Ed.; McCalla-Wriggins, Betsy, Ed.; White, Eric R., Ed.

    2007-01-01

    Grounded in the philosophy that academic advising is a robust form of one-on-one teaching, this monograph places advising in a new light, one that brings it to the center of the institutional mission and activity. This monograph challenges all readers to embrace the tremendous potential that academic advising has for educating today's college…

  7. Some antecedents of academic self-concept: a longitudinal study.

    PubMed

    Chapman, J W; Lambourne, R; Silva, P A

    1990-06-01

    The influence of cognitive, achievement, and family background variables on academic self-concept was examined for 435 students participating in a major longitudinal study in New Zealand. Family background variables included mother's marital status at the birth of the child, family socio-economic status at the time the child was born, and family environment when the child was 7 years and 9 years of age. These factors were not significantly related to academic self-concept at ages 9 and 11. In addition, the general emotional status of mothers when their child was 3 years and 5 years old was not significantly related to academic self-concept at ages 9 and 11. Mother's intelligence when the child was 3 years, and mother's expectations for school performance when the child started school at age 5 were not significantly related to academic self-concept. Similarly, cognitive and intellectual functioning at ages 3, 5, 7, and 9 years were not significantly related to academic self-concept at ages 7 and 9 years. Rather, academic self-concept at age 11 appeared to be influenced primarily by reading achievement and academic self-concept at age 9, and academic self-concept at age 9 was influenced primarily by reading achievement at age 7. It was concluded that academic self-concept is mainly a product of school achievement, and that any influence home background factors may have are likely to occur by means of their effect on school achievement.

  8. Teachers' Reporting of Behavioural Problems and Cognitive-Academic Performances in Children Aged 5-7 Years

    ERIC Educational Resources Information Center

    Giannopulu, I.; Escolano, S.; Cusin, F.; Citeau, H.; Dellatolas, G.

    2008-01-01

    Background: The behavioural and academic performance of young children with teachers' reported hyperactivity, conduct problems or inattention is under debate. Aim: This study investigates the associations between teachers' reported behavioural difficulties and academic and cognitive performances in two large samples of preschool and school…

  9. Violence, Bullying and Academic Achievement: A Study of 15-Year-Old Adolescents and Their School Environment

    ERIC Educational Resources Information Center

    Strom, Ida Frugard; Thoresen, Siri; Wentzel-Larsen, Tore; Dyb, Grete

    2013-01-01

    Objectives: This study investigated academic achievement among adolescents exposed to violence, sexual abuse and bullying. Moreover, we sought to determine the individual and contextual influence of the adolescents' school environment in terms of bullying, classmate relationships and teacher support on academic achievement. Finally, we wished to…

  10. Factors Influencing Academic Success and Retention following a 1st-Year Post-Secondary Success Course

    ERIC Educational Resources Information Center

    Kennett, Deborah J.; Reed, Maureen J.

    2009-01-01

    We examined the psycho-social factors predicting performance and retention following a post-secondary success course that was developed after Rosenbaum's (1990, 2000) model of self-control and the academic success literature. Before and after the course, students completed measures assessing general and academic resourcefulness, academic…

  11. Documentation for the Academic Library Survey (ALS) Data File: Fiscal Year 2000 (Public Use). NCES 2006-342

    ERIC Educational Resources Information Center

    Schmitt, Carl M.

    2006-01-01

    The purpose of this report is to document the procedures and methodologies employed during the Academic Library Survey of 2000. This report is designed to provide guidance and documentation for users of the public-release and restricted-use data files. Information about the universe of academic libraries and how to access this information is…

  12. Academic Probation Intervention through Academic Assistance Advising

    ERIC Educational Resources Information Center

    Preuss, Michael; Switalski, Rachael

    2008-01-01

    Retaining and aiding students on academic probation is a concern for all institutions of higher education. Students placed on academic probation by Rockingham Community College (RCC) have been encouraged to participate in an intervention program since the summer of 2006. When treated as an aggregate, the data regarding the program indicates that…

  13. Impairments, activity limitations and participation restrictions experienced in the first year following a critical illness: protocol for a systematic review

    PubMed Central

    Coffey Scott, Jacqueline; Hinman, Rana S; Lee, Alan Chong; Smith, James M

    2017-01-01

    Introduction Critical illness requiring intensive care unit (ICU) management is a life-altering event with ∼25% of ICU survivors experiencing persistent reductions in physical functioning, impairments in mental health, cognitive dysfunction and decreased quality of life. This constellation of problems is known as ‘postintensive care syndrome’ (PICS) and may persist for months and/or years. The purpose of this systematic review is to identify the scope and magnitude of physical problems associated with PICS during the first year after discharge from ICU, using the International Classification of Functioning, Disability and Health framework to elucidate the impairments of body functions and structures, activity limitations and participation restrictions. Methods and analysis Medline (Ovid), Cochrane Database of Systematic Reviews (Ovid), Cochrane Central Register of Controlled Trials (Ovid), PubMed, CINAHL (EBSCO), Web of Science and EMBASE will be systematically searched for observational studies reporting the physical impairments of body functions and structures, activity limitations and participation restrictions associated with PICS. Two reviewers will assess the articles for eligibility according to prespecified selection criteria, after which an independent reviewer will perform data extraction which will be validated by a second independent reviewer. Quality appraisal will be performed by two independent reviewers. Outcomes of the included studies will be summarised in tables and in narrative format and meta-analyses will be conducted where appropriate. Ethics and dissemination Formal ethical approval is not required as no primary data is collected. This systematic review will identify the scope and magnitude of physical problems associated with PICS during the first year after discharge from ICU and will be disseminated through a peer-reviewed publication and at conference meetings, to inform practice and future research on the physical problems

  14. Fuel for Success: Academic Momentum as a Mediator between Dual Enrollment and Educational Outcomes of Two-Year Technical College Students

    ERIC Educational Resources Information Center

    Wang, Xueli; Chan, Hsun-yu; Phelps, L. Allen; Washbon, Janet I.

    2015-01-01

    Objective: Despite the fairly substantial body of literature devoted to understanding whether dual enrollment programs are related to academic success in college, less is known regarding how dual enrollment transmits its potentially positive influence, especially among two-year college students. In this study, we fill this gap by delving into the…

  15. Cross-Cultural Generalizability of Year in School Effects: Negative Effects of Acceleration and Positive Effects of Retention on Academic Self-Concept

    ERIC Educational Resources Information Center

    Marsh, Herbert W.

    2016-01-01

    Given that the Big-Fish-Little-Pond-Effect, the negative effect of school-average achievement on academic self-concept, is one of the most robust findings in educational psychology (Marsh, Seaton et al., 2007), this research extends the theoretical model, based on social comparison theory, to study relative year in school effects (e.g., being 1…

  16. A Validation Study of the Prediction Equation Used in Determining Freshman Admissions to the University of Washington During the 1978-1979 Academic Year.

    ERIC Educational Resources Information Center

    de Wolf, Virginia A.

    The predictive validity of the equation used for determining entrance into the University of Washington's freshman class during the 1978-79 academic year is examined. The sample was comprised of all freshmen entering the university directly from high school in autumn quarter 1974 who had been tested through the Washington Pre-College Test Battery…

  17. A Comparison of Academic Administrators and Enrollment Managers' Perceptions of Undergraduate Enrollment Management Functions at a Subset of Four-Year Public Institutions

    ERIC Educational Resources Information Center

    Cesarini, Lisa McHugh

    2011-01-01

    The purpose of this study was to examine perceptions of various enrollment management functions at a subset of four-year public institutions. Specifically, this study compared perceptions of academic administrators with enrollment managers as they related to the availability, need, and effectiveness of certain enrollment management functions. In…

  18. The Impact of Supplementary On-Line Resources on Academic Performance: A Study of First-Year University Students Studying Economics

    ERIC Educational Resources Information Center

    Birch, Elisa; Williams, Andrew

    2013-01-01

    This paper examines the impact of supplementary web-based materials on students' academic performance in a first-year economics unit at university. In particular, the paper considers the impact of students' usage of the unit's webpage, voluntary on-line discussion board, voluntary on-line quizzes and voluntary on-line homework questions on their…

  19. Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being: A Synthesis of 40 Years of Research

    ERIC Educational Resources Information Center

    Zee, Marjolein; Koomen, Helma M. Y.

    2016-01-01

    This study integrates 40 years of teacher self-efficacy (TSE) research to explore the consequences of TSE for the quality of classroom processes, students' academic adjustment, and teachers' psychological well-being. Via a criteria-based review approach, 165 eligible articles were included for analysis. Results suggest that TSE shows positive…

  20. Out-of-State Institutions of Higher Education Operating in the State of Maryland, Academic Year 1980-1981. Postsecondary Education Research Reports.

    ERIC Educational Resources Information Center

    Maryland State Board for Higher Education, Annapolis.

    An annual update for the 1980-81 academic year on out-of-state institutions approved to operate in the State of Maryland is presented. Information on programs and enrollment for specific locations within Maryland at which out-of-state institutions operated is presented. The information is organized as follows: information on institutional changes…

  1. Humor and College Adjustment: The Predictive Nature of Humor, Academic Achievement, Authoritative Parenting Styles on the Initial Adjustment of Male and Female First-Year College Students

    ERIC Educational Resources Information Center

    Hickman, Gregory P.; Andrews, David W.

    2003-01-01

    A self-report questionnaire on academic achievement, birth order, and family structure; the Student Adaptation to College Questionnaire; the Parental Authority Questionnaire; and the Coping Humor Scale were administered to 257 first-year college students. Researchers examined the relationships among (a) authoritative parenting style, (b) family…

  2. Contract Between the Faculty Association of Jamestown Community College and the Board of Trustees of Jamestown Community College. Academic Year 1973-1974.

    ERIC Educational Resources Information Center

    Jamestown Community Coll., NY.

    This contract between the faculty association of Jamestown Community College and the Board of Trustees of Jamestown Community College covers the academic year 1973-1974. Articles of the agreement cover recognition, association and instructors' rights, rights of the Board, deductions and professional dues, conditions of employment, appointment and…

  3. Protecting the Development of 5-11-Year-Olds from the Impacts of Early Disadvantage: The Role of Primary School Academic Effectiveness

    ERIC Educational Resources Information Center

    Sammons, Pam; Hall, James; Sylva, Kathy; Melhuish, Edward; Siraj-Blatchford, Iram; Taggart, Brenda

    2013-01-01

    Whether or not more effective schools can successfully mitigate the impacts of early disadvantage upon educational attainment remains uncertain. We investigated 2,664 children aged 6-11 years and measured their academic skills in English and maths along with self-regulation at 6, 7, and 11. Experiencing multiple disadvantages before age 5 strongly…

  4. Persistence of Fall 1988 ENGL 321 & ENGL 322 Students through Transfer Level English (1A) over Four Academic Years (Fall 1988-Spring 1992). Research Report #268.

    ERIC Educational Resources Information Center

    Kangas, Jon; Ma, Tony

    In fall 1992, a study was conducted at Evergreen Valley College (EVC) and San Jose City College (SJCC), in California, to measure the persistence rate over 4 academic years of students with no previous college experience who entered into a fundamentals of reading course (English 321) and an introduction to college reading course (English 322) in…

  5. Persistence of Fall 1988 Math 310, Math 12 & Math 13 Students through Transfer Level Math over Four Academic Years (Fall 1988-Spring 1992). Research Report #269.

    ERIC Educational Resources Information Center

    Kangas, Jon; Ma, Tony

    A study was conducted at Evergreen Valley College (EVC) and San Jose City College (SJCC) to determine persistence rates over 4 academic years for students with no previous college experience who entered arithmetic (Math 310), beginning algebra (Math 12), and intermediate algebra (Math 13) courses in fall 1988. The study sought to determine…

  6. Persistence of Fall 1988 ENGL 330/335 Students through Transfer Level English (1A) over Four Academic Years (Fall 1988-Spring 1992). Research Report #267.

    ERIC Educational Resources Information Center

    Kangas, Jon; Ma, Tony

    In fall 1992, a study was conducted at Evergreen Valley College (EVC) and San Jose City College (SJCC), in California, to measure the persistence rate of fall 1988 developmental English students (ENGL 330 at EVC; ENGL 335 at SJCC) through transfer level English (1A) over 4 academic years. Results of the study included the following: (1) of the 152…

  7. Follow-Up Survey of Students Who Received a Degree or Certificate from Napa Valley College in the 1984-85 Academic Year.

    ERIC Educational Resources Information Center

    Friedlander, Jack

    A survey was conducted of Napa Valley College (NVC) graduates who completed a degree or certificate program in the 1984-85 academic year. Surveys were sent to 320 graduates to determine what percentage achieved their educational goal by the time they left NVC; graduates' satisfaction with their NVC experience; the extent to which they took…

  8. Academic Failure of First-Year Engineering and Technological Students in India and Assessment of Motivation Factors--A Case Study

    ERIC Educational Resources Information Center

    Cheruvalath, Reena

    2012-01-01

    This study has been conducted to show that there is a recent trend in engineering colleges in India that students who are considered to be highly intelligent show poor academic performance during their 1st year. This article is proposed to examine the role of motivation factors such as teaching methods and learning material in the academic…

  9. A Comparison of Student Characteristics Between Two Academic Years, 1971-72 and 1974-75. Institutional Research Report 3-75.

    ERIC Educational Resources Information Center

    Schade, Herbert C.

    Statistical comparisons were made between twenty-three characteristics of students enrolled at Crowder College from two academic years, 1971-72 and l974-75. The twenty-three characteristics were divided into three categories: personal information, high school information, and college information. A program was written (HP language) for automatic…

  10. A Success Course for Freshmen on Academic Probation: Persistence and Graduation Outcomes

    ERIC Educational Resources Information Center

    McGrath, Shelley M.; Burd, Gail D.

    2012-01-01

    Administrators at a large, public university launched a mandatory success course for freshmen placed on academic probation at the end of their first semester. We compared the rates of course participant and nonparticipant return to good academic standing; persistence to the 2nd, 3rd, and 4th years; and graduation (within 4 to 5 years). The…

  11. Women's Participation in Behavioral and APA Journals.

    ERIC Educational Resources Information Center

    Morris, Edward K.; And Others

    Concern about the professional socialization of women in academic positions has increased markedly in recent years. This study examined women's participation in behavioral journals and journals published by the American Psychological Association (APA) in terms of journal authorship and the composition of journal editorial boards. Behavioral…

  12. The American Geological Institute Minority Participation Program (MPP): Thirty Years of Improving Access to Opportunities in the Geosciences Through Undergraduate and Graduate Scholarships for Underrepresented Minorities

    NASA Astrophysics Data System (ADS)

    Callahan, C. N.; Byerly, G. R.; Smith, M. J.

    2001-05-01

    Since 1971, the American Geological Institute (AGI) Minority Participation Program (MPP) has supported scholarships for underrepresented minorities in the geosciences at the undergraduate and graduate levels. Some of our MPP scholars have gone on to hugely successful careers in the geosciences. MPP scholars include corporate leaders, university professors, a NASA scientist-astronaut and a National Science Foundation (NSF) CAREER awardee. Yet as ethnic minorities continue to be underrepresented in the geosciences, AGI plans to expand its efforts beyond its traditional undergraduate and graduate scholarships to include diversity programs for secondary school geoscience teacher internships, undergraduate research travel support, and doctoral research fellowships. AGI promotes its MPP efforts primarily through its web pages, which are very successful in attracting visitors; through its publications, especially Geotimes; and through its Corporate Associates and Member Societies. Funding for the MPP has come from multiple sources over the past 30 years. Industry, non-profit organizations, and individuals have been the primary source of funding for graduate scholarships. The NSF has regularly funded the undergraduate scholarships. AGI Corporate Associates have contributed to both scholarship programs. The MPP Advisory Committee selects scholarship recipients based upon student academic performance, financial need, and potential for success as a geoscience professional. AGI currently has 29 MPP scholars, including 11 undergraduate and 18 graduate students. Undergraduate scholarships range from \\1000 to \\5000, with an average award of approximately \\2500. Graduate scholarships range from \\500 to \\4000, with an average award of approximately \\1300. In addition to financial assistance, every MPP scholar is assigned a professional geoscientist as a mentor. The mentor is responsible for regular personal contacts with MPP scholars, and with writing evaluation reports that

  13. Multibeam Advisory Committee (MAC) - Three Years of Working Towards the Consistent Acquisition of High Quality Multibeam Echosounder Data Across the US Academic Fleet

    NASA Astrophysics Data System (ADS)

    Johnson, P. D.; Beaudoin, J. D.; Ferrini, V. L.

    2014-12-01

    In 2010 the National Science Foundation (NSF) held a meeting to address the variability in quality of multibeam echosounder (MBES) data for ships of the US Academic Fleet. The participants of this meeting identified that there was a strong need to coordinate operational efforts for multibeam data acquisition across all vessels of the fleet. To address this need, the University of New Hampshire's Center for Coastal and Ocean Mapping joined with Lamont-Doherty Earth Observatory in submitting a proposal to NSF to form the Multibeam Advisory Committee (MAC), which was funded in the fall of 2011. The MAC through the last three years has assembled a team of experts who have been called upon to respond to questions about MBES data acquisition and data quality, conduct shipboard assessments of MBES systems, create documentation supporting best practices for multibeam acquisition and data workflow, and to develop tools to support both data acquisition and quality assessment. Tools and techniques developed through the MAC include: SVP Editor - a graphical display and editing program for SVP, CTD, XBT, and XSV data. This program integrates directly with multibeam acquisition software to both receive navigation and depth information, used during the processing of the sound velocity data, and also has the ability to send edited and processed cast directly to the sounder. MBES Accuracy and Swath Performance Tools - tools which can assess both the accuracy of MBES bathymetric data as compared to a reference surface grid and to examine swath width performance of MBES systems as a function of depth. Remote Patch Test Support - the MAC provides patch test site selection, detailed execution plans, and tools to support the transmittal of a downsized raw MBES data files from ships over satellite in order to determine the angular offset values (pitch, heading, and roll) for MBES systems with no MAC personnel on board. Built In Self Test (BIST) Evaluation Tools - tools which can plot and

  14. "I Don't Know Where We'd Be without Them": Understanding Community Partners' Motivations to Participate in Academic Outreach

    ERIC Educational Resources Information Center

    Barrera, Douglas Stuart

    2012-01-01

    While the literature on institutional civic engagement is quite extensive, the community perspective on such endeavors remains an under-developed area of study. This is particularly true of academic outreach programs meant to support the college preparation of underrepresented students. The purpose of this study was to explore the motivations of…

  15. Finnish parental involvement ethos, health support, health education knowledge and participation: results from a 2-year school health intervention.

    PubMed

    Sormunen, Marjorita; Tossavainen, Kerttu; Turunen, Hannele

    2013-04-01

    A 2-year, participatory action research school health study focused on developing components for home-school partnerships to support children's health learning process. Two intervention schools implemented strengthened health and collaboration-orientated activities; two control schools followed the national core curriculum without extracurricular activities. The parents of fourth-grade pupils (10-11 years at baseline) completed questionnaires before intervention in spring 2008 (N = 348) and after intervention in spring 2010 (N = 358). A two-way analysis of variance was conducted to determine whether time (2008/2010) and group (intervention/control) influenced parents' perceptions and experiences of parental involvement, health education and health support received from the school. Compared with controls, the intervention schools' parents experienced greater involvement ethos (Cohen's d = 0.57, P < 0.001), increased knowledge of health education (Cohen's d = 0.60, P = 0.02) and health support (Cohen's d = 0.35, P = 0.02). Health education participation among parents increased only partially during the intervention (Cohen's d = -0.12, P = 0.193). School health interventions based on schools' needs may have the potential to influence positively the relationship between home and school and increase the visibility of health education. The study was undertaken within the Schools for Health in Europe program.

  16. Impact on health-related quality of life and costs of managing chronic neuropathic pain in academic pain centres: Results from a one-year prospective observational Canadian study

    PubMed Central

    Tarride, J-E; Moulin, DE; Lynch, M; Clark, AJ; Stitt, L; Gordon, A; Morley-Forster, PK; Nathan, H; Smyth, C; Toth, C; Ware, MA

    2015-01-01

    BACKGROUND: The management of chronic pain, including neuropathic pain (NeP), is a major public health issue. However, there is a paucity of data evaluating pain management strategies in real-life settings. OBJECTIVE: To inform policy makers about the economic value of managing chronic NeP in academic centres by conducting a subeconomic assessment of a Canadian multicentre cohort study aimed at determining the long-term outcomes of the management of chronic NeP in academic pain centres. Specific questions regarding the economic value of this type of program were answered by a subset of patients to provide further information to policy makers. METHODS: Baseline demographic information and several pain-related measurements were collected at baseline, three, six and 12 months in the main study. A resource use questionnaire aimed at determining NeP-related costs and the EuroQoL-5 Dimension were collected in the subset study from consenting patients. Statistical analyses were conducted to compare outcomes over time and according to responder status. RESULTS: A total of 298 patients were evaluated in the present economic evaluation. The mean (± SD) age of the participants was 53.7±14.0 years, and 56% were female. At intake, the mean duration of NeP was >5 years. Statistically significant improvements in all pain and health-related quality of life outcomes were observed between the baseline and one-year visits. Use decreased over time for many health care resources (eg, visits to the emergency room decreased by one-half), which resulted in overall cost savings. CONCLUSION: The results suggest that increased access to academic pain centres should be facilitated in Canada. PMID:26474381

  17. Brain Gym To Increase Academic Performance Of Children Aged 10-12 Years Old ( Experimental Study in Tembalang Elementary School and Pedalangan Elementary School Semarang)

    NASA Astrophysics Data System (ADS)

    Marpaung, M. G.; Sareharto, T. P.; Purwanti, A.; Hermawati, D.

    2017-02-01

    Academic performance becomes an important determinant of individual quality. it is determined by the function of affective, cognitive, psychomotor, and intelligence. Brain gym can improve learning processes and integrate all areas that related to the learning process. To prove the effect of brain gym towards academic performance of children aged 10-12 years. This study was a quasy experiment study with one group pre and post test design. Samples (n=18 male=7 and female=11) were taken from five and six grader and conducted in Tembalang and Pedalangan Elementary School, Semarang. Pretest were administered, followed by brain gym, and post test administered in the end of study. The measurement of Intelligence Quotient pre and post test using Culture Fair Intelligence Test Scale 2. Among the 18 subjects (male=7 and female=11) the average of academic performance and IQ score after brain gym showed improvement. The Improvement of IQ score with Culture Fair Test Scale 2 was analyzed by Dependent T test showed significant results (p=0,000). The improvement of Bahasa score was analyzed by Wilcoxon test showed significant results (p=0,001), an unsignificant result were shown in Mathematics p=0,079 and natural sciences p=0,306. Brain gym can increase academic performance of children aged 10-12 years old.

  18. Spinal Epidural Abscess in Adults: A 10-Year Clinical Experience at a Tertiary Care Academic Medical Center.

    PubMed

    Artenstein, Andrew W; Friderici, Jennifer; Holers, Adam; Lewis, Deirdre; Fitzgerald, Jan; Visintainer, Paul

    2016-10-01

    Background.  Delayed recognition of spinal epidural abscess (SEA) contributes to poor outcomes from this highly morbid and potentially lethal infection. We performed a case-control study in a regional, high-volume, tertiary care, academic medical center over the years 2005-2015 to assess the potential changing epidemiology, clinical and laboratory manifestations, and course of this disorder and to identify factors that might lead to early identification of SEA. Methods.  Diagnostic billing codes consistent with SEA were used to identify inpatient admissions for abstraction. Subjects were categorized as cases or controls based on the results of spinal imaging studies. Characteristics were compared using Fisher's exact or Kruskal-Wallis tests. All P values were 2-sided with a critical threshold of <.05. Results.  We identified 162 cases and 88 controls during the study period. The incidence of SEA increased from 2.5 to 8.0 per 10 000 admissions, a 3.3-fold change from 2005 to 2015 (P < .001 for the linear trend). Compared with controls, cases were significantly more likely to have experienced at least 1 previous healthcare visit or received antimicrobials within 30 days of admission; to have comorbidities of injection drug use, alcohol abuse, or obesity; and to manifest fever or rigors. Cases were also more likely to harbor coinfection at a noncontiguous site. When available, inflammatory markers were noted to be markedly elevated in cases. Focal neurologic deficits were seen with similar frequencies in both groups. Conclusions.  Based on our analysis, it appears that selected factors noted at the time of clinical presentation may facilitate early recognition of SEA.

  19. Spinal Epidural Abscess in Adults: A 10-Year Clinical Experience at a Tertiary Care Academic Medical Center

    PubMed Central

    Artenstein, Andrew W.; Friderici, Jennifer; Holers, Adam; Lewis, Deirdre; Fitzgerald, Jan; Visintainer, Paul

    2016-01-01

    Background. Delayed recognition of spinal epidural abscess (SEA) contributes to poor outcomes from this highly morbid and potentially lethal infection. We performed a case-control study in a regional, high-volume, tertiary care, academic medical center over the years 2005–2015 to assess the potential changing epidemiology, clinical and laboratory manifestations, and course of this disorder and to identify factors that might lead to early identification of SEA. Methods. Diagnostic billing codes consistent with SEA were used to identify inpatient admissions for abstraction. Subjects were categorized as cases or controls based on the results of spinal imaging studies. Characteristics were compared using Fisher's exact or Kruskal-Wallis tests. All P values were 2-sided with a critical threshold of <.05. Results. We identified 162 cases and 88 controls during the study period. The incidence of SEA increased from 2.5 to 8.0 per 10 000 admissions, a 3.3-fold change from 2005 to 2015 (P < .001 for the linear trend). Compared with controls, cases were significantly more likely to have experienced at least 1 previous healthcare visit or received antimicrobials within 30 days of admission; to have comorbidities of injection drug use, alcohol abuse, or obesity; and to manifest fever or rigors. Cases were also more likely to harbor coinfection at a noncontiguous site. When available, inflammatory markers were noted to be markedly elevated in cases. Focal neurologic deficits were seen with similar frequencies in both groups. Conclusions. Based on our analysis, it appears that selected factors noted at the time of clinical presentation may facilitate early recognition of SEA. PMID:28018923

  20. School-based sports participation and its effects on weight maintenance in Mexican American adolescents: A two-year analysis

    Technology Transfer Automated Retrieval System (TEKTRAN)

    Participation in sports has been shown to decrease standardized body mass index (zBMI), especially in school settings. Few studies have examined the impact of sports participation in a Mexican American sample. The purpose of this investigation was to examine the effect of sports participation on wei...

  1. Pediatric Emergency Medicine (PEM) fellowship: essentials of a three-year academic curriculum. Three-Year Academic Subcommittee of the PEM Fellowship Committee of the Section of Emergency Medicine, American Academy of Pediatrics.

    PubMed

    Shaw, K N; Schunk, J; Ledwith, C; Lockhart, G

    1997-02-01

    This committee of fellowship directors has proposed guidelines for an academic curriculum for training fellows in PEM. The curriculum should be modified to each unique program, but is based on current expectation of the American Board of Pediatrics and the ACGME for graduate education. This is the first PEM academic curriculum document in publication. Ongoing refinement and adaptation based on feedback from fellows and directors is essential to provide the best fellowship experience to our trainees. The proposed curriculum is also subject to further change as more details are given for ACGME approval of the fellowship programs.

  2. Participation in Physical, Social, and Religious Activity and Risk of Depression in the Elderly: A Community-Based Three-Year Longitudinal Study in Korea

    PubMed Central

    Roh, Hyun Woong; Hong, Chang Hyung; Lee, Yunhwan; Oh, Byoung Hoon; Lee, Kang Soo; Chang, Ki Jung; Kang, Dae Ryong; Kim, Jinhee; Lee, SooJin; Back, Joung Hwan; Chung, Young Ki; Lim, Ki Young; Noh, Jai Sung; Kim, Dongsoo; Son, Sang Joon

    2015-01-01

    Background We examined the longitudinal association between participation in individual or combinations of physical, social, and religious activity and risk of depression in the elderly. Methods Elderly subjects aged ≥60 years who completed the Living Profiles of Older People Survey in Korea (n = 6,647) were included. The baseline assessment, Wave 1, was conducted in 2008, and a follow-up assessment, Wave 2, was conducted in 2011. We defined participation in frequent physical activity as ≥3 times weekly (at least 30 minutes per activity). Frequent participation in social and religious activity was defined as ≥1 activity weekly. The primary outcome was depression at 3-year follow up. Results Multivariable logistic regression analysis showed that subjects who participated in frequent physical, social, and religious activity had an adjusted odds ratio of 0.81 (95% confidence interval [CI], 0.69–0.96), 0.87 (95% CI, 0.75–1.00), and 0.78 (95% CI, 0.67–0.90), respectively, compared with participants who did not participate in each activity. Participants who participated in only one type of activity frequently and participants who participated in two or three types of activities frequently had an adjusted odds ratio of 0.86 (95% CI, 0.75–0.98) and 0.64 (95% CI, 0.52–0.79), respectively, compared with participants who did not participate in any type of physical, social, and religious activity frequently. Conclusion Participation in physical, social, and religious activity was associated with decreased risk of depression in the elderly. In addition, risk of depression was much lower in the elderly people who participated in two or three of the above-mentioned types of activity than that in the elderly who did not. PMID:26172441

  3. Does chronic classroom peer rejection predict the development of children's classroom participation during the grade school years?

    PubMed

    Ladd, Gary W; Herald-Brown, Sarah L; Reiser, Mark

    2008-01-01

    A sample of 398 children was followed up from ages 5 to 12 to investigate the relation between peer group rejection and classroom participation. The participation trajectories of individuals and groups of children who were rejected for differing periods of time were examined both during and after rejection using piecewise growth curve analyses. The results showed that whereas during periods of rejection, children exhibited negative or negligible growth in participation, when nonrejected, they manifested positive growth. These findings corroborated the hypothesis that (a) peer rejection creates constraints that inhibit children's classroom participation and (b) the cessation of rejection enables children to become more active and cooperative participants in classroom activities.

  4. Latent profiles of problem behavior within learning, peer, and teacher contexts: identifying subgroups of children at academic risk across the preschool year.

    PubMed

    Bulotsky-Shearer, Rebecca J; Bell, Elizabeth R; Domínguez, Ximena

    2012-12-01

    Employing a developmental and ecological model, the study identified initial levels and rates of change in academic skills for subgroups of preschool children exhibiting problem behavior within routine classroom situations. Six distinct latent profile types of emotional and behavioral adjustment were identified for a cohort of low-income children early in the preschool year (N=4417). Profile types provided a descriptive picture of patterns of classroom externalizing, internalizing, and situational adjustment problems common to subgroups of children early in the preschool year. The largest profile type included children who exhibited low problem behavior and were characterized as well-adjusted to the preschool classroom early in the year. The other profile types were characterized by distinct combinations of elevated internalizing, externalizing, and situational problem behavior. Multinomial logistic regression identified younger children and boys at increased risk for classification in problem types, relative to the well-adjusted type. Latent growth models indicated that children classified within the extremely socially and academically disengaged profile type, started and ended the year with the lowest academic skills, relative to all other types. Implications for future research, policy, and practice are discussed.

  5. Socio-Academic Integrative Moments: Rethinking Academic and Social Integration among Two-Year College Students in Career-Related Programs

    ERIC Educational Resources Information Center

    Deil-Amen, Regina

    2011-01-01

    College student persistence and dropout have been studied for decades, but little inquiry has focused on community college or private two-year college students. Although about half of first-time postsecondary students enroll in a two-year college, researchers understand little about why only approximately a quarter of these degree-seekers complete…

  6. The impact of in-house attending surgeon supervision on the rates of preventable and potentially preventable complications and death at the start of the new academic year.

    PubMed

    Inaba, Kenji; Hauch, Adam; Branco, Bernardino C; Cohn, Stephen; Teixeira, Pedro G R; Recinos, Gustavo; Barmparas, Galinos; Demetriades, Demetrios

    2013-11-01

    The purpose of this study was to examine the impact of in-house attending surgeon supervision on the rate of preventable deaths (PD) and complications (PC) at the beginning of the academic year. All trauma patients admitted to the Los Angeles County + University of Southern California Medical Center over an 8-year period ending in December 2009 were reviewed. Morbidity and mortality reports were used to extract all PD/PC. Patients admitted in the first 2 months (July/August) of the academic year were compared with those admitted at the end of the year (May/June) for two distinct time periods: 2002 to 2006 (before in-house attending surgeon supervision) and 2007 to 2009 (after 24-hour/day in-house attending surgeon supervision). During 2002 to 2006, patients admitted at the beginning of the year had significantly higher rates of PC (1.1% for July/August vs 0.6% for May/June; adjusted odds ratio [OR], 1.9; 95% confidence interval [CI], 1.1 to 3.2; P < 0.001). There was no significant difference in mortality (6.5% for July/August vs 4.6% for May/June; adjusted OR, 1.1; 95% CI,0.8 to 1.5; P = 0.179). During 2007 to 2009, after institution of 24-hour/day in-house attending surgeon supervision of fellows and housestaff, there was no significant difference in the rates of PC (0.7% for July/August vs 0.6% for May/June; OR, 1.1; 95% CI, 0.8 to 1.3; P = 0.870) or PD (4.6% for July/August vs 3.7% for May/June; OR, 1.3; 95% CI, 0.9 to 1.7; P = 0.250) seen at the beginning of the academic year. At an academic Level I trauma center, the institution of 24-hour/day in-house attending surgeon supervision significantly reduced the spike of preventable complications previously seen at the beginning of the academic year.

  7. Penalties for Peer Sexual Harassment in an Academic Context: The Influence of Harasser Gender, Participant Gender, Severity of Harassment, and the Presence of Bystanders.

    ERIC Educational Resources Information Center

    Cummings, Kimberly M.; Armenta, Madeline

    2002-01-01

    Examined the impact of harasser gender, participant gender, and presence of bystanders on perceptions of penalty appropriateness for peer sexual harassment in college. Students responded to descriptions of potential sexual harassment between one college student and another and described the appropriate penalty. Participants were more likely to…

  8. Reciprocal effects between academic self-concept, self-esteem, achievement, and attainment over seven adolescent years: unidimensional and multidimensional perspectives of self-concept.

    PubMed

    Marsh, Herbert W; O'Mara, Alison

    2008-04-01

    In their influential review, Baumeister, Campbell, Krueger, and Vohs (2003) concluded that self-esteem--the global component of self-concept--has no effect on subsequent academic performance. In contrast, Marsh and Craven's (2006) review of reciprocal effects models from an explicitly multidimensional perspective demonstrated that academic self-concept and achievement are both a cause and an effect of each other. Ironically, both reviews cited classic Youth in Transition studies in support of their respective claims. In definitive tests of these counter claims, the authors reanalyze these data-including self-esteem (emphasized by Baumeister et al.), academic self-concept (emphasized by Marsh & Craven), and postsecondary educational attainment-using stronger statistical methods based on five waves of data (grade 10 through 5 years after graduation; N=2,213). Integrating apparently discrepant findings under a common theoretical framework based on a multidimensional perspective, academic self-concept had consistent reciprocal effects with both achievement and educational attainment, whereas self-esteem had almost none.

  9. How do educational attainment and gender relate to fluid intelligence, crystallized intelligence, and academic skills at ages 22-90 years?

    PubMed

    Kaufman, Alan S; Kaufman, James C; Liu, Xin; Johnson, Cheryl K

    2009-03-01

    Educational attainment and gender differences on fluid intelligence (Gf), crystallized intelligence (Gc), and academic skills in reading, math, and writing were analyzed for stratified adult samples ranging in age from 22 to 90 years. The data sources were the adult portions of the standardization samples of the second editions of Kaufman Brief Intelligence Test (N = 570) and the Kaufman Test of Educational Achievement-Brief Form (N = 555). Five univariate analysis of covariance were conducted with age as the covariate. Correlational analysis supplemented the covariate analyses to better understand the relationship of the five variables to education. All variables related significantly and substantially to years of formal schooling, an important finding in view of the key nature of this background variable for conducting neuropsychological assessments, as elaborated by Heaton and his colleagues. Surprisingly, Gf related just as strongly to education as did the school-related Gc. Among academic skill areas, math correlated higher with years of formal schooling than did either reading or writing. Women significantly outperformed men on the writing test and the reverse was true for the math test; other gender differences were not significant. These analyses fill a gap in the literature regarding the nature of gender and education differences in academic skills for heterogeneous samples of normal adults between young adulthood and old age and have practical implications for neuropsychological assessment.

  10. The Effects of Faculty Behaviors on the Academic Achievement of First-Year Cambodian Urban University Students

    ERIC Educational Resources Information Center

    Heng, Kreng

    2014-01-01

    Research on the faculty impact on students' academic achievement has been disproportionately confined to the context of countries with developed higher education systems. Few studies have been undertaken in the developing world like Cambodia. This study employed hierarchical linear modeling to examine the relationships between faculty behaviors…

  11. Bridging the Gap 10 Years Later: A Tool and Technique to Analyze and Evaluate Advanced Academic Curricular Units

    ERIC Educational Resources Information Center

    Beasley, Jennifer G.; Briggs, Christine; Pennington, Leighann

    2017-01-01

    The need for a shared vision concerning exemplary curricula for academically advanced learners must be a priority in the field of education. With the advent of the Common Core State Standards adoption in many states, a new conversation has been ignited over meeting the needs of students with gifts and talents for whom the "standard"…

  12. Academic Freedom on Trial: 100 Years of Sifting and Winnowing at the University of Wisconsin-Madison.

    ERIC Educational Resources Information Center

    Hansen, W. Lee, Ed.

    The 29 papers in this collection celebrate academic freedom at the University of Wisconsin-Madison and are organized around the 1894 "trial" of Richard T. Ely, an economist who was exonerated of fomenting unrest and discussing "dangerous" ideas in a Board of Regents Statement which stressed the importance of "sifting and…

  13. Academic Development of First-Year Living-Learning Program Students before and after Hurricanes Katrina and Rita of 2005

    ERIC Educational Resources Information Center

    Rohli, Robert V.; Keppler, Kurt J.; Winkler, Daniel L.

    2013-01-01

    Previous research suggests that the far-reaching impacts of hurricanes include the academic performance of students. In an examination of such impacts, we found a trend toward self-perceived decline in some performance indicators relative to students at peer universities. However, few longitudinal impacts were found, perhaps because of the sense…

  14. Documentation for the Academic Library Survey (ALS) Data File: Fiscal Year 2004. (Public Use). NCES 2007-343

    ERIC Educational Resources Information Center

    Schmitt, Carl M.; O'Shae, Patricia; Vaden, Kaleen; Williams, Jeffrey W.

    2007-01-01

    This manual describes the methods, procedures, techniques, and activities that were used to produce the Academic Library Survey of 2004 (ALS:2004). This manual is designed to provide guidance and documentation for users of the ALS data. Included in the manual are the following: (1) an overview of the study and its predecessor studies; (2) an…

  15. Documentation for the Academic Library Survey (ALS) Data File: Fiscal Year 2004 (Public Use). NCES 2007-343

    ERIC Educational Resources Information Center

    Schmitt, Carl M.; O'Shae, Patricia; Vaden, Kaleen; Williams, Jeffrey W.

    2007-01-01

    This manual describes the methods, procedures, techniques, and activities that were used to produce the Academic Library Survey of 2004 (ALS:2004). This manual is designed to provide guidance and documentation for users of the ALS data. Included in the manual are the following: an overview of the study and its predecessor studies; an account of…

  16. Documentation for the Academic Library Survey (ALS) Data File: Fiscal Year 2004 (Public Use). NCES 2007-343

    ERIC Educational Resources Information Center

    Schmitt, Carl M.; O'Shae, Patricia; Vaden, Kaleen

    2007-01-01

    This manual describes the methods, procedures, techniques, and activities that were used to produce the Academic Library Survey of 2004 (ALS:2004). This manual is designed to provide guidance and documentation for users of the ALS data. Included in the manual are the following: (1) an overview of the study and its predecessor studies; (2) an…

  17. Assessment as an Equity Issue in Higher Education: Comparing the Perceptions of First Year Students, Course Coordinators, and Academic Leaders

    ERIC Educational Resources Information Center

    Goos, Merrilyn; Gannaway, Deanne; Hughes, Clair

    2011-01-01

    Assessment practices that aim to promote both quality and equity may be compromised in a higher education market where students are consumers and grades the currency exchanged for measures of success. In such a climate, academics report feeling pressured to make course content and assessment less challenging in order to obtain positive student…

  18. The Influence of the College Environment and Student Involvement on First-Year Academic Self-Concept

    ERIC Educational Resources Information Center

    Stocksdale, Brent

    2015-01-01

    Enhancing the self-beliefs of college students--in particular, academic self-concept--has been suggested as one way to enhance college student success. However, the literature on the influence of college often does not clearly identify nor effectively assess the type of self-belief being investigated, and little remains known as to how and when…

  19. The Influence of Perceived Parental Expectations and Pressures on Women's Academic Achievement during the First Year of College

    ERIC Educational Resources Information Center

    Furry, Allyson N.; Sy, Susan R.

    2015-01-01

    Previous research has examined the relationship between parental expectations and student academic performance. However, less attention has been given to the role of different parental pressures in students' achievement during their first semester of college. The purpose of this study is to examine the influence of perceived parental expectations…

  20. Faculty Composition in Four-Year Institutions: The Role of Pressures, Values, and Organizational Processes in Academic Decision-Making

    ERIC Educational Resources Information Center

    Kezar, Adrianna; Gehrke, Sean

    2016-01-01

    This study broadens our understanding of conditions that shape faculty composition in higher education. We surveyed academic deans to evaluate their views on the professoriate, values, pressures, and practices pertaining to the use of non-tenure-track faculty (NTTF). We utilized [ordinary-least-squares] OLS regression to test a model for…

  1. Improving Balance in Regression Discontinuity Design by Matching: Estimating the Effect of Academic Probation after the First Year of College

    ERIC Educational Resources Information Center

    Chi, Olivia L.; Dow, Aaron W.

    2014-01-01

    This study focuses on how matching, a method of preprocessing data prior to estimation and analysis, can be used to reduce imbalance between treatment and control group in regression discontinuity design. To examine the effects of academic probation on student outcomes, researchers replicate and expand upon research conducted by Lindo, Sanders,…

  2. Measuring the Psychosocial Characteristics of Teacher Candidates through the Academic Self-Identity: Self-Observation Yearly (ASI SOY) Inventory

    ERIC Educational Resources Information Center

    Flores, Belinda Bustos; Clark, Ellen Riojas; Guerra, Norma S.; Casebeer, Cindy M.; Sanchez, Serafin V.; Mayall, Hayley J.

    2010-01-01

    This study contends that multiple psychosocial factors mediate students' pursuit of the teaching profession, including beliefs, ethnic identity, acculturation, efficacy, and motivation. Despite the myriad literature addressing teacher characteristics, less is known about how these factors influence the academic or personal development of teacher…

  3. The Differential Effects of Internship Participation on End-of-Fourth-Year GPA by Demographic and Institutional Characteristics

    ERIC Educational Resources Information Center

    Parker, Eugene T., III.; Kilgo, Cindy A.; Sheets, Jessica K. Ezell; Pascarella, Ernest T.

    2016-01-01

    The purpose of this study is to explore the effects of internship participation on college students, specifically the effect on college GPA. Further, because of the capacity to disaggregate students by race in the sample, this study is significant because it provides much needed empirical evidence surrounding the impact of participation in…

  4. Beyond the Amusement, Puzzlement and Challenges: An Enquiry into International Students' Academic Acculturation

    ERIC Educational Resources Information Center

    Elliot, Dely Lazarte; Reid, Kate; Baumfield, Vivienne

    2016-01-01

    This paper investigates the phenomenological experiences of academic acculturation of selected non-British post-doctoral academics with a retrospective focus on their experiences as PhD students. The participants came from different disciplines and countries of origin to pursue several years of postgraduate research in different British higher…

  5. Predictors of Academic Procrastination and University Life Satisfaction among Turkish Sport Schools Students

    ERIC Educational Resources Information Center

    Ocal, Kubilay

    2016-01-01

    The purpose of this study was to examine the role of burnout, academic self-efficacy and academic success in predicting procrastination and university life satisfaction among sports schools students. The study sample comprised of 224 participants aged from 18 to 30 years with a mean age of 21.71 (SD = 1.94) who were attending various departments…

  6. A Cross-Lagged Longitudinal Study of Relations between Academic Achievement and Korean Adolescent Delinquency

    ERIC Educational Resources Information Center

    Lee, Julie

    2013-01-01

    Objective: Previous studies have shown that academic achievement has a significant effect on juvenile delinquency, with the reverse reported as well. This study, therefore, examined the reciprocal causal relationships between academic achievement and juvenile delinquency. Methods: The participants were 3449 Korean adolescents (mean age 13.2 years,…

  7. College Students' Sexual Orientation, Gender Identity, and Participation in Study Abroad

    ERIC Educational Resources Information Center

    Bryant, Kelly M.; Soria, Krista M.

    2015-01-01

    College students in the U.S. are increasingly participating in study abroad opportunities; for example, from the 2010-2011 academic year, 273,996 U.S. students studied abroad, an increase of 1.3% from the previous year (Institute of International Education, 2012). Participation in study abroad has more than tripled over the past two decades…

  8. American Sign Language/English bilingual model: a longitudinal study of academic growth.

    PubMed

    Lange, Cheryl M; Lane-Outlaw, Susan; Lange, William E; Sherwood, Dyan L

    2013-10-01

    This study examines reading and mathematics academic growth of deaf and hard-of-hearing students instructed through an American Sign Language (ASL)/English bilingual model. The study participants were exposed to the model for a minimum of 4 years. The study participants' academic growth rates were measured using the Northwest Evaluation Association's Measure of Academic Progress assessment and compared with a national-normed group of grade-level peers that consisted primarily of hearing students. The study also compared academic growth for participants by various characteristics such as gender, parents' hearing status, and secondary disability status and examined the academic outcomes for students after a minimum of 4 years of instruction in an ASL/English bilingual model. The findings support the efficacy of the ASL/English bilingual model.

  9. The Academic Differences between Students Involved in School-Based Robotics Programs and Students Not Involved in School-Based Robotics Programs

    ERIC Educational Resources Information Center

    Koumoullos, Michael

    2013-01-01

    This research study aimed to identify any correlation between participation in afterschool robotics at the high school level and academic performance. Through a sample of N = 121 students, the researcher examined the grades and attendance of students who participated in a robotics program in the 2011-2012 school year. The academic record of these…

  10. [Development of financial participation of patients in the costs of pharmacotherapy in the years 2008-2012].

    PubMed

    Přikrylová, Eva; Macešková, Božena

    2013-08-01

    This paper deals with the financial participation of patients in the costs of pharmacotherapy in dependence on legislative regulations (in the period of 2008-2012). It describes the individual stages of selection of regulatory fees in pharmacies in connection with the appropriate legal regulations. The practical part lists the monthly values of the extent of financial participation of all patients who frequented a particular pharmacy in the period under study (1 April 2009 - 31 March 2010 and 1 January 2012 - 30 June 2012), the values of mutually corresponding months in both periods being compared. The development of the extent of financial participation in pharmacotherapy was monitored in ten individual patients in the period from 1 January 2008 to 30 June 2012; the course of the financial participation of two patients is analyzed in greater detail including the factors which influenced it.

  11. Changes in teachers' involvement versus rejection and links with academic motivation during the first year of secondary education: a multilevel growth curve analysis.

    PubMed

    Maulana, Ridwan; Opdenakker, Marie-Christine; Stroet, Kim; Bosker, Roel

    2013-09-01

    Research consistently shows that the learning environment plays an important role for early adolescents' learning and outcomes and suggests that good teacher-student relationships can serve as a protective factor for maintaining young adolescents' interest and active engagement in learning. However, less is known about the dynamic nature of teacher-student relationships and how they link with academic motivation development. Furthermore, little is known about the nature and the effects of teacher-student relationships in a cross-national context. The present study investigated changes in two components of teacher-student relationships (teachers' involvement vs. rejection) and examined links with students' academic motivation during the first grade of secondary school. Ten Dutch and ten Indonesian teachers (65 % female) from 24 classes were videoed 12 times across the school year, and four videos for each class were selected randomly and coded on teachers' involvement versus rejection. A total of 713 students (52 % girls) completed four-wave measures of their academic motivation after each video observation. Multilevel growth curve modeling revealed that the teacher's involvement changed in a curvilinear way and decreased across the first year of secondary education, while changes in the teacher's rejection did not follow a linear time function. Academic motivation changed in an undesirable way: controlled motivation increased, while autonomous motivation decreased over time. Teachers' involvement had a unique contribution in preventing high levels of controlled motivation in both countries. Findings suggest that teacher-student relationships (teachers' involvement) play an essential role in early adolescents' motivation regardless of the nations and should be a priority for schools.

  12. Academic Performance on First-Year Medical School Exams: How Well Does It Predict Later Performance on Knowledge-Based and Clinical Assessments?

    PubMed

    Krupat, Edward; Pelletier, Stephen R; Dienstag, Jules L

    2017-01-01

    Number of appearances in the bottom quartile of 1st-year medical school exams were used to represent the extent to which students were having academic difficulties. Medical educators have long expressed a desire to have indicators of medical student performance that have strong predictive validity. Predictors traditionally used fell into 4 general categories: demographic (e.g., gender), other background factors (e.g., college major), performance/aptitude (e.g., medical college admission test scores), and noncognitive factors (e.g., curiosity). These factors, however, have an inconsistent record of predicting student performance. In comparison to traditional predictive factors, we sought to determine the extent to which academic performance in the 1st-year of medical school, as measured by examination performance in the bottom quartile of the class in 7 required courses, predicted later performance on a variety of assessments, both knowledge based (e.g., United States Medical Licensing Examination Step 1 and Step IICK) and clinical skills based (e.g., clerkship grades and objective structured clinical exam performance). Of all predictors measured, number of appearances in the bottom quartile in Year 1 was the most strongly related to performance in knowledge-based assessments, as well as clinically related outcomes, and, for each outcome, bottom-quartile performance accounted for additional variance beyond that of the traditional predictors. Low academic performance in the 1st year of medical school is a meaningful risk factor with both predictive validity and predictive utility for low performance later in medical school. The question remains as to how we can incorporate this indicator into a system of formative assessment that effectively addresses the challenges of medical students once they have been identified.

  13. Perceptions of Chinese Biomedical Researchers Towards Academic Misconduct: A Comparison Between 2015 and 2010.

    PubMed

    Liao, Qing-Jiao; Zhang, Yuan-Yuan; Fan, Yu-Chen; Zheng, Ming-Hua; Bai, Yu; Eslick, Guy D; He, Xing-Xiang; Zhang, Shi-Bing; Xia, Harry Hua-Xiang; He, Hua

    2017-04-10

    Publications by Chinese researchers in scientific journals have dramatically increased over the past decade; however, academic misconduct also becomes more prevalent in the country. The aim of this prospective study was to understand the perceptions of Chinese biomedical researchers towards academic misconduct and the trend from 2010 to 2015. A questionnaire comprising 10 questions was designed and then validated by ten biomedical researchers in China. In the years 2010 and 2015, respectively, the questionnaire was sent as a survey to biomedical researchers at teaching hospitals, universities, and medical institutes in mainland China. Data were analyzed by the Chi squared test, one-way analysis of variance with the Tukey post hoc test, or Spearman's rank correlation method, where appropriate. The overall response rates in 2010 and 2015 were 4.5% (446/9986) and 5.5% (832/15,127), respectively. Data from 15 participants in 2010 were invalid, and analysis was thus performed for 1263 participants. Among the participants, 54.7% thought that academic misconduct was serious-to-extremely serious, and 71.2% believed that the Chinese authorities paid no or little attention to the academic misconduct. Moreover, 70.2 and 65.2% of participants considered that the punishment for academic misconduct at the authority and institution levels, respectively, was not appropriate or severe enough. Inappropriate authorship and plagiarism were the most common forms of academic misconduct. The most important factor underlying academic misconduct was the academic assessment system, as judged by 50.7% of the participants. Participants estimated that 40.1% (39.8 ± 23.5% in 2010; 40.2 ± 24.5% in 2015) of published scientific articles were associated with some form of academic misconduct. Their perceptions towards academic misconduct had not significantly changed over the 5 years. Reform of the academic assessment system should be the fundamental approach to tackling this problem in

  14. Hospital expenditure as a major driver of nurse labour force participation: evidence from a 10-year period in Canada.

    PubMed

    Vujicic, Marko; Onate, Kanecy; Laporte, Audrey; Deber, Raisa

    2011-05-01

    This paper examines trends in the nursing labour market in Canada over a period of dramatic fluctuations in hospital expenditures. We add to previous analysis that covered the period 1991-1996 and use Census data from 2001 to examine the relationship between hospital expenditure and nurse labour force participation. We find that shifts in labour force participation over the period 1991-2001 had a significant impact on the nursing supply in Canada. Individuals who were trained in nursing but were working outside the profession in 1996 because of budgetary reductions and layoffs in hospitals had largely been reabsorbed back into nursing jobs by 2001. Our analysis provides further empirical evidence that the labour force participation among individuals trained in nursing is driven to a large extent by demand-side factors.

  15. Academic engagement and disengagement as predictors of performance in pathophysiology among nursing students.

    PubMed

    Salamonson, Yenna; Andrew, Sharon; Everett, Bronwyn

    2009-01-01

    Connecting students with learning activities to promote academic engagement has been a focus of higher education over the past decade, partly driven by an increasing rate of student participation in part-time employment, and a growing concern about the quality of the student experience. Using a prospective survey design, this study selected three elements of academic engagement (homework completion, lecture attendance, and study hours) and academic disengagement (part-time work), to identify predictors of academic performance in a pathophysiology subject in 126 second year nursing students. Homework completion emerged as the strongest positive predictor of academic performance, followed by lecture attendance; however, time spent studying was not a significant predictor of academic performance. Of concern was the finding that the amount of part-time work had a significant and negative impact on academic performance. Combining all elements of academic engagement and disengagement, and controlling for age and ethnicity, the multiple regression model accounted for 34% of the variance in the academic performance of second year nursing students studying pathophysiology. Results from these findings indicate the importance of active learning engagement in influencing academic success, and provide some direction for nursing academics to design effective learning approaches to promote academic engagement of nursing students.

  16. Attributions to sexual minority women's academic success.

    PubMed

    McCleaf, Kathy J

    2014-01-01

    Narratives from 33 sexual minority women were examined to discover what factors contributed to their ability to acquire academic success, and what, if any, attributions are evident in some sexual minority women's experiences that provide the ability to persist and graduate. Coping strategies the participants used to gain the resiliency and persistence necessary to acquire academic success are discussed. Intrinsic themes were work ethic values, altruism, and self-efficacy. Extrinsic themes were mentors, family, and friends. Sexual minority women identified the complexity of intrinsic and extrinsic attributions that were used to successfully complete a four-year undergraduate degree in the United States.

  17. Academic career development in geriatric fellowship training.

    PubMed

    Medina-Walpole, Annette; Fonzi, Judith; Katz, Paul R

    2007-12-01

    Career development is rarely formalized in the curricula of geriatric fellowship programs, and the training of new generations of academic leaders is challenging in the 1 year of fellowship training. To effectively prepare fellows for academic leadership, the University of Rochester's Division of Geriatrics, in collaboration with the Warner School of Graduate Education, created a yearlong course to achieve excellence in teaching and career development during the 1-year geriatric fellowship. Nine interdisciplinary geriatric medicine, dentistry, and psychiatry fellows completed the course in its initial year (2005/06). As participants, fellows gained the knowledge and experience to successfully develop and implement educational initiatives in various formats. Fellows acquired teaching and leadership skills necessary to succeed as clinician-educators in an academic setting and to communicate effectively with patients, families, and colleagues. Fellows completed a series of individual and group education projects, including academic portfolio development, curriculum vitae revision, abstract submission and poster presentation at national meetings, lay lecture series development, and geriatric grand rounds presentation. One hundred percent of fellows reported that the course positively affected their career development, with six of nine fellows choosing academic careers. The course provided opportunities to teach and assess all six of the Accreditation Council of Graduate Medical Education core competencies. This academic career development course was intended to prepare geriatric fellows as the next generation of academic leaders as clinician-teacher-scholars. It could set a new standard for academic development during fellowship training and provide a model for national dissemination in other geriatric and subspecialty fellowship programs.

  18. Students Flourish and Tutors Wither: A Study of Participant Experiences in a First-Year Online Unit

    ERIC Educational Resources Information Center

    Dodo-Balu, Andrea

    2017-01-01

    Contemporary higher education has been affected by policy pressures built around "flexibility". The policies of widening student participation and expanding flexible online delivery combine to provide the opportunity for a university education to students hitherto largely excluded. Flexible employment policies have increasingly placed…

  19. Test anxiety and cardiovascular responses to daily academic stressors.

    PubMed

    Conley, Kristen M; Lehman, Barbara J

    2012-02-01

    Routine academic events may cause stress and produce temporary elevations in blood pressure. Students who experience test anxiety may be especially prone to cardiovascular activation in response to academic stress. This study drew on self-reported stress and ambulatory blood pressure measurements provided by 99 undergraduate participants (30% men, mean age=21 years) who participated over 4 days. Posture, activity level, recent consumption and the previous same-day reading were considered as covariates in a series of hierarchical linear models. Results indicate elevations in systolic blood pressure at times of acute academic stressors; neither diastolic blood pressure nor heart rate was linked with academic stress. In addition, those participants higher in test anxiety exhibited especially pronounced elevations in systolic blood pressure during times of acute academic stress. This research suggests that everyday academic stressors are linked with temporary increases in blood pressure and that test anxiety may contribute to these elevations. Test anxiety has implications for future academic and job success, and cardiovascular responses to everyday stress may contribute to health problems later in life.

  20. The Role of Academic Self-Efficacy as a Mediator Variable between Perceived Academic Climate and Academic Performance

    ERIC Educational Resources Information Center

    Abd-Elmotaleb, Moustafa; Saha, Sudhir K.

    2013-01-01

    This study examines the mediating influence of academic self-efficacy on the link between perceived academic climate and academic performance among university students. The participants in the study consist of 272 undergraduate students at the University of Assiut, Assiut, Egypt. A scale to measure perceived academic climate, was developed. To…