Validity of Assessment and Recognition of Non-Formal and Informal Learning Achievements in Higher Education

ERIC Educational Resources Information Center

Kaminskiene, Lina; Stasiunaitiene, Egle

2013-01-01

The article identifies the validity of assessment of non-formal and informal learning achievements (NILA) as one of the key factors for encouraging further development of the process of assessing and recognising non-formal and informal learning achievements in higher education. The authors analyse why the recognition of non-formal and informal…

Virtual Laboratories to Achieve Higher-Order Learning in Fluid Mechanics

NASA Astrophysics Data System (ADS)

Ward, A. S.; Gooseff, M. N.; Toto, R.

2009-12-01

Bloom’s higher-order cognitive skills (analysis, evaluation, and synthesis) are recognized as necessary in engineering education, yet these are difficult to achieve in traditional lecture formats. Laboratory components supplement traditional lectures in an effort to emphasize active learning and provide higher-order challenges, but these laboratories are often subject to the constraints of (a) increasing student enrollment, (b) limited funding for operational, maintenance, and instructional expenses and (c) increasing demands on undergraduate student credit requirements. Here, we present results from a pilot project implementing virtual (or online) laboratory experiences as an alternative to a traditional laboratory experience in Fluid Mechanics, a required third year course. Students and faculty were surveyed to identify the topics that were most difficult, and virtual laboratory and design components developed to supplement lecture material. Each laboratory includes a traditional lab component, requiring student analysis and evaluation. The lab concludes with a design exercise, which imposes additional problem constraints and allows students to apply their laboratory observations to a real-world situation.

The contribution of goal specificity to goal achievement in collaborative goal setting for the management of asthma.

PubMed

Smith, Lorraine; Alles, Chehani; Lemay, Kate; Reddel, Helen; Saini, Bandana; Bosnic-Anticevich, Sinthia; Emmerton, Lynne; Stewart, Kay; Burton, Debbie; Krass, Ines; Armour, Carol

2013-01-01

Goal setting was investigated as part of an implementation trial of an asthma management service (PAMS) conducted in 96 Australian community pharmacies. Patients and pharmacists identified asthma-related issues of concern to the patient and collaboratively set goals to address these. Although goal setting is commonly integrated into disease state management interventions, the nature of goals, and their contribution to goal attainment and health outcomes are not well understood. To identify and describe: 1) goals set collaboratively between adult patients with asthma and their pharmacist, 2) goal specificity and goal achievement, and 3) describe the relationships between specificity, achievement, asthma control and asthma-related quality of life. Measures of goal specificity, and goal achievement were developed and applied to patient data records. Goals set were thematically analyzed into goal domains. Proportions of goals set, goals achieved and their specificity were calculated. Correlational and regression analyses were undertaken to determine the relationships between goal specificity, goal achievement, asthma control and asthma-related quality of life. Data were drawn from 498 patient records. Findings showed that patients set a wide range and number of asthma-related goals (N = 1787) and the majority (93%) were either achieved or being working toward by the end of the study. Goal achievement was positively associated with specific and moderately specific goals, but not non-specific goals. However, on closer inspection, an inconsistent pattern of relationships emerged as a function of goal domain. Findings also showed that goal setting was associated with end-of-study asthma control but not to asthma-related quality of life. Pharmacists can help patients to set achievable and specific asthma management goals, and these have the potential to directly impact health outcomes such as asthma control. Goal specificity appears to be an important feature in the

The Prevalence, Development and Domain Specificity of Elementary School Students' Achievement Goal Profiles

ERIC Educational Resources Information Center

Jansen in de Wal, Joost; Hornstra, Lisette; Prins, Frans J.; Peetsma, Thea; van der Veen, Ineke

2016-01-01

This study's aim was to examine the prevalence, development and domain specificity of fifth- and sixth-grade elementary school students' achievement goal profiles. Achievement goals were measured for language and mathematics among 722 pupils at three points in time. These data were analysed through latent profile analysis and latent transition…

Correlation of Conditional Admittance and Student Achievement in an Undergraduate Higher Education Setting

ERIC Educational Resources Information Center

Parisi, Joe

2012-01-01

This paper explores several research questions that identify differences between conditionally admitted students and regularly admitted students in terms of achievement results at one institution. The research provides specific variables as well as relationships including historical and comparative aggregate data from 2009 and 2010 that indicate…

Achievement motivation and memory: achievement goals differentially influence immediate and delayed remember-know recognition memory.

PubMed

Murayama, Kou; Elliot, Andrew J

2011-10-01

Little research has been conducted on achievement motivation and memory and, more specifically, on achievement goals and memory. In the present research, the authors conducted two experiments designed to examine the influence of mastery-approach and performance-approach goals on immediate and delayed remember-know recognition memory. The experiments revealed differential effects for achievement goals over time: Performance-approach goals showed higher correct remember responding on an immediate recognition test, whereas mastery-approach goals showed higher correct remember responding on a delayed recognition test. Achievement goals had no influence on overall recognition memory and no consistent influence on know responding across experiments. These findings indicate that it is important to consider quality, not just quantity, in both motivation and memory, when studying relations between these constructs.

Is Equal Access to Higher Education in South Asia and Sub-Saharan Africa Achievable by 2030?

ERIC Educational Resources Information Center

Ilie, Sonia; Rose, Pauline

2016-01-01

Higher education is back in the spotlight, with post-2015 sustainable development goals emphasising equality of access. In this paper, we highlight the long distance still to travel to achieve the goal of equal access to higher education for all, with a focus on poorer countries which tend to have lower levels of enrolment in higher education.…

Differences in Achievement Motivation and Academic and Social Self-Concept in Gifted Students of Higher Education

ERIC Educational Resources Information Center

Sierra, María Dolores Valadez; Cuervo, Angel Alberto Valdés; Amezaga, Teodoro Rafael Wendlandt; Sánchez, Ana Carolina Reyes; Guzmán, Rogelio Zambrano; Agraz, Juan Pedro Navarro

2015-01-01

The purpose of this study is to identify groups of gifted university students that differ in their self-concept and achievement motivation. For this, 80 students who achieved scores of the 95th percentile or higher in the Raven's Progressive Matrices test were selected. Two groups were identified in terms of their social self-concept and the…

Queen-specific volatile in a higher termite Nasutitermes takasagoensis (Isoptera: Termitidae).

PubMed

Himuro, Chihiro; Yokoi, Tomoyuki; Matsuura, Kenji

2011-07-01

In social insect colonies, queen-produced pheromones have important functions in social regulation. These substances influence the behavior and physiology of colony members. A queen-produced volatile that inhibits differentiation of new neotenic reproductives was recently identified in the lower termite Reticulitermes speratus. However, there are no known queen-specific volatiles of this type in any other termite species. Here, we report volatile compounds emitted by live queens of the higher termite Nasutitermes takasagoensis. We used headspace gas chromatography mass spectroscopy (HS GC-MS) to analyze volatiles emitted by live primary queens, workers, soldiers, alates, and eggs collected in a Japanese subtropical forest. Among 14 detected compounds, 7 were soldier-specific, 1 was alate-specific, 1 was egg-specific, and 1 was queen-specific. The queen-specific volatile was phenylethanol, which is different than the compound identified in R. speratus. The identification of this queen-specific volatile is the first step in determining its functions in higher termite social regulation. Comparisons of queen pheromone substances regulating caste differentiation among various termite taxa will contribute to a better understanding of the evolution of social systems in termites. Copyright © 2011 Elsevier Ltd. All rights reserved.

Achieving Quality Learning in Higher Education.

ERIC Educational Resources Information Center

Nightingale, Peggy; O'Neil, Mike

This volume on quality learning in higher education discusses issues of good practice particularly action learning and Total Quality Management (TQM)-type strategies and illustrates them with seven case studies in Australia and the United Kingdom. Chapter 1 discusses issues and problems in defining quality in higher education. Chapter 2 looks at…

Emotional, Social, Educational Adjustment of Higher Secondary School Students in Relation to Academic Achievement

ERIC Educational Resources Information Center

Sekar, J. Master Arul; Lawrence, A.S. Arul

2016-01-01

The present study aims to investigate whether there is any significant relationship between adjustment and academic achievement of higher secondary school students. In this survey study, the investigators used stratified random sampling technique for selecting the sample from the population. The stratification was done on the basis of gender and…

Learning strategies and general cognitive ability as predictors of gender- specific academic achievement.

PubMed

Ruffing, Stephanie; Wach, F-Sophie; Spinath, Frank M; Brünken, Roland; Karbach, Julia

2015-01-01

Recent research has revealed that learning behavior is associated with academic achievement at the college level, but the impact of specific learning strategies on academic success as well as gender differences therein are still not clear. Therefore, the aim of this study was to investigate gender differences in the incremental contribution of learning strategies over general cognitive ability in the prediction of academic achievement. The relationship between these variables was examined by correlation analyses. A set of t-tests was used to test for gender differences in learning strategies, whereas structural equation modeling as well as multi-group analyses were applied to investigate the incremental contribution of learning strategies for male and female students' academic performance. The sample consisted of 461 students (mean age = 21.2 years, SD = 3.2). Correlation analyses revealed that general cognitive ability as well as the learning strategies effort, attention, and learning environment were positively correlated with academic achievement. Gender differences were found in the reported application of many learning strategies. Importantly, the prediction of achievement in structural equation modeling revealed that only effort explained incremental variance (10%) over general cognitive ability. Results of multi-group analyses showed no gender differences in this prediction model. This finding provides further knowledge regarding gender differences in learning research and the specific role of learning strategies for academic achievement. The incremental assessment of learning strategy use as well as gender-differences in their predictive value contributes to the understanding and improvement of successful academic development.

An Analysis of Factors Influencing the Achievement of Higher Education by Chief Fire Officers

ERIC Educational Resources Information Center

Ditch, Robert L.

2012-01-01

The leadership of the United States Fire Service (FS) believes that higher education increases the professionalism of FS members. The research problem at the research site, which is a multisite fire department located in southeastern United States, was the lack of research-based findings on the factors influencing the achievement of higher…

Placement and Achievement of Urban Hispanic Middle Schoolers with Specific Learning Disabilities

ERIC Educational Resources Information Center

Barrocas, Lisa; Cramer, Elizabeth D.

2014-01-01

This study examined achievement gains in reading and math for Hispanic middle school students with specific learning disabilities in inclusive versus segregated settings in a large urban school district. The authors report learning gains for students with and without disabilities in inclusive versus segregated settings. Results indicate no…

Learning strategies and general cognitive ability as predictors of gender- specific academic achievement

PubMed Central

Ruffing, Stephanie; Wach, F. -Sophie; Spinath, Frank M.; Brünken, Roland; Karbach, Julia

2015-01-01

Recent research has revealed that learning behavior is associated with academic achievement at the college level, but the impact of specific learning strategies on academic success as well as gender differences therein are still not clear. Therefore, the aim of this study was to investigate gender differences in the incremental contribution of learning strategies over general cognitive ability in the prediction of academic achievement. The relationship between these variables was examined by correlation analyses. A set of t-tests was used to test for gender differences in learning strategies, whereas structural equation modeling as well as multi-group analyses were applied to investigate the incremental contribution of learning strategies for male and female students’ academic performance. The sample consisted of 461 students (mean age = 21.2 years, SD = 3.2). Correlation analyses revealed that general cognitive ability as well as the learning strategies effort, attention, and learning environment were positively correlated with academic achievement. Gender differences were found in the reported application of many learning strategies. Importantly, the prediction of achievement in structural equation modeling revealed that only effort explained incremental variance (10%) over general cognitive ability. Results of multi-group analyses showed no gender differences in this prediction model. This finding provides further knowledge regarding gender differences in learning research and the specific role of learning strategies for academic achievement. The incremental assessment of learning strategy use as well as gender-differences in their predictive value contributes to the understanding and improvement of successful academic development. PMID:26347698

Case study: Comparison of motivation for achieving higher performance between self-directed and manager-directed aerospace engineering teams

NASA Astrophysics Data System (ADS)

Erlick, Katherine

"The stereotype of engineers is that they are not people oriented; the stereotype implies that engineers would not work well in teams---that their task emphasis is a solo venture and does not encourage social aspects of collaboration" (Miner & Beyerlein, 1999, p. 16). The problem is determining the best method of providing a motivating environment where design engineers may contribute within a team in order to achieve higher performance in the organization. Theoretically, self-directed work teams perform at higher levels. But, allowing a design engineer to contribute to the team while still maintaining his or her anonymity is the key to success. Therefore, a motivating environment must be established to encourage greater self-actualization in design engineers. The purpose of this study is to determine the favorable motivational environment for design engineers and describe the comparison between two aerospace design-engineering teams: one self-directed and the other manager directed. Following the comparison, this study identified whether self-direction or manager-direction provides the favorable motivational environment for operating as a team in pursuit of achieving higher performance. The methodology used in this research was the case study focusing on the team's levels of job satisfaction and potential for higher performance. The collection of data came from three sources, (a) surveys, (b) researcher observer journal and (c) collection of artifacts. The surveys provided information regarding personal behavior characteristics, potentiality for higher performance and motivational attributes. The researcher journal provided information regarding team dynamics, individual interaction, conflict and conflict resolution. The milestone for performance was based on the collection of artifacts from the two teams. The findings from this study illustrated that whether the team was manager-directed or self-directed does not appear to influence the needs and wants of the

Investigating the Relationships between Approaches to Learning, Learner Identities and Academic Achievement in Higher Education

ERIC Educational Resources Information Center

Herrmann, K. J.; Bager-Elsborg, A.; McCune, V.

2017-01-01

This paper considers relationships between approaches to learning, learner identities, self-efficacy beliefs and academic achievement in higher education. In addition to already established survey instruments, a new scale, "subject area affinity," was developed. The scale explores the extent to which students identify with their area of…

Improving Reading Achievement Through Increased Motivation, Specific Skill Enhancement, and Practice Time for Elementary Students

ERIC Educational Resources Information Center

Ecklund, Britt K.; Lamon, Kathryn M.

2008-01-01

The action research project report began when the teacher researchers determined that students at Sites A and B struggled with reading achievement. The purpose of the project was to improve students' reading achievement through increased motivation, specific skill instruction, and additional practice time. The project involved 26 students: 17…

The Untold Stories of Former Teen Mothers Who Have Achieved a Master's Degree or Higher

ERIC Educational Resources Information Center

Benitez, Tanya

2017-01-01

Purpose: The purpose of this study was to shed light on former teen mothers who have "beaten the odds" by achieving a master's degree or higher. It sought to reveal and understand what the external and internal factors are which lead to these women pursing higher education. Methodology: The methodology of this study is a case study which…

The Interplay between Reflective Thinking, Critical Thinking, Self-Monitoring, and Academic Achievement in Higher Education

ERIC Educational Resources Information Center

Ghanizadeh, Afsaneh

2017-01-01

The present study assessed the associations among higher-order thinking skills (reflective thinking, critical thinking) and self-monitoring that contribute to academic achievement among university students. The sample consisted of 196 Iranian university students (mean age = 22.05, SD = 3.06; 112 females; 75 males) who were administered three…

Technology's Effect on Achievement in Higher Education: A Stage I Meta-Analysis of Classroom Applications

ERIC Educational Resources Information Center

Schmid, Richard F.; Bernard, Robert M.; Borokhovski, Eugene; Tamim, Rana; Abrami, Philip C.; Wade, C. Anne; Surkes, Michael A.; Lowerison, Gretchen

2009-01-01

This paper reports the findings of a Stage I meta-analysis exploring the achievement effects of computer-based technology use in higher education classrooms (non-distance education). An extensive literature search revealed more than 6,000 potentially relevant primary empirical studies. Analysis of a representative sample of 231 studies (k = 310)…

Developmental Change in the Influence of Domain-General Abilities and Domain-Specific Knowledge on Mathematics Achievement: An Eight-Year Longitudinal Study

PubMed Central

Geary, David C.; Nicholas, Alan; Li, Yaoran; Sun, Jianguo

2016-01-01

The contributions of domain-general abilities and domain-specific knowledge to subsequent mathematics achievement were longitudinally assessed (n = 167) through 8th grade. First grade intelligence and working memory and prior grade reading achievement indexed domain-general effects and domain-specific effects were indexed by prior grade mathematics achievement and mathematical cognition measures of prior grade number knowledge, addition skills, and fraction knowledge. Use of functional data analysis enabled grade-by-grade estimation of overall domain-general and domain-specific effects on subsequent mathematics achievement, the relative importance of individual domain-general and domain-specific variables on this achievement, and linear and non-linear across-grade estimates of these effects. The overall importance of domain-general abilities for subsequent achievement was stable across grades, with working memory emerging as the most important domain-general ability in later grades. The importance of prior mathematical competencies on subsequent mathematics achievement increased across grades, with number knowledge and arithmetic skills critical in all grades and fraction knowledge in later grades. Overall, domain-general abilities were more important than domain-specific knowledge for mathematics learning in early grades but general abilities and domain-specific knowledge were equally important in later grades. PMID:28781382

Achievement emotions in elementary, middle, and high school: how do students feel about specific contexts in terms of settings and subject-domains?

PubMed

Raccanello, Daniela; Brondino, Margherita; De Bernardi, Bianca

2013-12-01

The present work investigates students' representation of achievement emotions, focusing in context-specific situations in terms of settings and subject-domains, as a function of grade level. We involved 527 fourth-, seventh-, and eleventh-graders, who evaluated ten discrete emotions through questionnaires, with reference to verbal language and mathematics, and different settings (class, homework, tests). Confirmatory multitrait-multimethod analyses indicated higher salience of subject-domains rather than settings for all the emotions; however, complexity of reality was best explained when also settings were accounted for. Analyses of variance revealed higher intensity of positive emotions for younger students, and the opposite pattern for older students; significant differences for most of the emotions based on the evaluative nature of settings, moderated by class levels; more intense positive emotions for mathematics and more intense negative emotions for Italian. Results are discussed considering their theoretical and applied relevance, corroborating previous literature on domain-specificity. © 2013 The Scandinavian Psychological Associations.

Higher Education Counts: Achieving Results, 2011. Report

ERIC Educational Resources Information Center

Connecticut Department of Higher Education (NJ1), 2011

2011-01-01

This report, issued by the Connecticut Department of Higher Education, reports on trends in higher education for the year 2011. Six goals are presented, each with at least two indicators. Each indicator is broken down into the following subsections: About This Indicator; Highlights; and In the Future. Most indicators also include statistical…

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

ERIC Educational Resources Information Center

Sarwar, Muhammad; Ashrafi, Ghulam Muhammad

2014-01-01

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

Specific Early Number Skills Mediate the Association between Executive Functioning Skills and Mathematics Achievement

ERIC Educational Resources Information Center

Fuhs, Mary Wagner; Hornburg, Caroline Byrd; McNeil, Nicole M.

2016-01-01

A growing literature reports significant associations between children's executive functioning skills and their mathematics achievement. The purpose of this study was to examine if specific early number skills, such as quantity discrimination, number line estimation, number sets identification, fast counting, and number word comprehension, mediate…

The Future of Tennessee: Higher Education 1987-1993.

ERIC Educational Resources Information Center

Tennessee Higher Education Commission, Nashville.

This master plan for higher education in Tennessee sketches a framework for the continued improvement of postsecondary institutions and emphasizes the critical links between higher education and other components of the state. A set of principles and achievement targets undergirding the master plan are outlined. Specific action is called for in…

Effects of the Higher Order Thinking Skills Program on At-Risk Young Adolescents' Self-Concept, Reading Achievement, and Thinking Skills.

ERIC Educational Resources Information Center

Eisenman, Gordon; Payne, Beverly D.

1997-01-01

Contrasted effects of Higher Order Thinking Skills (HOTS) program to those of Chapter 1 programs on fourth and fifth graders' reading achievement, self-concept, and higher-order thinking skills. Found that HOTS is more effective in raising self-concept and some higher-order thinking skills in fifth grade and after two years of treatment, with…

Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9

PubMed Central

Sanders, Elizabeth A.; Berninger, Virginia W.; Abbott, Robert D.

2017-01-01

Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in grades 4–9 (N=103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n=25), word reading and spelling (dyslexia, n=60), or oral and written language (OWL LD, n=18). That is, SLDs are defined on basis of cascading level of language impairment (subword, word, and syntax/text). A 5-block regression model sequentially predicted literacy achievement from cognitive-linguistic translation (Block 1); working memory components for word form coding (Block 2), phonological and orthographic loops (Block 3), and supervisory focused or switching attention (Block4); and SLD groups (Block 5). Results showed that cognitive-linguistic translation explained an average of 27% and 15% of the variance in reading and writing achievement, respectively, but working memory components explained an additional 39% and 27% variance. Orthographic word form coding uniquely predicted nearly every measure, whereas attention switching only uniquely predicted reading. Finally, differences in reading and writing persisted between dyslexia and dysgraphia, with dysgraphia higher, even after controlling for Block 1 to 4 predictors. Differences in literacy achievement between students with dyslexia and OWL LD were largely explained by the Block 1 predictors. Applications to identifying and teaching students with these SLDs are discussed. PMID:28199175

Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9.

PubMed

Sanders, Elizabeth A; Berninger, Virginia W; Abbott, Robert D

Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in Grades 4 through 9 ( N = 103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n = 25), word reading and spelling (dyslexia, n = 60), or oral and written language (oral and written language learning disabilities, n = 18). That is, SLDs are defined on the basis of cascading level of language impairment (subword, word, and syntax/text). A five-block regression model sequentially predicted literacy achievement from cognitive-linguistic translation (Block 1); working memory components for word-form coding (Block 2), phonological and orthographic loops (Block 3), and supervisory focused or switching attention (Block 4); and SLD groups (Block 5). Results showed that cognitive-linguistic translation explained an average of 27% and 15% of the variance in reading and writing achievement, respectively, but working memory components explained an additional 39% and 27% of variance. Orthographic word-form coding uniquely predicted nearly every measure, whereas attention switching uniquely predicted only reading. Finally, differences in reading and writing persisted between dyslexia and dysgraphia, with dysgraphia higher, even after controlling for Block 1 to 4 predictors. Differences in literacy achievement between students with dyslexia and oral and written language learning disabilities were largely explained by the Block 1 predictors. Applications to identifying and teaching students with these SLDs are discussed.

Achievement and Expectations of Immigrant, Second Generation, and Non-Immigrant Black Students in U.S. Higher Education

ERIC Educational Resources Information Center

Hudley, Cynthia

2016-01-01

Research on academic achievement contrasting Black immigrant, second generation, and non-immigrant students as distinct groups is surprisingly sparse in the higher education literature. This study examined Black immigrant and second generation undergraduates from Africa and the Caribbean and non-immigrant Black American undergraduates, using the…

Achieving donor-specific hyporesponsiveness is associated with FOXP3+ regulatory T cell recruitment in human renal allograft infiltrates.

PubMed

Bestard, Oriol; Cruzado, Josep M; Mestre, Mariona; Caldés, Anna; Bas, Jordi; Carrera, Marta; Torras, Joan; Rama, Inés; Moreso, Francesc; Serón, Daniel; Grinyó, Josep M

2007-10-01

Exploring new immunosuppressive strategies inducing donor-specific hyporesponsiveness is an important challenge in transplantation. For this purpose, a careful immune monitoring and graft histology assessment is mandatory. Here, we report the results of a pilot study conducted in twenty renal transplant recipients, analyzing the immunomodulatory effects of a protocol based on induction therapy with rabbit anti-thymocyte globulin low doses, sirolimus, and mofetil mycophenolate. Evolution of donor-specific cellular and humoral alloimmune response, peripheral blood lymphocyte subsets and apoptosis was evaluated. Six-month protocol biopsies were performed to assess histological lesions and presence of FOXP3+ regulatory T cells (Tregs) in interstitial infiltrates. After transplantation, there was an early and transient apoptotic effect, mainly within the CD8+ HLADR+ T cells, combined with a sustained enhancement of CD4+ CD25(+high) lymphocytes in peripheral blood. The incidence of acute rejection was 35%, all steroid sensitive. Importantly, only pretransplant donor-specific cellular alloreactivity could discriminate patients at risk to develop acute rejection. Two thirds of the patients became donor-specific hyporesponders at 6 and 24 mo, and the achievement of this immunologic state was not abrogated by prior acute rejection episodes. Remarkably, donor-specific hyporesponders had the better renal function and less chronic renal damage. Donor-specific hyporesponsiveness was inhibited by depleting CD4+ CD25(+high) T cells, which showed donor-Ag specificity. FOXP3+ CD4+ CD25(+high) Tregs both in peripheral blood and in renal infiltrates were higher in donor-specific hyporesponders than in nonhyporesponders, suggesting that the recruitment of Tregs in the allograft plays an important role for renal acceptance. In conclusion, reaching donor-specific hyporesponsiveness is feasible after renal transplantation and associated with Treg recruitment in the graft.

The Effects of Learning Strategies on Mathematical Literacy: A Comparison between Lower and Higher Achieving Countries

ERIC Educational Resources Information Center

Magen-Nagar, Noga

2016-01-01

The purpose of the current study is to explore the effects of learning strategies on Mathematical Literacy (ML) of students in higher and lower achieving countries. To address this issue, the study utilizes PISA2002 data to conduct a multi-level analysis (HLM) of Hong Kong and Israel students. In PISA2002, Israel was rated 31st in Mathematics,…

The Effects of Social Identification and Organizational Identification on Student Commitment, Achievement and Satisfaction in Higher Education

ERIC Educational Resources Information Center

Wilkins, Stephen; Butt, Muhammad Mohsin; Kratochvil, Daniel; Balakrishnan, Melodena Stephens

2016-01-01

The purpose of this research is to investigate the effects of social and organizational identifications on student commitment, achievement and satisfaction in higher education. The sample comprised 437 students enrolled in an undergraduate or postgraduate programme in business or management. A model was developed and tested using structural…

Motivation, Cognitive Processing and Achievement in Higher Education

ERIC Educational Resources Information Center

Bruinsma, Marjon

2004-01-01

This study investigated the question of whether a student's expectancy, values and negative affect influenced their deep information processing approach and achievement at the end of the first and second academic year. Five hundred and sixty-five first-year students completed a self-report questionnaire on three different occasions. The…

Discipline-Specific Compared to Generic Training of Teachers in Higher Education.

PubMed

Silva-Fletcher, Ayona; May, Stephen A

A recurrent theme arising in the higher education sector is the suitability and effectiveness of generic versus discipline-specific training of university teachers, who are often recruited based on their disciplinary specialties to become teachers in higher education. We compared two groups of participants who had undergone training using a generic post-graduate certificate in higher education (PGCertGeneric) versus a discipline-specific course in veterinary education (PGCertVetEd). The study was conducted using a survey that allowed comparison of participants who completed PGCertGeneric (n=21) with PGCertVetEd (n=22). Results indicated that participants from both PGCertGeneric and PGCertVetEd considered teaching to be satisfying and important to their careers, valued the teaching observation component of the course, and identified similar training needs. However, the participants of the PGCertVetEd felt that the course made them better teachers, valued the relevance of the components taught, understood course design better, were encouraged to do further courses/reading in teaching and learning, changed their teaching as a result of the course, and were less stressed about teaching as compared to the PGCertGeneric participants (p<.05). It is likely that the PGCertVetEd, which was designed and developed by veterinarians with a wider understanding of the veterinary sector, helped the participants perceive the training course as suited to their needs.

Leveraging People-Related Maturity Issues for Achieving Higher Maturity and Capability Levels

NASA Astrophysics Data System (ADS)

Buglione, Luigi

During the past 20 years Maturity Models (MM) become a buzzword in the ICT world. Since the initial Crosby's idea in 1979, plenty of models have been created in the Software & Systems Engineering domains, addressing various perspectives. By analyzing the content of the Process Reference Models (PRM) in many of them, it can be noticed that people-related issues have little weight in the appraisals of the capabilities of organizations while in practice they are considered as significant contributors in traditional process and organizational performance appraisals, as stressed instead in well-known Performance Management models such as MBQA, EFQM and BSC. This paper proposes some ways for leveraging people-related maturity issues merging HR practices from several types of maturity models into the organizational Business Process Model (BPM) in order to achieve higher organizational maturity and capability levels.

Accreditation of Viet Nam's Higher Education: Achievements and Challenges after a Dozen Years of Development

ERIC Educational Resources Information Center

Nguyen, Huu Cuong; Evers, Colin; Marshall, Stephen

2017-01-01

Purpose: The purpose of this paper is to investigate the development of Viet Nam's approach to higher education quality assurance during the past dozen years since its establishment, focusing on the achievements and challenges. Design/methodology/approach: This is a desktop analysis study. The paper analyses the policies and practices related to…

Costs and Difficulties on the Way to a Higher Education

ERIC Educational Resources Information Center

Mogil'chak, E. L.

2012-01-01

A higher education continues to be a significant value to young people; this is manifested clearly in the growth of the numbers enrolled in higher educational institutions of Russia. This article examines "the process by which young people achieve their goal"--obtaining a higher education--as a set of stages linked to specific kinds of…

Developmental Change in the Influence of Domain-General Abilities and Domain-Specific Knowledge on Mathematics Achievement: An Eight-Year Longitudinal Study

ERIC Educational Resources Information Center

Geary, David C.; Nicholas, Alan; Li, Yaoran; Sun, Jianguo

2017-01-01

The contributions of domain-general abilities and domain-specific knowledge to subsequent mathematics achievement were longitudinally assessed (n = 167) through 8th grade. First grade intelligence and working memory and prior grade reading achievement indexed domain-general effects, and domain-specific effects were indexed by prior grade…

Multiple pregnancies achieved with IVF/ICSI and risk of specific congenital malformations: a meta-analysis of cohort studies.

PubMed

Zheng, Zan; Chen, Letao; Yang, Tubao; Yu, Hong; Wang, Hua; Qin, Jiabi

2018-04-01

Studies comparing risk of specific congenital malformations (CM) between multiple pregnancies resulting from IVF/intracytoplasmic sperm injection (ICSI) and those conceived naturally report conflicting results; furthermore, there is a lack of a complete overview. This meta-analysis aimed to address which types of CM are increased in IVF/ICSI multiple pregnancies compared with those conceived naturally. All studies testing the association between IVF/ICSI multiple pregnancies and specific CM identified in various databases were considered. The literature search yielded 856 records, of which 21 cohort studies were included for analysis. Overall, multiple pregnancies achieved with IVF/ICSI experienced a significantly higher risk of chromosomal defects (relative risk [RR] = 1.36; 95% confidence interval [CI]: 1.04-1.77), urogenital (RR = 1.18; 95% CI: 1.03-1.36) and circulatory (RR = 1.22; 95% CI: 1.01-1.47) system malformations. However, the remaining specific CM, such as cleft lip and/or palate, eye, ear, face and neck, respiratory, musculoskeletal, nervous and digestive system malformations, were similar in the two groups. No substantial heterogeneity was observed for most outcomes except for digestive (P = 0.094; I 2 = 38.3%) and circulatory (P = 0.070; I 2 = 35.2%) system malformations. These findings provide additional information on risks of IVF/ICSI for use when counselling patients. Copyright © 2018 Reproductive Healthcare Ltd. Published by Elsevier Ltd. All rights reserved.

WWC Review of the Report "Staying on Track: Testing Higher Achievement's Long-Term Impact on Academic Outcomes and High School Choice." What Works Clearinghouse Single Study Review

ERIC Educational Resources Information Center

What Works Clearinghouse, 2014

2014-01-01

This study of 952 fifth and sixth graders in Washington, DC, and Alexandria, Virginia, found that students who were offered the "Higher Achievement" program had higher test scores in mathematical problem solving and were more likely to be admitted to and attend private competitive high schools. "Higher Achievement" is a…

Toward a domain-specific approach to the study of parental psychological control: distinguishing between dependency-oriented and achievement-oriented psychological control.

PubMed

Soenens, Bart; Vansteenkiste, Maarten; Luyten, Patrick

2010-02-01

Theory and research suggest that psychologically controlling parenting can be driven by parental concerns in two different domains, that is, interpersonal closeness and achievement. Three studies addressing this hypothesis are presented. Study 1 provides evidence for the validity of the Dependency-Oriented and Achievement-Oriented Psychological Control Scale (DAPCS), a new measure assessing psychological control in these two domains. Study 2 showed that dependency-oriented and achievement-oriented psychological control were related in expected ways to parental separation anxiety and perfectionism in a sample of mothers and fathers. Finally, Study 3 showed that dependency-oriented and achievement-oriented psychological control were differentially related to middle adolescent dependency and self-criticism and that these personality features act as specific intervening variables between the domain-specific expressions of psychological control and depressive symptoms. It is argued that the distinction between two domain-specific expressions of psychological control may allow for a more intricate analysis of the processes involved in intrusive parenting.

Sport-related achievement motivation and alcohol outcomes: an athlete-specific risk factor among intercollegiate athletes.

PubMed

Weaver, Cameron C; Martens, Matthew P; Cadigan, Jennifer M; Takamatsu, Stephanie K; Treloar, Hayley R; Pedersen, Eric R

2013-12-01

Intercollegiate athletes report greater alcohol consumption and more alcohol-related problems than their non-athlete peers. Although college athletes share many of the same problems faced by non-athletes, there are some consequences that are unique to athletes. Studies have demonstrated that alcohol negatively affects athletic performance including increased dehydration, impeded muscle recovery, and increased risk for injury. Beyond risk factors for alcohol misuse that may affect college students in general, research has begun to examine risk factors that are unique to collegiate athletes. For example, research has found that off-season status, the leadership role, and athlete-specific drinking motives are associated with increased alcohol use. Given these findings, it is possible that other athlete-specific variables influence alcohol misuse. One such variable may be sport achievement orientation. The purpose of the current study was to examine the relationship between sport achievement orientation and alcohol outcomes. Given previous research regarding seasonal status and gender, these variables were examined as moderators. Varsity athletes (n=263) completed the Sport Orientation Questionnaire, which assesses sport-related achievement orientation on three scales (Competitiveness, Win Orientation, and Goal Orientation). In addition, participants completed measures of alcohol use and alcohol-related problems. Results indicated that Competitiveness, Win Orientation, and Goal Orientation were all significantly associated with alcohol use, but not alcohol-related problems. Moreover, these relationships were moderated by seasonal status and gender. These interactions, clinical implications, and limitations are discussed. © 2013.

Sport-Related Achievement Motivation and Alcohol Outcomes: An Athlete-Specific Risk Factor among Intercollegiate Athletes

PubMed Central

Weaver, Cameron C.; Martens, Matthew P.; Cadigan, Jennifer M.; Takamatsu, Stephanie K.; Treloar, Hayley R.; Pedersen, Eric R.

2014-01-01

Intercollegiate athletes report greater alcohol consumption and more alcohol-related problems than their non-athlete peers. Although college athletes share many of the same problems faced by non-athletes, there are some consequences that are unique to athletes. Studies have demonstrated that alcohol negatively affects athletic performance including increased dehydration, impeded muscle recovery, and increased risk for injury. Beyond risk factors for alcohol misuse that may affect college students in general, research has begun to examine risk factors that are unique to collegiate athletes. For example, research has found that off-season status, the leadership role, and athlete-specific drinking motives are associated with increased alcohol use. Given these findings, it is possible that other athlete-specific variables influence alcohol misuse. One such variable may be sport achievement orientation. The purpose of the current study was to examine the relationship between sport achievement orientation and alcohol outcomes. Given previous research regarding seasonal status and gender, these variables were examined as moderators. Varsity athletes (n = 263) completed the Sport Orientation Questionnaire, which assesses sport-related achievement orientation on three scales (Competitiveness, Win Orientation, and Goal Orientation). In addition, participants completed measures of alcohol use and alcohol-related problems. Results indicated that Competitiveness, Win Orientation, and Goal Orientation were all significantly associated with alcohol use, but not alcohol-related problems. Moreover, these relationships were moderated by seasonal status and gender. These interactions, clinical implications, and limitations are discussed. PMID:24064192

Efficiency and specificity of RAAS inhibitors in cardiovascular diseases: how to achieve better end-organ protection?

PubMed

Nehme, Ali; Zibara, Kazem

2017-11-01

RAAS, a major pharmacological target in cardiovascular medicine, is inhibited by pharmacological classes including angiotensin converting enzyme (ACE) inhibitors (ACEIs), angiotensin-II type 1 blockers (ARBs) and aldosterone receptors antagonists, in addition to the recently introduced direct renin inhibitors (DRIs). However, currently used RAAS inhibitors still cannot achieve their desired effects and are associated with certain drawbacks, such as adverse side effects, incomplete blockage of the system and poor end-organ protection. In this review, we discuss the efficiency and specificity of the current RAAS inhibitors and propose some recommendations for achieving better treatments with better end-organ protection.

Academic Self-Concept, Achievement Goals, and Achievement: Is Their Relation the Same for Academic Achievers and Underachievers?

ERIC Educational Resources Information Center

Preckel, Franzis; Brunner, Martin

2015-01-01

This longitudinal study investigated the contribution of achievement goals and academic self-concept for the prediction of unexpected academic achievement (i.e., achievement that is higher or lower than expected with respect to students' cognitive ability) in general and when comparing groups of extreme over- and underachievers. Our sample…

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

ERIC Educational Resources Information Center

Schlechter, Melissa; Milevsky, Avidan

2010-01-01

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

Do Parents Make a Difference to Children's Academic Achievement? Differences between Parents of Higher and Lower Achieving Students

ERIC Educational Resources Information Center

Jacobs, Nicky; Harvey, David

2005-01-01

Differences in family factors in determining academic achievement were investigated by testing 432 parents in nine independent, coeducational Melbourne schools. Schools were ranked and categorized into three groups (high, medium and low), based on student achievement (ENTER) scores in their final year of secondary school and school improvement…

Academic Self-Concept and Achievement in Polish Primary Schools: Cross-Lagged Modelling and Gender-Specific Effects

ERIC Educational Resources Information Center

Grygiel, Pawel; Modzelewski, Michal; Pisarek, Jolanta

2017-01-01

This study reports relationships between general academic self-concept and achievement in grade 3 and grade 5. Gender-specific effects were investigated using a longitudinal, two-cycle, 3-year autoregressive cross-lagged panel design in a large, representative sample of Polish primary school pupils (N = 4,226). Analysis revealed (a) reciprocal…

Fine motor skills and executive function both contribute to kindergarten achievement

PubMed Central

Cameron, Claire E.; Brock, Laura L.; Murrah, William M.; Bell, Lindsay H.; Worzalla, Samantha L.; Grissmer, David; Morrison, Frederick J.

2012-01-01

This study examined the contribution of executive function (EF) and multiple aspects of fine motor skills to achievement on six standardized assessments in a sample of middle-SES kindergarteners. 3- and 4-year-olds’ (N=213) fine and gross motor skills were assessed in a home visit before kindergarten; EF was measured at fall of kindergarten; and Woodcock-Johnson III (WJ III) Tests of Academic Achievement were administered at fall and spring. Correlations indicated that EF and fine motor skills appeared distinct. Further, controlling for background variables, higher levels of both EF and fine motor skills, specifically design copy, predicted higher achievement on multiple subtests at kindergarten entry, as well as improvement from fall to spring. Implications for research on school readiness are discussed. PMID:22537276

Implicit Theories of Intelligence and Academic Achievement: A Meta-Analytic Review

PubMed Central

Costa, Ana; Faria, Luísa

2018-01-01

The current study intended to model the link between implicit theories of intelligence (ITI) and students' academic achievement, within a meta-analytic review procedure. To assess studies' effect size, the Pearson's correlation coefficient (r) was used. The review of 46 studies (94 effect sizes) with 412,022 students presented a low-to-moderate association between the ITI and students' academic achievement. The results indicated that incremental theorists are more likely to have higher grades in specific subjects (verbal and quantitative) and in overall achievement. The entity beliefs were positively associated with students' specific verbal and quantitative domains but at a lower magnitude than incremental beliefs. Moreover, the moderator effect analyses results indicated that the link between ITI and students' achievement was not moderated by gender, but there was a moderate association in student's middle school grade. Additionally, the ITI assessment based on the most recent versions of Dweck's scales, the use of specific academic scales instead of general ITI scales, and the use of the original measures rather than adapted versions strongly moderated the link between ITI and achievement. Moreover, students from Eastern continents (Asia and Oceania) reported a positive association between incremental beliefs and achievement, Europe displayed a positive link between entity beliefs and achievement, whereas North America presented negative correlations between entity perspectives and academic achievement. This meta-analysis updates the current evidence supporting the direct link of ITI and students' academic achievement and acknowledges specific effects that ITI could have in different academic outcomes. PMID:29922195

The higher the farther: distance-specific referential gestures in chimpanzees (Pan troglodytes).

PubMed

Gonseth, Chloe; Kawakami, Fumito; Ichino, Etsuko; Tomonaga, Masaki

2017-11-01

Referential signals, such as manual pointing or deictic words, allow individuals to efficiently locate a specific entity in the environment, using distance-specific linguistic and/or gestural units. To explore the evolutionary prerequisites of such deictic ability, the present study investigates the ability of chimpanzees to adjust their communicative signals to the distance of a referent. A food-request paradigm in which the chimpanzees had to request a close or distant piece of food on a table in the presence/absence of an experimenter was employed. Our main finding concerns the chimpanzees adjusting their requesting behaviours to the distance of the food such that higher manual gestures and larger mouth openings were used to request the distant piece of food. To the best of our knowledge, this is the first study to demonstrate that chimpanzees are able to use distance-specific gestures. © 2017 The Authors.

Differences between Higher and Lower Achievement Rate and Leadership Qualities, Instructional Practices, Parental Involvement, Opportunity to Learn, and Professional Development

ERIC Educational Resources Information Center

Ficarra, Laura

2017-01-01

The purpose of this mixed study was to investigate the differences between higher and lower achievement middle school rates pertaining to leadership qualities, opportunity to learn, instructional practices, parental involvement, and professional development. Qualitatively, principals were interviewed using a semi-structured interview protocol.…

Predicting Mathematics Achievement by Motivation and Self-Efficacy across Gender and Achievement Levels

ERIC Educational Resources Information Center

Sartawi, AbdelAziz; Alsawaie, Othman N.; Dodeen, Hamzeh; Tibi, Sana; Alghazo, Iman M.

2012-01-01

This study investigated the extent to which self-efficacy and motivation served as a predictor for mathematics achievement of fifth grade students in United Arab Emirates (UAE) across gender and achievement levels. Self-efficacy was measured by two scales, which differed in levels of specificity--Category Specific and Task Specific. Motivation was…

Design and performance of tapered cubic anvil used for achieving higher pressure and larger sample cell

NASA Astrophysics Data System (ADS)

Han, Qi-Gang; Yang, Wen-Ke; Zhu, Pin-Wen; Ban, Qing-Chu; Yan, Ni; Zhang, Qiang

2013-07-01

In order to increase the maximum cell pressure of the cubic high pressure apparatus, we have developed a new structure of tungsten carbide cubic anvil (tapered cubic anvil), based on the principle of massive support and lateral support. Our results indicated that the tapered cubic anvil has some advantages. First, tapered cubic anvil can push the transfer rate of pressure well into the range above 36.37% compare to the conventional anvil. Second, the rate of failure crack decreases about 11.20% after the modification of the conventional anvil. Third, the limit of static high-pressure in the sample cell can be extended to 13 GPa, which can increase the maximum cell pressure about 73.3% than that of the conventional anvil. Fourth, the volume of sample cell compressed by tapered cubic anvils can be achieved to 14.13 mm3 (3 mm diameter × 2 mm long), which is three and six orders of magnitude larger than that of double-stage apparatus and diamond anvil cell, respectively. This work represents a relatively simple method for achieving higher pressures and larger sample cell.

Strategies for Increasing Academic Achievement in Higher Education

ERIC Educational Resources Information Center

Ensign, Julene; Woods, Amelia Mays

2014-01-01

Higher education today faces unique challenges. Decreasing student engagement, increasing diversity, and limited resources all contribute to the issues being faced by students, educators, and administrators alike. The unique characteristics and expectations that students bring to their professional programs require new methods of addressing…

How specific is second language-learning ability? A twin study exploring the contributions of first language achievement and intelligence to second language achievement.

PubMed

Rimfeld, K; Dale, P S; Plomin, R

2015-09-22

Learning a second language is crucially important in an increasingly global society, yet surprisingly little is known about why individuals differ so substantially in second language (SL) achievement. We used the twin design to assess the nature, nurture and mediators of individual differences in SL achievement. For 6263 twin pairs, we analyzed scores from age 16 UK-wide standardized tests, the General Certificate of Secondary Education (GCSE). We estimated genetic and environmental influences on the variance of SL for specific languages, the links between SL and English and the extent to which the links between SL and English are explained by intelligence. All SL measures showed substantial heritability, although heritability was nonsignificantly lower for German (36%) than the other languages (53-62%). Multivariate genetic analyses indicated that a third of genetic influence in SL is shared with intelligence, a third with English independent of intelligence and a further third is unique to SL.

The Challenge of Achievement: A Report on Public and Private Higher Education in California to the Joint Committee on Higher Education of the California Legislature.

ERIC Educational Resources Information Center

Joint Committee on Higher Education, Sacramento, CA.

This report on California higher education covers public and private junior and senior colleges and universities. It is arranged by topic rather than by kind of institution; data specifically on the junior college therefore is found, along with information on other institutions, in its appropriate place under each topic. Part I contains an…

Improving Mathematics: An Examination of the Effects of Specific Cognitive Abilities on College-Age Students' Mathematics Achievement

ERIC Educational Resources Information Center

Taub, Gordon E.; Benson, Nicholas; Szente, Judit

2014-01-01

This study investigated the effects of general intelligence and seven specific cognitive abilities on college-age students' mathematics achievement. The present investigation went beyond previous research by employing structural equation modeling. It also represents the first study to examine the direct and indirect effects of general and specific…

Stop Misusing Higher Education-Specific Price Indices

ERIC Educational Resources Information Center

Gillen, Andrew; Robe, Jonathan

2011-01-01

In order to compare the price of things over time, it is necessary to use a price index to adjust for inflation. The Higher Education Price Index (HEPI) and the Higher Education Cost Adjustment (HECA) were designed to more accurately account for the spending patterns of colleges and universities. However, there are some methodological problems…

Effects of Traditional, Blended and E-Learning on Students' Achievement in Higher Education

ERIC Educational Resources Information Center

Al-Qahtani, Awadh A. Y.; Higgins, S. E.

2013-01-01

The study investigates the effect of e-learning, blended learning and classroom learning on students' achievement. Two experimental groups together with a control group from Umm Al-Qura University in Saudi Arabia were identified randomly. To assess students' achievement in the different groups, pre- and post-achievement tests were used. The…

Achieving Deeper Energy Savings in Federal Energy Performance Contracts

DOE PAGES

Shonder, John A.; Nasseri, Cyrus

2015-01-01

Legislation requires each agency of the US federal government to reduce the aggregate energy use index of its buildings by 30% by 2015, with respect to a 2003 baseline. The declining availability of appropriated funding means that energy performance contracting will be key to achieving this goal. Historically however, energy performance contracts have been able to reduce energy use by only about 20% over baseline. Achieving 30% energy reductions using performance contracting will require new approaches and a specific focus on achieving higher energy savings, both by ESCOs and by agencies. This paper describes some of the ways federal agenciesmore » are meeting this challenge, and presents results from the efforts of one agency the US General Services Administration -- to achieve deeper energy savings in conventional energy savings performance contracts.« less

Fine motor skills and executive function both contribute to kindergarten achievement.

PubMed

Cameron, Claire E; Brock, Laura L; Murrah, William M; Bell, Lindsay H; Worzalla, Samantha L; Grissmer, David; Morrison, Frederick J

2012-01-01

This study examined the contribution of executive function (EF) and multiple aspects of fine motor skills to achievement on 6 standardized assessments in a sample of middle-socioeconomic status kindergarteners. Three- and 4-year-olds' (n=213) fine and gross motor skills were assessed in a home visit before kindergarten, EF was measured at fall of kindergarten, and Woodcock-Johnson III Tests of Academic Achievement were administered at fall and spring. Correlations indicated that EF and fine motor skills appeared distinct. Further, controlling for background variables, higher levels of both EF and fine motor skills, specifically design copy, predicted higher achievement on multiple subtests at kindergarten entry, as well as improvement from fall to spring. Implications for research on school readiness are discussed. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

Enzyme Prodrug Therapy Achieves Site-Specific, Personalized Physiological Responses to the Locally Produced Nitric Oxide

PubMed Central

2018-01-01

Nitric oxide (NO) is a highly potent but short-lived endogenous radical with a wide spectrum of physiological activities. In this work, we developed an enzymatic approach to the site-specific synthesis of NO mediated by biocatalytic surface coatings. Multilayered polyelectrolyte films were optimized as host compartments for the immobilized β-galactosidase (β-Gal) enzyme through a screen of eight polycations and eight polyanions. The lead composition was used to achieve localized production of NO through the addition of β-Gal–NONOate, a prodrug that releases NO following enzymatic bioconversion. The resulting coatings afforded physiologically relevant flux of NO matching that of the healthy human endothelium. The antiproliferative effect due to the synthesized NO in cell culture was site-specific: within a multiwell dish with freely shared media and nutrients, a 10-fold inhibition of cell growth was achieved on top of the biocatalytic coatings compared to the immediately adjacent enzyme-free microwells. The physiological effect of NO produced via the enzyme prodrug therapy was validated ex vivo in isolated arteries through the measurement of vasodilation. Biocatalytic coatings were deposited on wires produced using alloys used in clinical practice and successfully mediated a NONOate concentration-dependent vasodilation in the small arteries of rats. The results of this study present an exciting opportunity to manufacture implantable biomaterials with physiological responses controlled to the desired level for personalized treatment. PMID:29570264

Self-Concept Predicts Academic Achievement Across Levels of the Achievement Distribution: Domain Specificity for Math and Reading.

PubMed

Susperreguy, Maria Ines; Davis-Kean, Pamela E; Duckworth, Kathryn; Chen, Meichu

2017-09-18

This study examines whether self-concept of ability in math and reading predicts later math and reading attainment across different levels of achievement. Data from three large-scale longitudinal data sets, the Avon Longitudinal Study of Parents and Children, National Institute of Child Health and Human Development-Study of Early Child Care and Youth Development, and Panel Study of Income Dynamics-Child Development Supplement, were used to answer this question by employing quantile regression analyses. After controlling for demographic variables, child characteristics, and early ability, the findings indicate that self-concept of ability in math and reading predicts later achievement in each respective domain across all quantile levels of achievement. These results were replicated across the three data sets representing different populations and provide robust evidence for the role of self-concept of ability in understanding achievement from early childhood to adolescence across the spectrum of performance (low to high). © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

Season of Birth Is Related to Child Retention Rates, Achievement, and Rate of Diagnosis of Specific LD

ERIC Educational Resources Information Center

Martin, Roy P.; Foels, Patricia; Clanton, Greg; Moon, Kathryn

2004-01-01

A sizable literature has demonstrated that the achievement of children in early elementary school is related to their season of birth: Those born in summer typically perform less well than those born in the fall. A small literature indicates that more children diagnosed with specific learning disabilities (SLD) are born in the summer. We have…

Immigrant College Scholars in STEM: Generational Status, Family Achievement-Orientation, and Academic Outcomes

NASA Astrophysics Data System (ADS)

Beason, Tiffany S.

Previous research has demonstrated that higher academic achievement among children of immigrants is related to higher academic expectations and aspirations among immigrant parents as compared to U.S.-born parents. The current study sought to further explore how family environment impacts the relation between immigrant generational status and academic outcomes. Specifically, it was hypothesized that family achievement-orientation, or family attitudes towards success at work or school, mediates the relation between immigrant generational status and academic outcomes (i.e. college GPA and career choice as indicated by graduate program entry). Results indicate that family achievement-orientation is higher among African American/Black children of immigrants than African Americans with US-born parents. Furthermore, African American/Black children of immigrants pursue the M.D. over the Ph.D. more often than their counterparts with US-born parents. The study concludes with a discussion of implications for future research.

Charting the course for nurses' achievement of higher education levels.

PubMed

Kovner, Christine T; Brewer, Carol; Katigbak, Carina; Djukic, Maja; Fatehi, Farida

2012-01-01

To improve patient outcomes and meet the challenges of the U.S. health care system, the Institute of Medicine recommends higher educational attainment for the nursing workforce. Characteristics of registered nurses (RNs) who pursue additional education are poorly understood, and this information is critical to planning long-term strategies for U.S. nursing education. To identify factors predicting enrollment and completion of an additional degree among those with an associate or bachelor's as their pre-RN licensure degree, we performed logistic regression analysis on data from an ongoing nationally representative panel study following the career trajectories of newly licensed RNs. For associate degree RNs, predictors of obtaining a bachelor's degree are the following: being Black, living in a rural area, nonnursing work experience, higher positive affectivity, higher work motivation, working in the intensive care unit, and working the day shift. For bachelor's RNs, predictors of completing a master's degree are the following: being Black, nonnursing work experience, holding more than one job, working the day shift, working voluntary overtime, lower intent to stay at current employer, and higher work motivation. Mobilizing the nurse workforce toward higher education requires integrated efforts from policy makers, philanthropists, employers, and educators to mitigate the barriers to continuing education. Copyright © 2012 Elsevier Inc. All rights reserved.

Higher Education Quality Assessment Model: Towards Achieving Educational Quality Standard

ERIC Educational Resources Information Center

Noaman, Amin Y.; Ragab, Abdul Hamid M.; Madbouly, Ayman I.; Khedra, Ahmed M.; Fayoumi, Ayman G.

2017-01-01

This paper presents a developed higher education quality assessment model (HEQAM) that can be applied for enhancement of university services. This is because there is no universal unified quality standard model that can be used to assess the quality criteria of higher education institutes. The analytical hierarchy process is used to identify the…

Student achievement in science: A longitudinal look at individual and school differences

NASA Astrophysics Data System (ADS)

Martinez, Alina

The importance of science in today's technological society necessitates continued attention to students' experiences in science and specifically their achievement in science. There is a need to look at gender and race/ethnicity simultaneously when studying students' experiences in science and to explore factors related to higher achievement among students. Using data from the Longitudinal Study of American Youth, this study contributes to existing literature on student achievement in science by simultaneously exploring the effects of race/ethnicity and gender. Capitalizing on the availability of yearly science achievement scores, I present trajectories of student achievement from 7th to 12th grade. This study also includes an exploration of school effects. Overall, student achievement in science increases from 7th to 12th grade, although some leveling is seen in later grades. Growth in achievement differs by both gender and race/ethnicity, but racial/ethnic differences are larger than gender differences. Hispanic, Black, Asian, and White males score higher, on average, throughout the secondary grades than their female counterparts. Achievement scores of Asian students are consistently higher than White students, who in turn score higher than Hispanic and finally Black students. Both background and science-related factors help explain variation in achievement status and growth in achievement. Parental education is positively associated with achievement status among all groups except Black students for whom there is no effect of parental education. Science related resources in the home are positively associated with student achievement and the effect of these resources increases in later grades. Student achievement in science is also positively related to student course taking and attitude toward science. Furthermore, both the negative effect of viewing science as a male domain, which exists for males and females, and the positive effect of parental support for

Academic achievement in children with epilepsy: a review.

PubMed

Reilly, Colin; Neville, Brian G R

2011-11-01

To examine published studies which have focussed on academic achievement in children with epilepsy with respect to prevalence rates of academic difficulties and possible correlates of academic achievement. This review examines studies which have focussed on prevalence rates of academic difficulties and correlates of academic achievement in children with epilepsy from 1990 to 2010. Prevalence rates of low academic achievement and academic underachievement are reported and correlates of academic achievement including seizure/epilepsy variables, demographic variables, and child/family variables are examined with respect to published studies. Published studies suggest that low academic achievement is more common than academic underachievement (achievement below that expected on basis of IQ scores) and it is not clear from published studies if rates of academic underachievement are significantly higher than in the general population. Clear patterns with regard to the identification of correlates of academic underachievement have not emerged although low achievement may be influenced in many cases by lower than average levels of cognitive functioning. Most studies have not focussed on the IQ-achievement discrepancy definitions of (specific) learning disability. Children with epilepsy who are experiencing academic difficulties may not qualify for formal educational supports to address these difficulties if eligibility criteria for such supports stress an IQ-achievement discrepancy. Copyright © 2011 Elsevier B.V. All rights reserved.

Differential Peer Effects, Student Achievement, and Student Absenteeism: Evidence From a Large-Scale Randomized Experiment.

PubMed

Eren, Ozkan

2017-04-01

Using data from a well-executed randomized experiment, I examine the effects of gender composition and peer achievement on high school students' outcomes in disadvantaged neighborhoods. Results show that having a higher proportion of female peers in the classroom improves girls' math test scores only in less-advanced courses. For male students, the estimated gender peer effects are positive but less precisely estimated. I also find no effect of average classroom achievement on female math test scores. Males, on the other hand, seem to benefit from a higher-achieving classroom. I propose mechanisms relating to lower gender stereotype influences and gender-specific attitudes toward competition as potential explanations for peer effects findings. Finally, having a higher proportion of female students in the classroom decreases student absenteeism among male students but has no impact on female attendance.

Reading enjoyment amongst non-leisure readers can affect achievement in secondary school.

PubMed

Mol, Suzanne E; Jolles, Jelle

2014-01-01

This study aimed to evaluate determinants of differences in leisure reading behavior and school achievement. We specifically examined reading enjoyment, mental imagery, and sex as predictors in a large, age-homogeneous sample of Dutch secondary school students (N = 1,071). Results showed that the prevalence of leisure reading was low in both the lower, pre-vocational track (19.5%) and the higher, pre-academic track (32.5%). Boys read even less than girls. Almost all leisure readers enjoyed reading and engaged in mental imagery, i.e., the propensity "to see images" of a written story in the mind's eye. Overall, boys who did not like to read for leisure had the poorest school performance. Non-leisure readers who reported that they enjoyed reading got higher school grades in the higher educational track. In the lower track, this was the case for girls. Our study findings imply that reading promotion programs should take into account individual differences in sex, achievement level, and reading enjoyment when aiming to decrease the academic achievement gap.

Reading enjoyment amongst non-leisure readers can affect achievement in secondary school

PubMed Central

Mol, Suzanne E.; Jolles, Jelle

2014-01-01

This study aimed to evaluate determinants of differences in leisure reading behavior and school achievement. We specifically examined reading enjoyment, mental imagery, and sex as predictors in a large, age-homogeneous sample of Dutch secondary school students (N = 1,071). Results showed that the prevalence of leisure reading was low in both the lower, pre-vocational track (19.5%) and the higher, pre-academic track (32.5%). Boys read even less than girls. Almost all leisure readers enjoyed reading and engaged in mental imagery, i.e., the propensity “to see images” of a written story in the mind’s eye. Overall, boys who did not like to read for leisure had the poorest school performance. Non-leisure readers who reported that they enjoyed reading got higher school grades in the higher educational track. In the lower track, this was the case for girls. Our study findings imply that reading promotion programs should take into account individual differences in sex, achievement level, and reading enjoyment when aiming to decrease the academic achievement gap. PMID:25386154

The effects of higher-order questioning strategies on nonscience majors' achievement in an introductory environmental science course and their attitudes toward the environment

NASA Astrophysics Data System (ADS)

Eason, Grace Teresa

The purpose of this quasi-experimental study was to determine the effect a higher-order questioning strategy (Bloom, 1956) had on undergraduate non-science majors' attitudes toward the environment and their achievement in an introductory environmental science course, EDS 1032, "Survey of Science 2: Life Science," which was offered during the Spring 2000 term. Students from both treatment and control groups (N = 63), which were determined using intact classes, participated in eight cooperative group activities based on the Biological Sciences Curriculum Studies (BSCS) 5E model (Bybee, 1993). The treatment group received a higher-order questioning method combined with the BSCS 5E model. The control group received a lower-order questioning method, combined with the BSCS 5E model. Two instruments were used to measure students' attitude and achievement changes. The Ecology Issue Attitude (EIA) survey (Schindler, 1995) and a comprehensive environmental science final exam. Kolb's Learning Style Inventory (KLSI, 1985) was used to measure students' learning style type. After a 15-week treatment period, results were analyzed using MANCOVA. The overall MANCOVA model used to test the statistical difference between the collective influences of the independent variables on the three dependent variables simultaneously was found to be not significant at alpha = .05. This differs from findings of previous studies in which higher-order questioning techniques had a significant effect on student achievement (King 1989 & 1992; Blosser, 1991; Redfield and Rousseau, 1981; Gall 1970). At the risk of inflated Type I and Type II error rates, separate univariate analyses were performed. However, none of the research factors, when examined collectively or separately, made any significant contribution to explaining the variability in EIA attitude, EIA achievement, and comprehensive environmental science final examination scores. Nevertheless, anecdotal evidence from student's self

Sustained availability of trimethoprim in drinking water to achieve higher plasma sulphonamide-trimethoprim antibacterial activity in broilers.

PubMed

Sumano, H; Hernandez, L; Gutierrez, L; Bernad-Bernad, M J

2005-02-01

(1) In order to make trimethoprim (TMP) available to broilers throughout the day, a sustained release formulation (SRF) of the drug in the form of granules was added to the water tank that supplies drinking water. (2) Broilers were initially dosed with sulphachloropiridazine-TMP (SCP-TMP 5:1) and then further medicated throughout the day, achieving in the end a dose of 30 mg/kg each of SCP and TMP (group A). Group B received a preparation with the same dose of SCP and TMP (1:1) as group A, but administered as a single dose without the SRF of TMP. Group C received the customary SCP-TMP 5:1 preparation (30 and 6 mg/kg, respectively). Water tanks were completely consumed in 3 to 4 h. (3) Broilers were bled at different times and concentration of antibacterial activity in serum determined by correlating the composite antibacterial activity of SCP and TMP with actual concentrations of these drugs by means of a microbiological agar diffusion assay. (4) Time vs serum concentrations of activity were higher in group B; the increments in the maximum serum concentration for group B over groups A and C being 39 and 67%, respectively. (5) However, the sustained concentration of activity over time, measured as the area under the cu)rve, was highest in group A. Group B had higher values for area under the curve than group C. (6) An additional dose of TMP to achieve 30 mg/kg of both SCP and TMP improves the serum concentration of this combination over the customary 5:1 proportion. The best values for sustaining antibacterial activity were obtained using a 1:1 ratio as in group A. The use of a SRF as in group A may translate into better clinical results.

The acitretin and methotrexate combination therapy for psoriasis vulgaris achieves higher effectiveness and less liver fibrosis.

PubMed

An, Jingang; Zhang, Dingwei; Wu, Jiawen; Li, Jiong; Teng, Xiu; Gao, Xiaomin; Li, Ruilian; Wang, Xiuying; Xia, Linlin; Xia, Yumin

2017-07-01

Both acitretin and methotrexate are effective in ameliorating psoriatic lesion. However, their combination has been seldom reported in the treatment of psoriasis because of the warning regarding the potential hepatotoxicity of the drug interactions. This study was designed to investigate the effectiveness of such combination therapy for psoriasis vulgaris, and the potential benefit as well as side effect during the treatment. Thirty-nine patients with psoriasis vulgaris were treated with acitretin, methotrexate or their combination or as control. Similarly, K14-VEGF transgenic psoriasis-like mice were treated with these drugs. Human primary keratinocytes and hepatic stellate cells were used for analyzing their effect in vitro. The results showed that the combination therapy exhibited higher effectiveness in remitting skin lesion, but did not significantly affect the liver function of both patients and mice. Moreover, the combination groups showed less elevation of profibrotic factors in sera when compared with methotrexate alone groups accordingly. Furthermore, primary keratinocytes expressed more involucrin as well as loricrin and proliferated more slowly on the combined stimulation. Interestingly, such combination treatment induced lower expression of profibrotic factors in hepatic stellate cells. In conclusion, the acitretin-methotrexate combination therapy for psoriasis vulgaris can achieve higher effectiveness and result in less liver fibrosis. Copyright © 2017 Elsevier Ltd. All rights reserved.

Leveraging the Power of Experiential Learning to Achieve Higher-Order Proficiencies

ERIC Educational Resources Information Center

Henderson, Amy

2018-01-01

Although experiential learning approaches, such as service-learning, have been shown to increase student motivation and academic achievement, faculty concerns about the costs of developing and implementing such courses have limited their adoption within economics. One cost that can be eliminated is the opportunity cost typically associated with…

How Should I Study for the Exam? Self-Regulated Learning Strategies and Achievement in Introductory Biology

PubMed Central

Sebesta, Amanda J.; Bray Speth, Elena

2017-01-01

In college introductory science courses, students are challenged with mastering large amounts of disciplinary content while developing as autonomous and effective learners. Self-regulated learning (SRL) is the process of setting learning goals, monitoring progress toward them, and applying appropriate study strategies. SRL characterizes successful, “expert” learners, and develops with time and practice. In a large, undergraduate introductory biology course, we investigated: 1) what SRL strategies students reported using the most when studying for exams, 2) which strategies were associated with higher achievement and with grade improvement on exams, and 3) what study approaches students proposed to use for future exams. Higher-achieving students, and students whose exam grades improved in the first half of the semester, reported using specific cognitive and metacognitive strategies significantly more frequently than their lower-achieving peers. Lower-achieving students more frequently reported that they did not implement their planned strategies or, if they did, still did not improve their outcomes. These results suggest that many students entering introductory biology have limited knowledge of SRL strategies and/or limited ability to implement them, which can impact their achievement. Course-specific interventions that promote SRL development should be considered as integral pedagogical tools, aimed at fostering development of students’ lifelong learning skills. PMID:28495934

Scholastic Achievement of Higher Secondary Students in Science Stream

ERIC Educational Resources Information Center

Khan, Zebun Nisa

2005-01-01

The present study was conducted on 400 students (200 Boys and 200 Girls) selected from Senior Secondary School of A. M. U. Aligarh; India to establish the prognostic value of different measures of cognition, personality and demographic variables for success at Higher Secondary level in Science stream. The score obtained on different variables are…

Predicting Academic Success in Higher Education: What's More Important than Being Smart?

ERIC Educational Resources Information Center

Kappe, Rutger; van der Flier, Henk

2012-01-01

This study investigated the combined predictive validity of intelligence and personality factors on multiple measures of academic achievement. Students in a college of higher education in the Netherlands (N = 137) completed a survey that measured intelligence, the Big Five personality traits, motivation, and four specific personality traits.…

Comparing Science Achievement Constructs: Targeted and Achieved

ERIC Educational Resources Information Center

Ferrara, Steve; Duncan, Teresa

2011-01-01

This article illustrates how test specifications based solely on academic content standards, without attention to other cognitive skills and item response demands, can fall short of their targeted constructs. First, the authors inductively describe the science achievement construct represented by a statewide sixth-grade science proficiency test.…

Leadership and culture of data governance for the achievement of higher education goals (Case study: Indonesia University of Education)

NASA Astrophysics Data System (ADS)

Putro, Budi Laksono; Surendro, Kridanto; Herbert

2016-02-01

Data is a vital asset in a business enterprise in achieving organizational goals. Data and information affect the decision-making process on the various activities of an organization. Data problems include validity, quality, duplication, control over data, and the difficulty of data availability. Data Governance is the way the company / institution manages its data assets. Data Governance covers the rules, policies, procedures, roles and responsibilities, and performance indicators that direct the overall management of data assets. Studies on governance data or information aplenty recommend the importance of cultural factors in the governance of research data. Among the organization's leadership culture has a very close relationship, and there are two concepts turn, namely: Culture created by leaders, leaders created by culture. Based on the above, this study exposure to the theme "Leadership and Culture Of Data Governance For The Achievement Of Higher Education Goals (Case Study: Indonesia University Of Education)". Culture and Leadership Model Development of on Higher Education in Indonesia would be made by comparing several models of data governance, organizational culture, and organizational leadership on previous studies based on the advantages and disadvantages of each model to the existing organizational business. Results of data governance model development is shown in the organizational culture FPMIPA Indonesia University Of Education today is the cultural market and desired culture is a culture of clan. Organizational leadership today is Individualism Index (IDV) (83.72%), and situational leadership on selling position.

Achievement of cholesterol targets and prescribing of higher-cost statins: a cross-sectional study in general practice.

PubMed

Fleetcroft, Robert; Schofield, Peter; Duerden, Martin; Ashworth, Mark

2012-12-01

There is conflicting evidence as to whether achievement of cholesterol targets at the population level is dependent on the choice and cost of statin. To investigate the practice-level relationship between cholesterol quality indicators in patients with heart disease, stroke, and diabetes and prescribing of low-cost statins. Correlations and linear regression modelling of retrospective cross-sectional practice-level data with potential explanatory variables in 7909 (96.4%) general practices in England in 2008-2009. Quality indicator data were obtained from the Information Centre and prescribing data from the NHS Business Authority. A 'cholesterol quality indicator' score was constructed by dividing the numbers of patients achieving the target for cholesterol control of ≤5 mmol/l in stroke, diabetes, and heart disease by the numbers on each register. A 'low-cost statin' ratio score was constructed by dividing the numbers of defined daily doses of simvastatin and pravastatin by the total numbers of defined daily doses of statins. Simvastatin accounted for 83.3% (standard deviation [SD] = 15.7%) of low-cost statins prescribed and atorvastatin accounted for 85.7% (SD = 14.8%) of high-cost statins prescribed. The mean cholesterol score was 73.7% (SD = 6.0%). Practices using a higher proportion of the low-cost statins were less successful in achieving cholesterol targets. An increase of 10% in the prescribing of low-cost statins was associated with a decrease of 0.46% in the cholesterol quality indicator score (95% confidence interval = -0.54% to -0.38%, P<0.001). Greater use of low-cost statins was associated with a small reduction in cholesterol control.

Enhancing chemistry problem-solving achievement using problem categorization

NASA Astrophysics Data System (ADS)

Bunce, Diane M.; Gabel, Dorothy L.; Samuel, John V.

The enhancement of chemistry students' skill in problem solving through problem categorization is the focus of this study. Twenty-four students in a freshman chemistry course for health professionals are taught how to solve problems using the explicit method of problem solving (EMPS) (Bunce & Heikkinen, 1986). The EMPS is an organized approach to problem analysis which includes encoding the information given in a problem (Given, Asked For), relating this to what is already in long-term memory (Recall), and planning a solution (Overall Plan) before a mathematical solution is attempted. In addition to the EMPS training, treatment students receive three 40-minute sessions following achievement tests in which they are taught how to categorize problems. Control students use this time to review the EMPS solutions of test questions. Although problem categorization is involved in one section of the EMPS (Recall), treatment students who received specific training in problem categorization demonstrate significantly higher achievement on combination problems (those problems requiring the use of more than one chemical topic for their solution) at (p = 0.01) than their counterparts. Significantly higher achievement for treatment students is also measured on an unannounced test (p = 0.02). Analysis of interview transcripts of both treatment and control students illustrates a Rolodex approach to problem solving employed by all students in this study. The Rolodex approach involves organizing equations used to solve problems on mental index cards and flipping through them, matching units given when a new problem is to be solved. A second phenomenon observed during student interviews is the absence of a link in the conceptual understanding of the chemical concepts involved in a problem and the problem-solving skills employed to correctly solve problems. This study shows that explicit training in categorization skills and the EMPS can lead to higher achievement in complex problem

What Happens to the Fish's Achievement in a Little Pond? A Simultaneous Analysis of Class-Average Achievement Effects on Achievement and Academic Self-Concept

ERIC Educational Resources Information Center

Stäbler, Franziska; Dumont, Hanna; Becker, Michael; Baumert, Jürgen

2017-01-01

Empirical studies have demonstrated that students who are taught in a group of students with higher average achievement benefit in terms of their achievement. However, there is also evidence showing that being surrounded by high-achieving students has a negative effect on students' academic self-concept, also known as the big-fish--little-pond…

Music Achievement and Academic Achievement: Isolating the School as a Unit of Study

ERIC Educational Resources Information Center

Frey-Clark, Marta

2015-01-01

Music participation and academic achievement have long been of interest to educators, researchers and policy makers. The literature is replete with studies linking music participation to higher state assessment scores, grade point averages, and Standardized Achievement Test (SAT) scores. If students from quality music programs academically…

Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9

ERIC Educational Resources Information Center

Sanders, Elizabeth A.; Berninger, Virginia W.; Abbott, Robert D.

2018-01-01

Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in Grades 4 through 9 (N = 103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n = 25), word reading and spelling…

Women in Leadership: Factors That Affect the Achievement of Women in Higher Education Administration at Four-Year Public and Private Universities in Texas

ERIC Educational Resources Information Center

Ramirez, Dawn Marie

2012-01-01

The purpose of this quantitative study was to examine the factors that affect women administrators in higher education at four-year public and private universities in Texas. By comparing private and public universities, the research provided an assessment of similarities and differences of the factors impacting achievement of women in higher…

Vocational interests of intellectually gifted and highly achieving young adults.

PubMed

Vock, Miriam; Köller, Olaf; Nagy, Gabriel

2013-06-01

Vocational interests play a central role in the vocational decision-making process and are decisive for the later job satisfaction and vocational success. Based on Ackerman's (1996) notion of trait complexes, specific interest profiles of gifted high-school graduates can be expected. Vocational interests of gifted and highly achieving adolescents were compared to those of their less intelligent/achieving peers according to Holland's (1997) RIASEC model. Further, the impact of intelligence and achievement on interests were analysed while statistically controlling for potentially influencing variables. Changes in interests over time were investigated. N= 4,694 German students (age: M= 19.5, SD= .80; 54.6% females) participated in the study (TOSCA; Köller, Watermann, Trautwein, & Lüdtke, 2004). Interests were assessed in participants' final year at school and again 2 years later (N= 2,318). Gifted participants reported stronger investigative and realistic interests, but lower social interests than less intelligent participants. Highly achieving participants reported higher investigative and (in wave 2) higher artistic interests. Considerable gender differences were found: gifted girls had a flat interest profile, while gifted boys had pronounced realistic and investigative and low social interests. Multilevel multiple regression analyses predicting interests by intelligence and school achievement revealed stable interest profiles. Beyond a strong gender effect, intelligence and school achievement each contributed substantially to the prediction of vocational interests. At the time around graduation from high school, gifted young adults show stable interest profiles, which strongly differ between gender and intelligence groups. These differences are relevant for programmes for the gifted and for vocational counselling. ©2012 The British Psychological Society.

Commercial Buildings Partnerships - Overview of Higher education projects

DOE Office of Scientific and Technical Information (OSTI.GOV)

Parrish, Kristen; Robinson, Alastair; Regnier, Cindy

2013-02-01

The Commercial Building Partnership (CBP), a public/private, cost-shared program sponsored by the U.S. Department of Energy (DOE), paired selected commercial building owners and operators with representatives of DOE, its national laboratories, and private-sector technical experts. These teams explored energy-saving measures across building systems – including some considered too costly or technologically challenging – and used advanced energy modeling to achieve peak whole-building performance. Modeling results were then included in new construction or retrofit designs to achieve significant energy reductions. CBP design goals aimed to achieve 50 percent energy savings compared to ANSI/ASHRAE/IES Standard 90.1-2004 for new construction, while retrofits aremore » designed to consume at least 30 percent less energy than either Standard 90.1-2004 or current consumption. After construction and commissioning of the project, laboratory staff continued to work with partners to collect and analyze data for verification of the actual energy reduction. CBP projects represent diverse building types in commercial real estate, including lodging, grocery, retail, higher education, office, and warehouse/storage facilities. Partners also commit to replicating low-energy technologies and strategies from their CBP projects throughout their building portfolios. As a result of CBP projects, five sector overviews (Lodging, Food Sales, General Merchandise, Higher Education, Offices) were created to capture successful strategies and recommended energy efficiency measures that could broadly be applied across these sectors. These overviews are supplemented with individual case studies providing specific details on the decision criteria, modeling results, and lessons learned on specific projects. Sector overviews and CBP case studies will also be updated to reflect verified data and replication strategies as they become available.« less

Specificity Elicits Higher Maximal and Submaximal Cardiorespiratory Responses During a New Taekwondo Aerobic Test.

PubMed

Hausen, Matheus; Soares, Pedro Paulo; Araujo, Marcus Paulo; Esteves, Débora; Julio, Hilbert; Tauil, Roberto; Junca, Marcus; Porto, Flávia; Franchini, Emerson; Bridge, Craig Alan; Gurgel, Jonas

2018-05-10

The purpose of the present study was to propose and validate new taekwondo-specific cardiopulmonary exercise tests. Twelve male national-level taekwondo athletes (age 20 ± 2 yrs; body mass 67.5 ± 5.7 kg; height 175 ± 8 cm; training experience 7 ± 3 yrs) performed three separate exercise tests in a randomized counterbalanced order: 1) a Treadmill Running Cardiopulmonary Exercise Test (CPET); 2) Continuous and 3) Interval Taekwondo Cardiopulmonary Exercise Tests (cTKDet and iTKDet, respectively). The CPET was administered using an individualized ramp protocol. Taekwondo tests comprised sequences of turning kicks performed upon a stationary target. The impacts were recorded via an electronic scoring sensor used in official competition. Stages on the cTKDet and iTKDet lasted 1-min and progressively reduced the kick interval duration. These were guided by a sound signal, starting with 4.6s between kicks and reducing by 0.4s every minute until the test ended. Oxygen uptake (V̇O 2 ), heart rate (HR), capillary blood lactate and ratings of perceived exertion were measured. Modest differences were identified in V̇O 2MAX between the tests (F 2,22 =3.54; p=0.046; ES=0.16). HR MAX was higher during both taekwondo tests (F 2,22 =14.3; p=0.001; ES=1.14) compared with CPET. Specific tests also yielded higher responses in the 1 st ventilatory threshold V̇O 2 (F 2,22 =6.5; p=0.04; ES=0.27) and HR (F 2,22 =12.3; p<0.001; ES=1.06), and HR at the 2 nd ventilatory threshold (F 2,22 =5.7; p=0.02; ES=0.72). Taekwondo-specific cardiopulmonary tests enhance the validity of some cardiopulmonary responses, and might therefore be considered to optimise routine diagnostic testing and training prescription for this athletic group.

Achievement, attributions, self-efficacy, and goal setting by accounting undergraduates.

PubMed

Cheng, Pi-Yueh; Chiou, Wen-Bin

2010-02-01

Correlations were examined between two measures of accounting self-efficacy achievement goal setting, attributions, and scores on the Accounting Practice Achievement Test, obtained 1 yr. apart for 124 freshmen in junior college. Analysis indicated favorable attribution contributed to a higher mean score on accounting self-efficacy. Students with higher perceived self-efficacy performed better on the proficiency tests. Those with higher self-efficacy also set higher goals for subsequent achievement tests. Moreover, students who set higher achievement goals performed better. Goal setting mediated the relation of initial self-efficacy with subsequent test performance. However, the amount of variance accounted for by self-efficacy was small. An effective method for enhancing performance on an accounting achievement test might be to increase beneficial attributions, self-efficacy in accounting, and to encourage setting reasonable achievement goals.

Neuroanatomical correlates of the income-achievement gap.

PubMed

Mackey, Allyson P; Finn, Amy S; Leonard, Julia A; Jacoby-Senghor, Drew S; West, Martin R; Gabrieli, Christopher F O; Gabrieli, John D E

2015-06-01

In the United States, the difference in academic achievement between higher- and lower-income students (i.e., the income-achievement gap) is substantial and growing. In the research reported here, we investigated neuroanatomical correlates of this gap in adolescents (N = 58) in whom academic achievement was measured by statewide standardized testing. Cortical gray-matter volume was significantly greater in students from higher-income backgrounds (n = 35) than in students from lower-income backgrounds (n = 23), but cortical white-matter volume and total cortical surface area did not differ significantly between groups. Cortical thickness in all lobes of the brain was greater in students from higher-income than lower-income backgrounds. Greater cortical thickness, particularly in temporal and occipital lobes, was associated with better test performance. These results represent the first evidence that cortical thickness in higher- and lower-income students differs across broad swaths of the brain and that cortical thickness is related to scores on academic-achievement tests. © The Author(s) 2015.

IL-3 specifically inhibits GM-CSF binding to the higher affinity receptor

DOE Office of Scientific and Technical Information (OSTI.GOV)

Taketazu, F.; Chiba, S.; Shibuya, K.

1991-02-01

The inhibition of binding between human granulocyte-macrophage colony-stimulating factor (GM-CSF) and its receptor by human interleukin-3 (IL-3) was observed in myelogenous leukemia cell line KG-1 which bore the receptors both for GM-CSF and IL-3. In contrast, this phenomenon was not observed in histiocytic lymphoma cell line U-937 or in gastric carcinoma cell line KATO III, both of which have apparent GM-CSF receptor but an undetectable IL-3 receptor. In KG-1 cells, the cross-inhibition was preferentially observed when the binding of GM-CSF was performed under the high-affinity binding condition; i.e., a low concentration of 125I-GM-CSF was incubated. Scatchard analysis of 125I-GM-CSF bindingmore » to KG-1 cells in the absence and in the presence of unlabeled IL-3 demonstrated that IL-3 inhibited GM-CSF binding to the higher-affinity component of GM-CSF receptor on KG-1 cells. Moreover, a chemical cross-linking study has revealed that the cross-inhibition of the GM-CSF binding observed in KG-1 cells is specific for the beta-chain, Mr 135,000 binding protein which has been identified as a component forming the high-affinity GM-CSF receptor existing specifically on hemopoietic cells.« less

A Governor's View of Higher Education.

ERIC Educational Resources Information Center

Bowen, Otis R.

A governor's perspective on higher education suggests that government needs to assure itself that the activities it funds are effective in achieving their goals, that college management practices are efficient, that postsecondary education is equally accessible to all citizens, and that excellence in higher education is achieved. Additional issues…

Black Women into Higher Education: Recognizing Achievement and Identifying Obstacles.

ERIC Educational Resources Information Center

Lyon, E. Stina

1995-01-01

Issues facing black women in higher education include whether their formal credentials are "relevant"; informal restrictions on access caused by prejudicial notions of suitability for a course or a job; and social and financial limitations emerging from their environment. (SK)

An Analysis of the Relationship between Principal Employment Interview Scores and the Achievement Scores of Students with Specific Learning Disabilities

ERIC Educational Resources Information Center

Ostmeyer, Susan S.

2012-01-01

The primary purpose of this study was to examine the relationship between five of ISSLC's 2008 leadership standards as measured by a standardized employment interview (ICIS Principal) and the achievement of students with specific learning disabilities in core areas of instruction. Findings did not support the rejection of the null hypothesis.…

Frequency Based Design Partitioning to Achieve Higher Throughput in Digital Cross Correlator for Aperture Synthesis Passive MMW Imager.

PubMed

Asif, Muhammad; Guo, Xiangzhou; Zhang, Jing; Miao, Jungang

2018-04-17

Digital cross-correlation is central to many applications including but not limited to Digital Image Processing, Satellite Navigation and Remote Sensing. With recent advancements in digital technology, the computational demands of such applications have increased enormously. In this paper we are presenting a high throughput digital cross correlator, capable of processing 1-bit digitized stream, at the rate of up to 2 GHz, simultaneously on 64 channels i.e., approximately 4 Trillion correlation and accumulation operations per second. In order to achieve higher throughput, we have focused on frequency based partitioning of our design and tried to minimize and localize high frequency operations. This correlator is designed for a Passive Millimeter Wave Imager intended for the detection of contraband items concealed on human body. The goals are to increase the system bandwidth, achieve video rate imaging, improve sensitivity and reduce the size. Design methodology is detailed in subsequent sections, elaborating the techniques enabling high throughput. The design is verified for Xilinx Kintex UltraScale device in simulation and the implementation results are given in terms of device utilization and power consumption estimates. Our results show considerable improvements in throughput as compared to our baseline design, while the correlator successfully meets the functional requirements.

Parental Involvement and Academic Achievement

ERIC Educational Resources Information Center

Goodwin, Sarah Christine

2015-01-01

This research study examined the correlation between student achievement and parent's perceptions of their involvement in their child's schooling. Parent participants completed the Parent Involvement Project Parent Questionnaire. Results slightly indicated parents of students with higher level of achievement perceived less demand or invitations…

Importance of baseline specification in evaluating conservation interventions and achieving no net loss of biodiversity.

PubMed

Bull, J W; Gordon, A; Law, E A; Suttle, K B; Milner-Gulland, E J

2014-06-01

There is an urgent need to improve the evaluation of conservation interventions. This requires specifying an objective and a frame of reference from which to measure performance. Reference frames can be baselines (i.e., known biodiversity at a fixed point in history) or counterfactuals (i.e., a scenario that would have occurred without the intervention). Biodiversity offsets are interventions with the objective of no net loss of biodiversity (NNL). We used biodiversity offsets to analyze the effects of the choice of reference frame on whether interventions met stated objectives. We developed 2 models to investigate the implications of setting different frames of reference in regions subject to various biodiversity trends and anthropogenic impacts. First, a general analytic model evaluated offsets against a range of baseline and counterfactual specifications. Second, a simulation model then replicated these results with a complex real world case study: native grassland offsets in Melbourne, Australia. Both models showed that achieving NNL depended upon the interaction between reference frame and background biodiversity trends. With a baseline, offsets were less likely to achieve NNL where biodiversity was decreasing than where biodiversity was stable or increasing. With a no-development counterfactual, however, NNL was achievable only where biodiversity was declining. Otherwise, preventing development was better for biodiversity. Uncertainty about compliance was a stronger determinant of success than uncertainty in underlying biodiversity trends. When only development and offset locations were considered, offsets sometimes resulted in NNL, but not across an entire region. Choice of reference frame determined feasibility and effort required to attain objectives when designing and evaluating biodiversity offset schemes. We argue the choice is thus of fundamental importance for conservation policy. Our results shed light on situations in which biodiversity offsets may

Leadership, self-efficacy, and student achievement

NASA Astrophysics Data System (ADS)

Grayson, Kristin

This study examined the relationships between teacher leadership, science teacher self-efficacy, and fifth-grade science student achievement in diverse schools in a San Antonio, Texas, metropolitan school district. Teachers completed a modified version of the Leadership Behavior Description Question (LBDQ) Form XII by Stogdill (1969), the Science Efficacy and Belief Expectations for Science Teaching (SEBEST) by Ritter, Boone, and Rubba (2001, January). Students' scores on the Texas Assessment of Knowledge and Skills (TAKS) measured fifth-grade science achievement. At the teacher level of analysis multiple regressions showed the following relationships between teachers' science self-efficacy and teacher classroom leadership behaviors and the various teacher and school demographic variables. Predictors of teacher self efficacy beliefs included teacher's level of education, gender, and leadership initiating structure. The only significant predictor of teacher self-efficacy outcome expectancy was gender. Higher teacher self-efficacy beliefs predicted higher leadership initiating structure. At the school level of analysis, higher school levels of percentage of students from low socio-economic backgrounds and higher percentage of limited English proficient students predicted lower school student mean science achievement. These findings suggest a need for continued research to clarify relationships between teacher classroom leadership, science teacher self-efficacy, and student achievement especially at the teacher level of analysis. Findings also indicate the importance of developing instructional methods to address student demographics and their needs so that all students, despite their backgrounds, will achieve in science.

Effects of individualized assignments on biology achievement

NASA Astrophysics Data System (ADS)

Kremer, Philip L.

A pretest-posttest, randomized, two groups, experimental, factorial design compared effects of detailed and nondetailed assignments on biology achievement over seven and a half months. Detailed assignments (favoring field independence and induction) employed block diagrams and stepwise directions. Nondetailed assignments (favoring field dependence and deduction) virtually lacked these. The accessible population was 101 tenth grade preparatory school male students. The 95 students enrolled in first year biology constituted the sample. Two by three ANOVA was done on residualized posttest score means of the students. Totally, the detailed students achieved significantly higher than the nondetailed students. This significantly higher achievement was only true of detailed students in the middle thirds of the deviation intelligence quotient (DIQ) range and of the grade point average (G.P.A.) range after the breakdown into upper, middle, and lower thirds of intellectual capability (ability and achievement). The upper third detailed DIQ grouping indirectly achieved higher than its peers, whereas the lower detailed DIQ third achieved lower than its peers. Thus, high capability students apparently benefit from flow and block diagrams, inductions, field independence, and high structure, whereas low capability students may be hindered by these.

Reflectiveness/Impulsiveness and Mathematics Achievement

ERIC Educational Resources Information Center

Cathcart, W. George; Liedtke, Werner

1969-01-01

Report of research to test the hypothesis that reflective students would be higher achievers in mathematics than impulsive pupils. An achievement test was developed to measure understanding of mathematical concepts and applications, ability to solve verbal problems and recall basic facts. Data suggest that reflective students obtain better…

Sharing Leadership Responsibilities Results in Achievement Gains

ERIC Educational Resources Information Center

Armistead, Lew

2010-01-01

Collective, not individual, leadership in schools has a greater impact on student achievement; when principals and teachers share leadership responsibilities, student achievement is higher; and schools having high student achievement also display a vision for student achievement and teacher growth. Those are just a few of the insights into school…

First-order and higher order sequence learning in specific language impairment.

PubMed

Clark, Gillian M; Lum, Jarrad A G

2017-02-01

A core claim of the procedural deficit hypothesis of specific language impairment (SLI) is that the disorder is associated with poor implicit sequence learning. This study investigated whether implicit sequence learning problems in SLI are present for first-order conditional (FOC) and higher order conditional (HOC) sequences. Twenty-five children with SLI and 27 age-matched, nonlanguage-impaired children completed 2 serial reaction time tasks. On 1 version, the sequence to be implicitly learnt comprised a FOC sequence and on the other a HOC sequence. Results showed that the SLI group learned the HOC sequence (η p ² = .285, p = .005) but not the FOC sequence (η p ² = .099, p = .118). The control group learned both sequences (FOC η p ² = .497, HOC η p 2= .465, ps < .001). The SLI group's difficulty learning the FOC sequence is consistent with the procedural deficit hypothesis. However, the study provides new evidence that multiple mechanisms may underpin the learning of FOC and HOC sequences. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Common themes and cell type specific variations of higher order chromatin arrangements in the mouse

PubMed Central

Mayer, Robert; Brero, Alessandro; von Hase, Johann; Schroeder, Timm; Cremer, Thomas; Dietzel, Steffen

2005-01-01

Background Similarities as well as differences in higher order chromatin arrangements of human cell types were previously reported. For an evolutionary comparison, we now studied the arrangements of chromosome territories and centromere regions in six mouse cell types (lymphocytes, embryonic stem cells, macrophages, fibroblasts, myoblasts and myotubes) with fluorescence in situ hybridization and confocal laser scanning microscopy. Both species evolved pronounced differences in karyotypes after their last common ancestors lived about 87 million years ago and thus seem particularly suited to elucidate common and cell type specific themes of higher order chromatin arrangements in mammals. Results All mouse cell types showed non-random correlations of radial chromosome territory positions with gene density as well as with chromosome size. The distribution of chromosome territories and pericentromeric heterochromatin changed during differentiation, leading to distinct cell type specific distribution patterns. We exclude a strict dependence of these differences on nuclear shape. Positional differences in mouse cell nuclei were less pronounced compared to human cell nuclei in agreement with smaller differences in chromosome size and gene density. Notably, the position of chromosome territories relative to each other was very variable. Conclusion Chromosome territory arrangements according to chromosome size and gene density provide common, evolutionary conserved themes in both, human and mouse cell types. Our findings are incompatible with a previously reported model of parental genome separation. PMID:16336643

Review of "Within Our Grasp: Achieving Higher Admissions Standards in Teacher Prep"

ERIC Educational Resources Information Center

Cochran-Smith, Marilyn; Baker, Megina; Chang, Wen-Chia; Fernández, M. Beatriz; Keefe, Elizabeth Stringer

2017-01-01

Based on a review of GPA and SAT/ACT requirements at 221 institutions in 25 states, a new report from the National Council on Teacher Quality (NCTQ) recommends that states, institutions of higher education, and the Council for the Accreditation of Educator Preparation (CAEP) maintain or establish a higher bar for entry into teacher preparation…

Australian Higher Education Reforms--Unification or Diversification?

ERIC Educational Resources Information Center

Coombe, Leanne

2015-01-01

The higher education policy of the previous Australian government aimed to achieve an internationally competitive higher education sector while expanding access opportunities to all Australians. This policy agenda closely reflects global trends that focus on achieving both quality and equity objectives. In this paper, the formulation and…

Higher weight, lower education: a longitudinal association between adolescents' body mass index and their subsequent educational achievement level?

PubMed

Larsen, Junilla K; Kleinjan, Marloes; Engels, Rutger C M E; Fisher, Jennifer O; Hermans, Roel C J

2014-12-01

The purpose of this study was to examine the association between adolescents' body mass index (BMI) z-scores and their subsequent level of schooling, extending previous longitudinal research by using objectively measured weight and height data. A longitudinal study with 3 study waves (1-year intervals) involving 1248 Dutch adolescents (49% girls; mean age = 13.7 years) at schools providing different educational levels was used to determine adolescents who moved and did not move to a lower educational level in the first year, or in the second year, and to examine whether this movement could be predicted by BMI z-scores (zBMI), after controlling for a large range of potential confounding factors. A total of 1164 Dutch adolescents continued in the same level of education, whereas 84 adolescents moved to a lower educational level (43 moved in the first and 41 in the second year). A higher zBMI significantly increased the risk of a general transition to a lower educational level, and of a transition in the first year, but not in the second year, after controlling for potential demographic, behavioral, and psychological confounds. Findings suggest that a higher zBMI during adolescence immediately lowers educational achievement level during general secondary education. © 2014, American School Health Association.

Higher Plasma Concentration of Food-Specific Antibodies in Persons with Autistic Disorder in Comparison to Their Siblings

ERIC Educational Resources Information Center

Trajkovski, Vladimir; Petlichkovski, Aleksandar; Efinska-Mladenovska, Olivija; Trajkov, Dejan; Arsov, Todor; Strezova, Ana; Ajdinski, Ljubomir; Spiroski, Mirko

2008-01-01

Specific IgA, IgG, and IgE antibodies to food antigens in 35 participants with autistic disorder and 21 of their siblings in the Republic of Macedonia were examined. Statistically significant higher plasma concentration of IgA antibodies against alpha-lactalbumin, beta-lactoglobulin, casein, and gliadin were found in the children with autistic…

Moving to higher ground: Closing the high school science achievement gap

NASA Astrophysics Data System (ADS)

Mebane, Joyce Graham

The purpose of this study was to examine the perceptions of West High School constituents (students, parents, teachers, administrators, and guidance counselors) about the readiness and interest of African American students at West High School to take Advanced Placement (AP) and International Baccalaureate (IB) science courses as a strategy for closing the achievement gap. This case study utilized individual interviews and questionnaires for data collection. The participants were selected biology students and their parents, teachers, administrators, and guidance counselors at West High School. The results of the study indicated that just over half the students and teachers, most parents, and all guidance counselors thought African American students were prepared to take AP science courses. Only one of the three administrators thought the students were prepared to take AP science courses. Between one-half and two-thirds of the students, parents, teachers, and administrators thought students were interested in taking an AP science course. Only two of the guidance counselors thought there was interest among the African American students in taking AP science courses. The general consensus among the constituents about the readiness and interest of African American students at West High School to take IB science courses was that it is too early in the process to really make definitive statements. West is a prospective IB school and the program is new and not yet in place. Educators at the West High School community must find reasons to expect each student to succeed. Lower expectations often translate into lower academic demands and less rigor in courses. Lower academic demands and less rigor in courses translate into less than adequate performance by students. When teachers and administrators maintain high expectations, they encourage students to aim high rather than slide by with mediocre effort (Lumsden, 1997). As a result of the study, the following suggestions should

Achievement goals affect metacognitive judgments

PubMed Central

Ikeda, Kenji; Yue, Carole L.; Murayama, Kou; Castel, Alan D.

2017-01-01

The present study examined the effect of achievement goals on metacognitive judgments, such as judgments of learning (JOLs) and metacomprehension judgments, and actual recall performance. We conducted five experiments manipulating the instruction of achievement goals. In each experiment, participants were instructed to adopt mastery-approach goals (i.e., develop their own mental ability through a memory task) or performance-approach goals (i.e., demonstrate their strong memory ability through getting a high score on a memory task). The results of Experiments 1 and 2 showed that JOLs of word pairs in the performance-approach goal condition tended to be higher than those in the mastery-approach goal condition. In contrast, cued recall performance did not differ between the two goal conditions. Experiment 3 also demonstrated that metacomprehension judgments of text passages were higher in the performance-approach goal condition than in the mastery-approach goals condition, whereas test performance did not differ between conditions. These findings suggest that achievement motivation affects metacognitive judgments during learning, even when achievement motivation does not influence actual performance. PMID:28983496

Gender-Specific Peer Groups and Choice at 16

ERIC Educational Resources Information Center

Webber, Don J.; Walton, Fiona

2006-01-01

The purpose of this paper is to examine the influence of gender-specific peer groups on students' intentions and realisations to stay on into post-compulsory education at the age of 16. This is an important area for research as one of the UK government's aims is to achieve a 50% staying on rate in higher education at the age of 16. However, this…

Motivation and academic achievement in medical students.

PubMed

Yousefy, Alireza; Ghassemi, Gholamreza; Firouznia, Samaneh

2012-01-01

Despite their ascribed intellectual ability and achieved academic pursuits, medical students' academic achievement is influenced by motivation. This study is an endeavor to examine the role of motivation in the academic achievement of medical students. In this cross-sectional correlational study, out of the total 422 medical students, from 4th to final year during the academic year 2007-2008, at School of Medicine, Isfahan University of Medical Sciences, 344 participated in completion of the Inventory of School Motivation (ISM), comprising 43 items and measuring eight aspects of motivation. The gold standard for academic achievement was their average academic marks at pre-clinical and clinical levels. Data were computer analyzed by running a couple of descriptive and analytical tests including Pearson Correlation and Student's t-student. Higher motivation scores in areas of competition, effort, social concern, and task were accompanied by higher average marks at pre-clinical as well as clinical levels. However, the latter ones showed greater motivation for social power as compared to the former group. Task and competition motivation for boys was higher than for girls. In view of our observations, students' academic achievement requires coordination and interaction between different aspects of motivation.

Importance of Baseline Specification in Evaluating Conservation Interventions and Achieving No Net Loss of Biodiversity

PubMed Central

Bull, J W; Gordon, A; Law, E A; Suttle, K B; Milner-Gulland, E J

2014-01-01

There is an urgent need to improve the evaluation of conservation interventions. This requires specifying an objective and a frame of reference from which to measure performance. Reference frames can be baselines (i.e., known biodiversity at a fixed point in history) or counterfactuals (i.e., a scenario that would have occurred without the intervention). Biodiversity offsets are interventions with the objective of no net loss of biodiversity (NNL). We used biodiversity offsets to analyze the effects of the choice of reference frame on whether interventions met stated objectives. We developed 2 models to investigate the implications of setting different frames of reference in regions subject to various biodiversity trends and anthropogenic impacts. First, a general analytic model evaluated offsets against a range of baseline and counterfactual specifications. Second, a simulation model then replicated these results with a complex real world case study: native grassland offsets in Melbourne, Australia. Both models showed that achieving NNL depended upon the interaction between reference frame and background biodiversity trends. With a baseline, offsets were less likely to achieve NNL where biodiversity was decreasing than where biodiversity was stable or increasing. With a no-development counterfactual, however, NNL was achievable only where biodiversity was declining. Otherwise, preventing development was better for biodiversity. Uncertainty about compliance was a stronger determinant of success than uncertainty in underlying biodiversity trends. When only development and offset locations were considered, offsets sometimes resulted in NNL, but not across an entire region. Choice of reference frame determined feasibility and effort required to attain objectives when designing and evaluating biodiversity offset schemes. We argue the choice is thus of fundamental importance for conservation policy. Our results shed light on situations in which biodiversity offsets may

Higher sensitivity secondary ion mass spectrometry of biological molecules for high resolution, chemically specific imaging.

PubMed

McDonnell, Liam A; Heeren, Ron M A; de Lange, Robert P J; Fletcher, Ian W

2006-09-01

To expand the role of high spatial resolution secondary ion mass spectrometry (SIMS) in biological studies, numerous developments have been reported in recent years for enhancing the molecular ion yield of high mass molecules. These include both surface modification, including matrix-enhanced SIMS and metal-assisted SIMS, and polyatomic primary ions. Using rat brain tissue sections and a bismuth primary ion gun able to produce atomic and polyatomic primary ions, we report here how the sensitivity enhancements provided by these developments are additive. Combined surface modification and polyatomic primary ions provided approximately 15.8 times more signal than using atomic primary ions on the raw sample, whereas surface modification and polyatomic primary ions yield approximately 3.8 and approximately 8.4 times more signal. This higher sensitivity is used to generate chemically specific images of higher mass biomolecules using a single molecular ion peak.

Predictors of Full Enteral Feeding Achievement in Very Low Birth Weight Infants

PubMed Central

Corvaglia, Luigi; Fantini, Maria Pia; Aceti, Arianna; Gibertoni, Dino; Rucci, Paola; Baronciani, Dante; Faldella, Giacomo

2014-01-01

Background To elucidate the role of prenatal, neonatal and early postnatal variables in influencing the achievement of full enteral feeding (FEF) in very low birth weight (VLBW) infants and to determine whether neonatal intensive care units (NICUs) differ in this outcome. Methods Population-based retrospective cohort study using data on 1,864 VLBW infants drawn from the “Emilia-Romagna Perinatal Network” Registry from 2004 to 2009. The outcome of interest was time to FEF achievement. Eleven prenatal, neonatal and early postnatal variables and the study NICUs were selected as potential predictors of time to FEF. Parametric survival analysis was used to model time to FEF as a function of the predictors. Marginal effects were used to obtain adjusted estimates of median time to FEF for specific subgroups of infants. Results Lower gestational age, exclusive formula feeding, higher CRIB II score, maternal hypertension, cesarean delivery, SGA and PDA predicted delayed FEF. NICUs proved to be heterogeneous in terms of FEF achievement. Newborns with PDA had a 4.2 days longer predicted median time to FEF compared to those without PDA; newborns exclusively formula-fed had a 1.4 days longer time to FEF compared to those fed human milk. Conclusions The results of our study suggest that time to FEF is influenced by clinical variables and NICU-specific practices. Knowledge of the variables associated with delayed/earlier FEF achievement could help in improving specific aspects of routine clinical management of VLBW infants and to reduce practice variability. PMID:24647523

Addressing Academic Dishonesty among the Highest Achievers

ERIC Educational Resources Information Center

Miller, Angela D.; Murdock, Tamera B.; Grotewiel, Morgan M.

2017-01-01

Although research shows that higher-achieving students report engaging in cheating behaviors less frequently than lower-achieving students, the cheating rates among this population are still startling. Certain aspects of the context of being a high-achieving student support academic dishonesty. We investigate integrity among the highest achievers…

Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations with Academic Performance

ERIC Educational Resources Information Center

Pekrun, Reinhard; Elliot, Andrew J.; Maier, Markus A.

2009-01-01

The authors propose a theoretical model linking achievement goals and achievement emotions to academic performance. This model was tested in a prospective study with undergraduates (N = 213), using exam-specific assessments of both goals and emotions as predictors of exam performance in an introductory-level psychology course. The findings were…

Relationship between achievement goal orientations and the perceived purposes of playing rugby union for professional and amateur players.

PubMed

Treasure, D C; Carpenter, P J; Power, K T

2000-08-01

The recent professionalization of rugby union makes it an excellent achievement context in which to examine the relationship between achievement goal orientations and the perceived purposes of sport as a function of competitive standard. During the 1996-97 season, 73 professional and 106 amateur rugby players in England completed a series of questionnaires assessing their achievement goal orientations, beliefs about the purposes of rugby and demographic information. The results of a canonical correlation analysis revealed a conceptually coherent relationship between achievement goal orientations and purposes of rugby. Specifically, a high ego/moderate task orientation was positively related to fitness, aggression and financial remuneration as significant purposes of rugby. Professional players scored higher on those purposes of rugby related to aggression, financial remuneration and fitness, but lower on sportspersonship than amateur players. Professional players also reported higher task and ego goal orientations than amateur players. The findings are discussed in terms of the differences in lifestyle and motivation of professional and amateur rugby union players.

Structure-Specific Ribonucleases for MS-Based Elucidation of Higher-Order RNA Structure

NASA Astrophysics Data System (ADS)

Scalabrin, Matteo; Siu, Yik; Asare-Okai, Papa Nii; Fabris, Daniele

2014-07-01

Supported by high-throughput sequencing technologies, structure-specific nucleases are experiencing a renaissance as biochemical probes for genome-wide mapping of nucleic acid structure. This report explores the benefits and pitfalls of the application of Mung bean (Mb) and V1 nuclease, which attack specifically single- and double-stranded regions of nucleic acids, as possible structural probes to be employed in combination with MS detection. Both enzymes were found capable of operating in ammonium-based solutions that are preferred for high-resolution analysis by direct infusion electrospray ionization (ESI). Sequence analysis by tandem mass spectrometry (MS/MS) was performed to confirm mapping assignments and to resolve possible ambiguities arising from the concomitant formation of isobaric products with identical base composition and different sequences. The observed products grouped together into ladder-type series that facilitated their assignment to unique regions of the substrate, but revealed also a certain level of uncertainty in identifying the boundaries between paired and unpaired regions. Various experimental factors that are known to stabilize nucleic acid structure, such as higher ionic strength, presence of Mg(II), etc., increased the accuracy of cleavage information, but did not completely eliminate deviations from expected results. These observations suggest extreme caution in interpreting the results afforded by these types of reagents. Regardless of the analytical platform of choice, the results highlighted the need to repeat probing experiments under the most diverse possible conditions to recognize potential artifacts and to increase the level of confidence in the observed structural information.

Counterstereotypic Identity among High-Achieving Black Students

ERIC Educational Resources Information Center

Harpalani, Vinay

2017-01-01

This article examines how racial stereotypes affect achievement and identity formation among low income, urban Black adolescents. Specifically, the major question addressed is: how do high-achieving Black students succeed academically despite negative stereotypes of their intellectual abilities? Results indicate that high-achieving Black youth,…

Examining the integrity of measurement of cognitive abilities in the prediction of achievement: Comparisons and contrasts across variables from higher-order and bifactor models.

PubMed

Benson, Nicholas F; Kranzler, John H; Floyd, Randy G

2016-10-01

Prior research examining cognitive ability and academic achievement relations have been based on different theoretical models, have employed both latent variables as well as observed variables, and have used a variety of analytic methods. Not surprisingly, results have been inconsistent across studies. The aims of this study were to (a) examine how relations between psychometric g, Cattell-Horn-Carroll (CHC) broad abilities, and academic achievement differ across higher-order and bifactor models; (b) examine how well various types of observed scores corresponded with latent variables; and (c) compare two types of observed scores (i.e., refined and non-refined factor scores) as predictors of academic achievement. Results suggest that cognitive-achievement relations vary across theoretical models and that both types of factor scores tend to correspond well with the models on which they are based. However, orthogonal refined factor scores (derived from a bifactor model) have the advantage of controlling for multicollinearity arising from the measurement of psychometric g across all measures of cognitive abilities. Results indicate that the refined factor scores provide more precise representations of their targeted constructs than non-refined factor scores and maintain close correspondence with the cognitive-achievement relations observed for latent variables. Thus, we argue that orthogonal refined factor scores provide more accurate representations of the relations between CHC broad abilities and achievement outcomes than non-refined scores do. Further, the use of refined factor scores addresses calls for the application of scores based on latent variable models. Copyright © 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

The relationship between physical fitness and academic achievement among adolescent in South Korea.

PubMed

Han, Gun-Soo

2018-04-01

[Purpose] The purpose of this study was to identify the relationship between physical fitness level and academic achievement in middle school students. [Subjects and Methods] A total of 236 students aged 13-15 from three middle schools in D city, South Korea, were selected using a random sampling method. Academic achievement was measured by students' 2014 fall-semester final exam scores and the level of physical fitness was determined according to the PAPS (Physical Activity Promotion System) score administrated by the Korean Ministry of Education. A Pearson correlation test with SPSS 20.0 was employed. [Results] The Pearson correlation test revealed a significant correlation between physical fitness and academic achievement. Specifically, students with higher levels of physical fitness tend to have higher academic performance. In addition, final exam scores of core subjects (e.g., English, mathematics, and science) were significantly related to the PAPS score. [Conclusion] Results of this study can be used to develop more effective physical education curricula. In addition, the data can also be applied to recreation and sport programs for other populations (e.g., children and adult) as well as existing national physical fitness data in various countries.

Specific Remedy for Specific Problem: Measuring Service Quality in South African Higher Education

ERIC Educational Resources Information Center

de Jager, Johan; Gbadamosi, Gbolahan

2010-01-01

This study commences a process of developing a scale for the measurement of service quality in higher education in South Africa and also examines the relationship between the measures of service quality on the one hand and some other related variables such as intention to leave the university, trust in management of the university and the overall…

Higher Improvement in Patient-Reported Outcomes Can Be Achieved After Transforaminal Lumbar Interbody Fusion for Clinical and Radiographic Degenerative Spondylolisthesis Classification Type D Degenerative Lumbar Spondylolisthesis.

PubMed

Chen, Xi; Xu, Liang; Qiu, Yong; Chen, Zhong-Hui; Zhou, Qing-Shuang; Li, Song; Sun, Xu

2018-06-01

Clinical and radiographic degenerative spondylolisthesis (CARDS) classification defines a distinct subset of patients with kyphotic angulation at the involved segment (type D). Research using CARDS classification to investigate motion characteristics at involved segments or patient-related outcomes (PROs) following surgical intervention is sparse. We investigated the relationship between CARDS type D spondylolisthesis and dynamic instability and PROs in type D versus non-type D spondylolisthesis. We reviewed consecutive patients who received transforaminal lumbar interbody fusion for L4-5 spondylolisthesis between 2009 and 2015. Patients were assigned into type D and non-type D groups. Translational motion was determined by upright lumbar lateral radiography with supine sagittal magnetic resonance imaging or flexion and extension radiography. Demographics, radiographic parameters, and PROs were evaluated. Type D and non-type D groups comprised 34 and 163 patients, respectively. Compared with non-type D, type D group was characterized by lordotic angulation loss and higher degree of olisthesis on upright radiographs and demonstrated higher translational motion on upright lumbar lateral radiography with supine sagittal magnetic resonance imaging analysis. After surgery, mean reduction rate was significantly higher in type D group; type D had less slippage, but differences in slip angle and disc height were not significant. Preoperative Oswestry Disability Index and visual analog scale for back pain scores were higher in type D group. Type D spondylolisthesis and dynamic instability were associated with achieving minimal clinically important differences in PROs. CARDS type D spondylolisthesis is a distinct subset associated with dynamic instability and worse PROs. Higher improvement in PROs can be achieved in CARDS type D spondylolisthesis after surgery. Copyright © 2018 Elsevier Inc. All rights reserved.

How Should I Study for the Exam? Self-Regulated Learning Strategies and Achievement in Introductory Biology.

PubMed

Sebesta, Amanda J; Bray Speth, Elena

2017-01-01

In college introductory science courses, students are challenged with mastering large amounts of disciplinary content while developing as autonomous and effective learners. Self-regulated learning (SRL) is the process of setting learning goals, monitoring progress toward them, and applying appropriate study strategies. SRL characterizes successful, "expert" learners, and develops with time and practice. In a large, undergraduate introductory biology course, we investigated: 1) what SRL strategies students reported using the most when studying for exams, 2) which strategies were associated with higher achievement and with grade improvement on exams, and 3) what study approaches students proposed to use for future exams. Higher-achieving students, and students whose exam grades improved in the first half of the semester, reported using specific cognitive and metacognitive strategies significantly more frequently than their lower-achieving peers. Lower-achieving students more frequently reported that they did not implement their planned strategies or, if they did, still did not improve their outcomes. These results suggest that many students entering introductory biology have limited knowledge of SRL strategies and/or limited ability to implement them, which can impact their achievement. Course-specific interventions that promote SRL development should be considered as integral pedagogical tools, aimed at fostering development of students' lifelong learning skills. © 2017 A. J. Sebesta and E. Bray Speth. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Examining the Academic Achievement-Delinquency Relationship Among Southeast Asian Americans.

PubMed

Bui, Laura

2018-05-01

The extent to which poor academic achievement is strongly related to delinquency among Southeast Asian Americans (SEAA) remains unclear; reasons are methodological limitations and aggregated findings for Asian Americans, which mask evidence that SEAA have a higher prevalence of criminality and poor academic performance than other Asian American groups. The present study examines the academic achievement-delinquency relationship in a diverse group of 1,214 SEAA using data from the Children of Immigrants Longitudinal Study (CILS). Propensity score matching (PSM) was used to make causal inferences and assess whether poor academic achieving SEAA, after being matched with higher academic achieving SEAA, displayed a higher prevalence of delinquency. Findings showed that, even after matching, poor academic achieving SEAA were still more likely to exhibit delinquent behavior than those who performed academically better. Interventions targeting SEAA communities will need to focus more on improving academic achievement to directly prevent and decrease delinquent behavior.

The Case for Higher Education Marketing: Scouting the Higher Ground.

ERIC Educational Resources Information Center

O'Brien, Peter

1987-01-01

A discussion of strategies marketing in higher education focuses on the social marketing approach, outlining a conceptual framework, and looking at specific concerns and costs. The issue of entrepreneurialism's effect on higher education institutions is considered. (MSE)

Linking Emotional Intelligence to Achieve Technology Enhanced Learning in Higher Education

ERIC Educational Resources Information Center

Kruger, Janette; Blignaut, A. Seugnet

2013-01-01

Higher education institutions (HEIs) increasingly use technology-enhanced learning (TEL) environments (e.g. blended learning and e-learning) to improve student throughput and retention rates. As the demand for TEL courses increases, expectations rise for faculty to meet the challenge of using TEL effectively. The promises that TEL holds have not…

Personality Factors and Achievement Motivation of Women in Higher Education Administration.

ERIC Educational Resources Information Center

Lester, Patricia; Chu, Lily

Female and male higher education administrators in Texas and New Mexico were compared in terms of their sex role orientation, motivational factors, and administrative styles. In addition to individual interviews of the 68 administrators, a questionnaire was developed that included items from the Bem Sex Role Inventory, Work and Family Orientation…

Searching for the Golden Model of Education: Cross-National Analysis of Math Achievement

PubMed Central

Bodovski, Katerina; Byun, Soo-yong; Chykina, Volha; Chung, Hee Jin

2017-01-01

We utilized four waves of TIMSS data in addition to the information we have collected on countries’ educational systems to examine whether different degrees of standardization, differentiation, proportion of students in private schools and governmental spending on education influence students’ math achievement, its variation and socioeconomic status (SES) gaps in math achievement. Findings: A higher level of standardization of educational systems was associated with higher average math achievement. Greater expenditure on education (as % of total government expenditure) was associated with a lower level of dispersion of math achievement and smaller SES gaps in math achievement. Wealthier countries exhibited higher average math achievement and a narrower variation. Higher income inequality (measured by Gini index) was associated with a lower average math achievement and larger SES gaps. Further, we found that higher level of standardization alleviates the negative effects of differentiation in the systems with more rigid tracking. PMID:29151667

Strategic Planning for Higher Education.

ERIC Educational Resources Information Center

Kotler, Philip; Murphy, Patrick E.

1981-01-01

The framework necessary for achieving a strategic planning posture in higher education is outlined. The most important benefit of strategic planning for higher education decision makers is that it forces them to undertake a more market-oriented and systematic approach to long- range planning. (Author/MLW)

Surgical academic reach: the higher degree effect quantified.

PubMed

Brown, Chris; Abdelrahman, Tarig; Thomas, Charlotte; Pollitt, John; Lewis, Wyn G

2018-03-01

Proof of professional specific academic attainment is embedded within the Joint Committee on Surgical Training 2013 general surgery curriculum, mandating that all higher general surgical trainees (HST) obtain three peer-reviewed publications to qualify for Certification of Completion of Training. Yet, Modernising Medical Careers (MMC) has been associated with a trend away from the gold standard postgraduate credentials of higher degrees by research. This study aimed to evaluate the academic achievements of a post-MMC UK Deanery HST cohort to determine what additional benefits higher degree study might confer. The Scopus bibliographic database (Elsevier, RELX Group) was used to characterise the academic profiles of 101 consecutive HSTs and supplemented with Intercollegiate Surgical Programme Curriculum data. Primary outcome measures were numbers of publications, citations and Hirsch indices (HI). Thirty-seven HSTs (36.6%) had been awarded higher degrees (29 Doctor of Medicine, 8 Doctor of Philosophy). Academic profiles of HSTs with higher degrees were stronger than those of HSTs without, specifically: median (range) publication numbers 16 (2-57) vs 2 (0-11, P<0.001), citations 93 (0-1600) vs 6 (0-132, P<0.001), first author publications 6 (0-33) vs 3 (0-106, P<0.001), communications to learnt societies 30 (5-79) vs 8 (2-35, P<0.001) and HI 6 (1-26) vs 1 (0-6, P<0.001). Proof of academic reach by higher degree was associated with important enhanced professional credentials, strengthening HIs sixfold. Trainers and trainees alike should be aware of the relative magnitude of such benefits when planning educational programmes. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

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

ERIC Educational Resources Information Center

Life, James

2015-01-01

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

WISC-III and CAS: Which Correlates Higher with Achievement for a Clinical Sample?

ERIC Educational Resources Information Center

Naglieri, Jack A.; De Lauder, Brianna Y.; Goldstein, Sam; Schwebech, Adam

2006-01-01

The relationships between Wechsler Intelligence Scale for Children-Third Edition (WISC-III) and the Cognitive Assessment System (CAS) with the Woodcock-Johnson Tests of Achievement (WJ-III) were examined for a sample of 119 children (87 males and 32 females) ages 6 to 16. The sample was comprised of children who were referred to a specialty clinic…

Achieving Metacognition through Cognitive Strategy Instruction

ERIC Educational Resources Information Center

Apaydin, Marina; Hossary, Mohamad

2017-01-01

Purpose: The purpose of this paper is to present hands-on techniques that could help achieve higher forms of cognitive work of Bloom's learning taxonomy and progress toward self-actualization, the top of Maslow's hierarchy of needs. These results can be achieved by the combination of Apaydin's 3A approach and integrative learning.…

Maryland's Achievements in Public Education, 2011

ERIC Educational Resources Information Center

Maryland State Department of Education, 2011

2011-01-01

This report presents Maryland's achievements in public education for 2011. Maryland's achievements include: (1) Maryland's public schools again ranked #1 in the nation in Education Week's 2011 Quality Counts annual report; (2) Maryland ranked 1st nationwide for a 3rd year in a row in the percentage of public school students scoring 3 or higher on…

Professional Recognition: Promoting Recognition through the Higher Education Academy in a UK Higher Education Institution

ERIC Educational Resources Information Center

Thornton, Tim

2014-01-01

This study is on how one higher education institution included the United Kingdom Professional Standards Framework, developed by the Higher Education Academy, as a strategic benchmark for teaching and learning. The article outlines the strategies used to engage all academic (and academic-related) staff in achieving relevant professional…

Lean adolescents achieve higher intensities but not higher energy expenditure while playing active video games compared with obese ones.

PubMed

Chaput, J P; Genin, P M; Le Moel, B; Pereira, B; Boirie, Y; Duclos, M; Thivel, D

2016-04-01

While decreased physical activity and increased sedentary behaviours are incriminated for their role in the progression of obesity, active video games (AVG) may offer a new alternative to increase energy expenditure in youth. This study is the first to examine the effect of a 1-h AVG play on lean and obese adolescents' energy expenditure. Body composition and aerobic fitness were assessed in 19 obese and 12 lean adolescent boys (12-15 years old). Participants performed a 1-h AVG session (Kinect Sports technology) while wearing a portable indirect calorimeter (K4b2) to assess their energy expenditure and heart rate. Body weight (91.0 ± 9.5 vs. 58.5 ± 12.4 kg), body mass index (32.2 ± 3.1 vs. 20.3 ± 1.6 kg m(-2) ) and body fat (38.1 ± 2.7 vs. 13.4 ± 3.9%) were significantly higher in obese adolescents (P < 0.001). Absolute energy expenditure was significantly higher in obese (P < 0.05) but not when corrected for body composition. Maximal heart rate reached during AVG was significantly higher in lean adolescents (190 ± 25 vs. 183 ± 28 bpm, P < 0.05). Time spent between 3 and 6 METs (Metabolic Equivalent Task) was not different between groups but time spent above 6 METs was higher in lean adolescents (P < 0.05). Although lean and obese adolescent boys experienced similar energy expenditure relative to their body size during a 1-h Kinect AVG session, lean adolescents spent more time in moderate-to-vigorous physical activity. © 2015 World Obesity.

A higher-complex carbohydrate diet in gestational diabetes mellitus achieves glucose targets and lowers postprandial lipids: a randomized crossover study.

PubMed

Hernandez, Teri L; Van Pelt, Rachael E; Anderson, Molly A; Daniels, Linda J; West, Nancy A; Donahoo, William T; Friedman, Jacob E; Barbour, Linda A

2014-01-01

The conventional diet approach to gestational diabetes mellitus (GDM) advocates carbohydrate restriction, resulting in higher fat (HF), also a substrate for fetal fat accretion and associated with maternal insulin resistance. Consequently, there is no consensus about the ideal GDM diet. We hypothesized that, compared with a conventional, lower-carbohydrate/HF diet (40% carbohydrate/45% fat/15% protein), consumption of a higher-complex carbohydrate (HCC)/lower-fat (LF) Choosing Healthy Options in Carbohydrate Energy (CHOICE) diet (60/25/15%) would result in 24-h glucose area under the curve (AUC) profiles within therapeutic targets and lower postprandial lipids. Using a randomized, crossover design, we provided 16 GDM women (BMI 34 ± 1 kg/m2) with two 3-day isocaloric diets at 31 ± 0.5 weeks (washout between diets) and performed continuous glucose monitoring. On day 4 of each diet, we determined postprandial (5 h) glucose, insulin, triglycerides (TGs), and free fatty acids (FFAs) following a controlled breakfast meal. There were no between-diet differences for fasting or mean nocturnal glucose, but 24-h AUC was slightly higher (∼6%) on the HCC/LF CHOICE diet (P = 0.02). The continuous glucose monitoring system (CGMS) revealed modestly higher 1- and 2-h postprandial glucose on CHOICE (1 h, 115 ± 2 vs. 107 ± 3 mg/dL, P ≤ 0.01; 2 h, 106 ± 3 vs. 97 ± 3 mg/dL, P = 0.001) but well below current targets. After breakfast, 5-h glucose and insulin AUCs were slightly higher (P < 0.05), TG AUC was no different, but the FFA AUC was significantly lower (∼19%; P ≤ 0.01) on the CHOICE diet. This highly controlled study randomizing isocaloric diets and using a CGMS is the first to show that liberalizing complex carbohydrates and reducing fat still achieved glycemia below current treatment targets and lower postprandial FFAs. This diet strategy may have important implications for preventing macrosomia.

The Performance Cycle: The Association between Student Achievement and State Policies Tying Together Teacher Performance, Student Achievement, and Accountability

ERIC Educational Resources Information Center

Alexander, Nicola A.; Jang, Sung Tae; Kankane, Shipi

2017-01-01

This article explores the associations between student performance and the presence of state policies that include student achievement in teacher evaluations. We examined performance among states from 2007 through 2013. Including student performance in state teacher evaluation policies is modestly associated with higher reading achievement but had…

Mathematics Coursework Regulates Growth in Mathematics Achievement

ERIC Educational Resources Information Center

Ma, Xin; Wilkins, Jesse L. M.

2007-01-01

Using data from the Longitudinal Study of American Youth (LSAY), we examined the extent to which students' mathematics coursework regulates (influences) the rate of growth in mathematics achievement during middle and high school. Graphical analysis showed that students who started middle school with higher achievement took individual mathematics…

Higher sensitivity and lower specificity in post-fire mortality model validation of 11 western US tree species

USGS Publications Warehouse

Kane, Jeffrey M.; van Mantgem, Phillip J.; Lalemand, Laura; Keifer, MaryBeth

2017-01-01

Managers require accurate models to predict post-fire tree mortality to plan prescribed fire treatments and examine their effectiveness. Here we assess the performance of a common post-fire tree mortality model with an independent dataset of 11 tree species from 13 National Park Service units in the western USA. Overall model discrimination was generally strong, but performance varied considerably among species and sites. The model tended to have higher sensitivity (proportion of correctly classified dead trees) and lower specificity (proportion of correctly classified live trees) for many species, indicating an overestimation of mortality. Variation in model accuracy (percentage of live and dead trees correctly classified) among species was not related to sample size or percentage observed mortality. However, we observed a positive relationship between specificity and a species-specific bark thickness multiplier, indicating that overestimation was more common in thin-barked species. Accuracy was also quite low for thinner bark classes (<1 cm) for many species, leading to poorer model performance. Our results indicate that a common post-fire mortality model generally performs well across a range of species and sites; however, some thin-barked species and size classes would benefit from further refinement to improve model specificity.

Satisfaction with tolterodine: assessing symptom-specific patient-reported goal achievement in the treatment of overactive bladder in female patients (STARGATE study).

PubMed

Choo, M-S; Doo, C K; Lee, K-S

2008-02-01

Open-label study to evaluate the effect of tolterodine extended-release (ER) on symptom-specific patient-reported goal achievement (PGA) of overactive bladder (OAB) symptoms in females. Eligible patients who had frequency >or= 8 and urgency >or= 2 episodes per 24 h with or without urgency incontinence were treated with 12-week tolterodine ER (4 mg once daily). Primary end-point was the rate of PGA by a visual analogue scale compared with initial expectation with treatment. At baseline, patients were asked to set their personal goals for each OAB symptom with treatment. Secondary efficacy variables were changes in symptom severity, voiding diary and patient perception of bladder condition (PPBC), global impression of improvement (GII), and willingness to continue treatment. A total of 56 patients were entered. The median rate of symptom-specific PGA and reductions in symptom severity were for frequency (60%, 45%), episodes of urgency 60%, 55%), urge incontinence (80%, 71%), nocturia (50%, 52%) and tenesmus (30%, 26%) after 12 weeks treatment. There was a significant improvement in all OAB symptoms in voiding diary. Thirty-five patients (62.5%) experienced an improvement of >or= 2 points in PPBC. Thirty (53.6%) and 22 (39.3%) of patients reported much and little improvement of their symptoms in GII. A total of 41 (73.2%) patients wanted to continue taking the medication at the end of the study. Most OAB patients reported improvement of their OAB symptoms with 12-week tolterodine ER 4 mg treatment. There was a significant achievement of symptom-specific goal on the key OAB symptoms. But, PGA did not correlate with objective outcomes.

Development of a low-cost biogas filtration system to achieve higher-power efficient AC generator

NASA Astrophysics Data System (ADS)

Mojica, Edison E.; Ardaniel, Ar-Ar S.; Leguid, Jeanlou G.; Loyola, Andrea T.

2018-02-01

The paper focuses on the development of a low-cost biogas filtration system for alternating current generator to achieve higher efficiency in terms of power production. A raw biogas energy comprises of 57% combustible element and 43% non-combustible elements containing carbon dioxide (36%), water vapor (5%), hydrogen sulfide (0.5%), nitrogen (1%), oxygen (0 - 2%), and ammonia (0 - 1%). The filtration system composes of six stages: stage 1 is the water scrubber filter intended to remove the carbon dioxide and traces of hydrogen sulfide; stage 2 is the silica gel filter intended to reduce the water vapor; stage 3 is the iron sponge filter intended to remove the remaining hydrogen sulfide; stage 4 is the sodium hydroxide solution filter intended to remove the elemental sulfur formed during the interaction of the hydrogen sulfide and the iron sponge and for further removal of carbon dioxide; stage 5 is the silica gel filter intended to further eliminate the water vapor gained in stage 4; and, stage 6 is the activated carbon filter intended to remove the carbon dioxide. The filtration system was able to lower the non-combustible elements by 72% and thus, increasing the combustible element by 54.38%. The unfiltered biogas is capable of generating 16.3 kW while the filtered biogas is capable of generating 18.6 kW. The increased in methane concentration resulted to 14.11% increase in the power output. The outcome resulted to better engine performance in the generation of electricity.

Achievement goal profiles and developments in effort and achievement in upper elementary school.

PubMed

Hornstra, Lisette; Majoor, Marieke; Peetsma, Thea

2017-12-01

The multiple goal perspective posits that certain combinations of achievement goals are more favourable than others in terms of educational outcomes. This study aimed to examine longitudinally whether students' achievement goal profiles and transitions between profiles are associated with developments in self-reported and teacher-rated effort and academic achievement in upper elementary school. Participants were 722 fifth-grade students and their teachers in fifth and sixth grade (N = 68). Students reported on their achievement goals and effort in language and mathematics three times in grade 5 to grade 6. Teachers rated students' general school effort. Achievement scores were obtained from school records. Goal profiles were derived with latent profile and transition analyses. Longitudinal multilevel analyses were conducted. Theoretically favourable goal profiles (high mastery and performance-approach goals, low on performance-avoidance goals), as well as transitions from less to more theoretically favourable goal profiles, were associated with higher levels and more growth in effort for language and mathematics and with stronger language achievement gains. Overall, these results provide support for the multiple goal perspective and show the sustained benefits of favourable goal profiles beyond effects of cognitive ability and background characteristics. © 2017 The Authors. British Journal of Education Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.

Association Between NRAS and BRAF Mutational Status and Melanoma-Specific Survival Among Patients With Higher Risk Primary Melanoma

PubMed Central

Thomas, Nancy E.; Edmiston, Sharon N.; Alexander, Audrey; Groben, Pamela A.; Parrish, Eloise; Kricker, Anne; Armstrong, Bruce K.; Anton-Culver, Hoda; Gruber, Stephen B.; From, Lynn; Busam, Klaus J.; Hao, Honglin; Orlow, Irene; Kanetsky, Peter A.; Luo, Li; Reiner, Anne S.; Paine, Susan; Frank, Jill S.; Bramson, Jennifer I.; Marrett, Lorraine D.; Gallagher, Richard P.; Zanetti, Roberto; Rosso, Stefano; Dwyer, Terence; Cust, Anne E.; Ollila, David W.; Begg, Colin B.; Berwick, Marianne; Conway, Kathleen

2015-01-01

Importance NRAS and BRAF mutations in melanoma inform current treatment paradigms but their role in survival from primary melanoma has not been established. Identification of patients at high risk of melanoma-related death based on their primary melanoma characteristics before evidence of recurrence could inform recommendations for patient follow-up and eligibility for adjuvant trials. Objective To determine tumor characteristics and survival from primary melanoma by somatic NRAS and BRAF status. Design, Setting, and Participants A population-based study with median follow-up of 7.6 years for 912 patients with first primary cutaneous melanoma analyzed for NRAS and BRAF mutations diagnosed in the year 2000 from the United States and Australia in the Genes, Environment and Melanoma Study and followed through 2007. Main Outcomes and Measures Tumor characteristics and melanoma-specific survival of primary melanoma by NRAS and BRAF mutational status. Results The melanomas were 13% NRAS+, 30% BRAF+, and 57% with neither NRAS nor BRAF mutation (wildtype). In a multivariable model including clinicopathologic characteristics, NRAS+ melanoma was associated (P<.05) with mitoses, lower tumor infiltrating lymphocyte (TIL) grade, and anatomic site other than scalp/neck and BRAF+ melanoma was associated with younger age, superficial spreading subtype, and mitoses, relative to wildtype melanoma. There was no significant difference in melanoma-specific survival for melanoma harboring mutations in NRAS (HR 1.7, 95% CI, 0.8–3.4) or BRAF (HR, 1.5, 95% CI, 0.8–2.9) compared to wildtype melanoma adjusted for age, sex, site, AJCC tumor stage, TIL grade, and study center. However, melanoma-specific survival was significantly poorer for higher risk (T2b or higher stage) tumors with NRAS (HR 2.9; 95% CI 1.1–7.7) or BRAF (HR 3.1; 95% CI 1.2–8.5) mutations but not for lower risk (T2a or lower) tumors (P=.65) adjusted for age, sex, site, AJCC tumor stage, TIL grade, and study center

The effect of A teacher questioning strategy training program on teaching behavior, student achievement, and retention

NASA Astrophysics Data System (ADS)

Otto, Paul B.; Schuck, Robert F.

The use of questions in the classroom has been employed throughout the recorded history of teaching. One still hears the term Socratic method during discussions of questioning procedures. The use of teacher questions is presently viewed as a viable procedure for effective instruction. This study was conducted to investigate the feasibility of training teachers in the use of a questioning technique and the resultant effect upon student learning. The Post-Test Only Control Group Design was used in randomly assigning teachers and students to experimental and control groups. A group of teachers was trained in the use of a specific questioning technique. Follow-up periodic observations were made of questioning technique behavior while teaching science units to groups of students. Post-unit achievement tests were administered to the student groups to obtain evidence of a relationship between the implementation of specific types of teacher questions and student achievement and retention. Analysis of observation data indicated a higher use of managerial and rhetorical questions by the control group than the experimental group. The experimental group employed a greater number of recall and data gathering questions as well as higher order data processing and data verification type questions. The student posttest achievement scores for both units of instruction were greater for the experimental groups than for the control groups. The retention scores for both units were Beater for the experimental groups than for the control groups.

Mathematics achievement and anxiety and their relation to internalizing and externalizing behaviors.

PubMed

Wu, Sarah S; Willcutt, Erik G; Escovar, Emily; Menon, Vinod

2014-01-01

Although behavioral difficulties are well documented in reading disabilities, little is known about the relationship between math ability and internalizing and externalizing behaviors. Here, we use standardized measures to investigate the relation among early math ability, math anxiety, and internalizing and externalizing behaviors in a group of 366 second and third graders. Math achievement was significantly correlated with attentional difficulties and social problems but not with internalizing symptoms. The relation between math achievement and externalizing behavioral problems was stronger in girls than in boys. Math achievement was not correlated with trait anxiety but was negatively correlated with math anxiety. Critically, math anxiety differed significantly between children classified as math learning disabled (MLD), low achieving (LA), and typically developing (TD), with math anxiety significantly higher in the MLD and LA groups compared to the TD group. Our findings suggest that, even in nonclinical samples, math difficulties at the earliest stages of formal math learning are associated with attentional difficulties and domain-specific anxiety. These findings underscore the need for further examination of the shared cognitive, neural, and genetic influences underlying problem solving and nonverbal learning difficulties and accompanying internalizing and externalizing behaviors. © Hammill Institute on Disabilities 2013.

Mathematics Achievement and Anxiety and Their Relation to Internalizing and Externalizing Behaviors

PubMed Central

Wu, Sarah S.; Willcutt, Erik G.; Escovar, Emily; Menon, Vinod

2013-01-01

Although behavioral difficulties are well documented in reading disabilities, little is known about the relationship between math ability and internalizing and externalizing behaviors. Here, we use standardized measures to investigate the relation among early math ability, math anxiety, and internalizing and externalizing behaviors in a group of 366 second and third graders. Math achievement was significantly correlated with attentional difficulties and social problems but not with internalizing symptoms. The relation between math achievement and externalizing behavioral problems was stronger in girls than in boys. Math achievement was not correlated with trait anxiety but was negatively correlated with math anxiety. Critically, math anxiety differed significantly between children classified as math learning disabled (MLD), low achieving (LA), and typically developing (TD), with math anxiety significantly higher in the MLD and LA groups compared to the TD group. Our findings suggest that, even in nonclinical samples, math difficulties at the earliest stages of formal math learning are associated with attentional difficulties and domain-specific anxiety. These findings underscore the need for further examination of the shared cognitive, neural, and genetic influences underlying problem solving and nonverbal learning difficulties and accompanying internalizing and externalizing behaviors. PMID:23313869

Professional Learning Communities Impact on Student Achievement

ERIC Educational Resources Information Center

Hamilton, Jan L.

2013-01-01

This study examined the impact of the Professional Learning Community model on student achievement in the state of California. Specifically, the study compared student achievement between two school types: Professional Learning Community schools and Non Professional Learning schools. The research utilized existing API scores for California schools…

The Little District that Could: Literacy Reform Leads to Higher Achievement in California District

ERIC Educational Resources Information Center

Kelly, Patricia R.; Budicin-Senters, Antoinette; King, L. McLean

2005-01-01

This article describes educational reform developed over a 10-year period in California's Lemon Grove School District, which resulted in a steady and remarkable upward shift in achievement for the students of this multicultural district just outside San Diego. Six elements of literacy reform emerged as the most significant factors affecting…

Intellectual Interest Mediates Gene-by-SES Interaction on Adolescent Academic Achievement

PubMed Central

Tucker-Drob, Elliot M.; Harden, K. Paige

2011-01-01

Recent studies have demonstrated that genetic influences on cognitive ability and academic achievement are larger for children raised in higher socioeconomic status (SES) homes. However, little work has been done to document the psychosocial processes that underlie this gene-by-environment interaction. One process may involve the conversion of intellectual interest into academic achievement. Analyses of data from 777 pairs of 17-year-old twins indicated that gene-by-SES effects on achievement scores can be accounted for by stronger influences of genes for intellectual interest on achievement at higher levels of SES. These findings are consistent with the hypothesis that higher SES affords greater opportunity for children to seek out and benefit from learning experiences that are congruent with their genetically influenced intellectual interests. PMID:22288554

Common Core, Socioeconomic Status, and Middle Level Student Achievement: Implications for Teacher Preparation Programs in Higher Education

ERIC Educational Resources Information Center

Dotson, Lauren; Foley, Virginia

2017-01-01

This paper provides a history of the standardized testing and accountability movement, the curriculum standards attached to the accountability movement, and the attempted shift to common core. Student poverty and its impact on student achievement are the focus of this paper. Recognizing the impact of poverty on student achievement as measured by…

The association of context-specific sitting time and physical activity intensity to working memory capacity and academic achievement in young adults.

PubMed

Felez-Nobrega, Mireia; Hillman, Charles H; Cirera, Eva; Puig-Ribera, Anna

2017-08-01

To examine combined associations between self-reported context-specific sitting time (ST) and physical activity (PA) with working memory capacity (WMC) and academic achievement in a sample of Spanish adults. Undergraduate students (n = 371; 21 years ± 3 years, 44% female) were recruited from University of Vic-Central University of Catalonia. Participants completed a 54-item survey that assessed socio-demographic variables (e.g. age, gender, academic year), min/week of light (LPA), moderate (MPA) and vigorous (VPA) intensity PA (International Physical Activity Questionnaire), min/day of domain-specific ST (Last 7 days sedentary behavior questionnaire) and academic performance (grade point average). WMC was assessed through a multiple complex span task that included: Operation Span, Symmetry Span and Rotation Span. These tasks interleave a processing task with a short list of to-be-remembered items. General linear models-adjusted by PA, ST and gender-assessed combined associations between ST and PA with WMC and academic achievement. Performing more than 3 h/week of MPA was related to increases in WMC (P < 0.001). However, PA was not associated with academic performance. More than 3 h seated on a weekend day while performing non-screen leisure activities were related to reduced WMC after adjusting for PA (P = 0.012). Similarly, >3 h/weekday spent seated in these sedentary activities or in leisure-forms of screen time were inversely associated with academic performance regardless of PA (P = 0.033; P = 0.048). MPA may benefit working memory; however, specific domains of leisure-time sedentary behavior may have an unfavorable influence on working memory and academic performance regardless of time spent in PA. © The Author 2017. Published by Oxford University Press on behalf of the European Public Health Association. All rights reserved.

Achievement Test Provincial Report, June 1987 Administration.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Student Evaluation and Records Branch.

This document summarizes results of province-wide achievement tests given in Alberta, Canada in June 1987. These tests evaluated student achievement in third grade science, sixth grade mathematics, and ninth grade social studies. The test questions for each subject area reflected Alberta's curriculum specifications for that subject. The grade 3…

Class Size, Academic Achievement and Public Policy.

ERIC Educational Resources Information Center

Ziegler, Suzanne

1997-01-01

This report addresses some of the concerns surrounding smaller classes and looks at whether reduced class sizes result in higher achievement levels, and concludes that it in fact does increase student achievement, so long as classes do not exceed 17 students. But many critics question whether the high cost of reducing classes to 17 or fewer…

Maryland Higher Education Commission Data Book 2016. Creating a State of Achievement

ERIC Educational Resources Information Center

Maryland Higher Education Commission, 2016

2016-01-01

This document presents statistics about higher education in Maryland for 2016. The tables in this document are presented according to the following categories: (1) Students; (2) Retention and Graduation; (3) Degrees; (4) Faculty; (5) Revenues & Expenditures; (6) Tuition and Fees; (7) Financial Aid, and (8) Private Career Schools. [For…

A Study to Assess the Achievement Motivation of Higher Secondary Students in Relation to Their Noise Sensitivity

ERIC Educational Resources Information Center

Latha, Prema

2014-01-01

Disturbing sounds are often referred to as noise, and if extreme enough in degree, intensity or frequency, it is referred to as noise pollution. Achievement refers to a change in study behavior in relation to their noise sensitivity and learning in the educational sense by achieving results in changed responses to certain types of stimuli like…

Understanding and Reversing Underachievement, Low Achievement, and Achievement Gaps among High-Ability African American Males in Urban School Contexts

ERIC Educational Resources Information Center

Ford, Donna Y.; Moore, James L., III

2013-01-01

This article focuses on the achievement gap, with attention devoted to underachievement and low achievement among African American males in urban school contexts. More specifically, the article explains problems and issues facing or confronting these Black male students in urban education settings. A central part of this discussion is grounded in…

Maryland Higher Education Commission Data Book 2014. Creating a State of Achievement

ERIC Educational Resources Information Center

Maryland Higher Education Commission, 2014

2014-01-01

This document presents statistics about higher education in Maryland for 2014. The tables in this document are presented according to the following categories: (1) Students; (2) Retention and Graduation; (3) Degrees; (4) Faculty; (5) Revenues & Expenditures; (6) Tuition and Fees; (7) Financial Aid, (8) Private Career Schools, and (9) Distance…

Maryland Higher Education Commission Data Book 2015. Creating a State of Achievement

ERIC Educational Resources Information Center

Maryland Higher Education Commission, 2015

2015-01-01

This document presents statistics about higher education in Maryland for 2015. The tables in this document are presented according to the following categories: (1) Students; (2) Retention and Graduation; (3) Degrees; (4) Faculty; (5) Revenues & Expenditures; (6) Tuition and Fees; (7) Financial Aid, (8) Private Career Schools, and (9) Distance…

The Role of Principal Leadership in Achievement beyond Test Scores: An Examination of Leadership, Differentiated Curriculum and High-Achieving Students

ERIC Educational Resources Information Center

Else, Danielle F.

2013-01-01

Though research has validated a link between principal leadership and student achievement, questions remain regarding the specific relationship between the principal and high-achieving learners. This association facilitates understanding about forming curricular decisions for high ability learners. The study was conducted to examine the perceived…

Getting to Green: An Examination of the Relationship between Institutional Characteristics and Sustainability Achievement at Four-Year U.S. Based Colleges and Universities

ERIC Educational Resources Information Center

Miller, Justin

2014-01-01

This study presents an examination of how institutional characteristics might influence a four-year institution of higher education's achievement in sustainability, as measured by the Sustainability Tracking, Assessment, and Rating System (STARS). Specifically, it examined the potential role Carnegie classification, sector, location, number of…

The relationship between standards-based reporting systems and third-grade mathematics and science achievement

NASA Astrophysics Data System (ADS)

Prejean-Harris, Rose M.

Over the last decade, accountability has been the driving force for many changes in education in the United States. One major educational reform effort is the standards-based movement with a focus of combining a number of processes that involve aligning curriculum, instruction, assessment and feedback to specific standards that are measureable and indicative of student achievement. The purpose of this study is to determine if the type of report card is a possible predictor of third grade student achievement on standardized tests in mathematics and science for the 2012 Criterion-Referenced Competency Test (CRCT). The results of this study concluded that the difference in test scores in mathematics and science for students in the traditional report card group was not statistically significant when compared to the scores of students in the standards-based report card group when controlling for poverty level, school locale, and school district. However, students in the traditional report card group scored an average of 1.01 point higher in mathematics and 2.27 points higher in science than students in the standards-based report card group.

2016 Nebraska Higher Education Progress Report

ERIC Educational Resources Information Center

Nebraska's Coordinating Commission for Postsecondary Education, 2016

2016-01-01

The 2016 Nebraska Higher Education Progress Report is the 12th annual progress report designed to provide the Nebraska Legislature with comparative statistics to monitor and evaluate progress toward achieving three key priorities for Nebraska's postsecondary education system. These priorities were developed by the 2003 LR 174 Higher Education Task…

Identifying Factors That Affect Higher Educational Achievements of Jamaican Seventh-Day Adventists

ERIC Educational Resources Information Center

Campbell, Samuel P.

2011-01-01

This mixed-method explanatory research examined factors that influenced Jamaican Seventh-day Adventist (SDA) members to pursue higher education. It sought to investigate whether the source of the motivation is tied to the Church's general philosophy on education or to its overall programs as experienced by the membership at large. The question of…

Achieving Diversity in Academia: A Dream Deferred?

ERIC Educational Resources Information Center

Leonard, Jacqueline; Horvat, Erin McNamara; Riley-Tillman, T. Chris

Attempts to achieve diversity in the faculty in institutions of higher education have increased in recent years. Despite these attempts, faculty of color and women are still underrepresented in the higher ranks. This paper presents autobiographies focusing on the career trajectories of three junior faculty members at one institution: a divorced…

Assessing Reading Comprehension in Adolescent Low Achievers: Subskills Identification and Task Specificity

ERIC Educational Resources Information Center

van Steensel, Roel; Oostdam, Ron; van Gelderen, Amos

2013-01-01

On the basis of a validation study of a new test for assessing low-achieving adolescents' reading comprehension skills--the SALT-reading--we analyzed two issues relevant to the field of reading test development. Using the test results of 200 seventh graders, we examined the possibility of identifying reading comprehension subskills and the effects…

Sex-specific predictive power of 6-minute walk test in chronic heart failure is not enhanced using percent achieved of published reference equations.

PubMed

Frankenstein, Lutz; Zugck, Christian; Nelles, Manfred; Schellberg, Dieter; Katus, Hugo; Remppis, Andrew

2008-04-01

The 6-minute walk test (6MWT) is an established prognostic tool in chronic heart failure. The strong influence of height, weight, age, and sex on 6MWT distance may be accounted for by using percentage achieved of predicted value rather than uncorrected 6MWT values. The study included 1069 patients (862 men) with a mean age 55.2 +/- 11.7 years and mean left ventricular ejection fraction of 29% +/- 10%, attending the heart failure clinic of the University of Heidelberg between 1995 and 2005. The predictive power and accuracy of 6MWT and achieved percentage values according to all available published equations for mortality and mortality or transplant combined were tested separately for each sex. The percentage values varied largely between equations. For all equations, women in New York Heart Association (NYHA) functional class I had higher values than men. Although the 6MWT significantly discriminated all NYHA classes for both sexes, only 1 equation discriminated all NYHA classes. No significant differences in the area under the receiver operating-characteristic curve were noted between achieved percentage values and 6MWT. Despite strong univariate significance, achieved percentage values did not retain multivariate significance. The 6MWT was independent from N-terminal brain natriuretic propeptide, NYHA, left ventricular ejection fraction, and peak oxygen uptake. We confirmed 6MWT to be a strong and independent risk predictor for both sexes. Because the prognostic power of 6MWT is not enhanced using percentage achieved of published reference equations, we suggest recalibration of these reference values rather than discarding this approach.

Achievement goals in adult learners: evidence from distance education.

PubMed

Remedios, Richard; Richardson, John T E

2013-12-01

There is evidence that learners may adopt different kinds of achievement goals: mastery approach, mastery avoidance, performance approach, and performance avoidance. In higher education, this evidence has mainly come from young people who have recently gone straight from secondary education to higher education. However, higher education is increasingly populated by older students, and it has been theorised that the relationship between goals and achievement might be very different for adult learners. The aim of the present study was to examine whether the relationships between achievement, drop-out rate, and goal orientation observed for non-adult populations are mirrored in adult learners. The Achievement Goal Questionnaire (AGQ) was administered to adult learners taking courses by distance learning. Respondents were 195 men and 586 women between the ages of 19 and 87. The results confirmed the reliability of the 2 × 2 version of the AGQ for this distinctive population. As in previous studies of younger students, mastery-approach goals were unrelated to attainment, performance-approach goals tended to facilitate attainment, and performance-avoidance goals tended to impair attainment. In addition, mastery-avoidance goals tended to impair students' attainment and also increased the likelihood that they would drop out of their course altogether. The achievement-goal framework is as appropriate for understanding influences on attainment in adult learners as it is in younger students. Adult learners may be more sensitive to the deleterious effects of adopting mastery-avoidance achievement goals. © 2012 The British Psychological Society.

An Examination of Selective Achievement in Gifted Males

ERIC Educational Resources Information Center

Hebert, Thomas P.; Schreiber, Catherine A.

2010-01-01

Selective achievers are intrinsically motivated individuals whose performance matches ability only in specific areas that satisfy their interests and personal goal orientations. Through a qualitative research design, this study investigated the phenomenon of selective achievement by examining the experiences of 2 gifted university males. The…

Guidelines for Promoting Gender Equity in Higher Education in Central and Eastern Europe. Papers on Higher Education.

ERIC Educational Resources Information Center

Miroiu, Mihaela

This book provides a practically oriented reflection on gender equity in higher education and offers insights on how to achieve such equity. Equity, rather than "equality," is the focus of the discussion, which refines the discussion of gender and higher education to go beyond traditional ideas of equal provision and the mathematical…

Toy-playing behavior, sex-role orientation, spatial ability, and science achievement

NASA Astrophysics Data System (ADS)

Tracy, Dyanne M.

The purpose of this correlational study was to examine the possible relationships among children's extracurricular toy-playing habits, sex-role orientations, spatial abilities, and science achievement. Data were gathered from 282 midwestern, suburban, fifth-grade students. It was found that boys had significantly higher spatial skills than girls. No significant differences in spatial ability were found among students with different sex-role orientations. No significant differences in science achievement were found between girls and boys, or among students with the four different sex-role orientations. Students who had high spatial ability also had significantly higher science achievement scores than students with low spatial ability. Femininely oriented boys who reported low playing in the two-dimensional, gross-body-movement, and proportional-arrangement toy categories scored significantly higher on the test of science achievement than girls with the same sex-role and toy-playing behavior.

Predictors of Academic Achievement and Their Possible Applications

ERIC Educational Resources Information Center

Lockshin, Jeffrey; Zamkov, Oleg

2009-01-01

A significant amount of attention has been given to the predictors of academic achievement in higher education. However, the vast majority of articles have centred on entrance criteria and the learning approaches or personal habits of students. Investigations into how achievement depends on student efforts, being almost invariably based on…

The Economic Value of Higher Teacher Quality

ERIC Educational Resources Information Center

Hanushek, Eric A.

2011-01-01

Most analyses of teacher quality end without any assessment of the economic value of altered teacher quality. This paper combines information about teacher effectiveness with the economic impact of higher achievement. It begins with an overview of what is known about the relationship between teacher quality and student achievement. This provides…

The Blackout of Native American Cultural Achievements.

ERIC Educational Resources Information Center

Vogel, Virgil J.

1987-01-01

Notes that American Indian achievements are overlooked and even specifically denied in the face of overwhelming evidence of their reality. Examines the denials of Indian originality in three specific matters that have been controversial in recent decades: medicine, the manufacture of maple syrup, and the use of fertilizer. (JHZ)

Teacher Dispositions and Student Achievement

ERIC Educational Resources Information Center

Vaughn, Kathleen Adams

2012-01-01

In an effort to close the achievement gap between students of minority and majority populations and between students in higher and lower economic circumstances, the National Council for the Accreditation of Teacher Education (NCATE) added instruction and evaluation of teacher dispositions to its requirements for credentialing prospective teachers.…

Positioning Higher Education for the Knowledge Based Economy

ERIC Educational Resources Information Center

St. George, Elizabeth

2006-01-01

This article questions the assumption that increasing competition among higher education institutions is the best method of achieving a strong higher education sector in developing countries. It notes that there has been increasing emphasis on the importance of higher education institutions for sustainable development, particularly because of…

New Mexico Higher Education Department Annual Report, 2016

ERIC Educational Resources Information Center

New Mexico Higher Education Department, 2016

2016-01-01

The New Mexico Higher Education Department strives to bring leadership, guidance, and assistance to New Mexico's higher education stakeholders. The HED is committed to promoting best practices, institutional fiscal responsibility, and student achievement. Everything the agency does is through the lens of supporting New Mexico's higher education…

Time-varying higher order spectra

NASA Astrophysics Data System (ADS)

Boashash, Boualem; O'Shea, Peter

1991-12-01

A general solution for the problem of time-frequency signal representation of nonlinear FM signals is provided, based on a generalization of the Wigner-Ville distribution. The Wigner- Ville distribution (WVD) is a second order time-frequency representation. That is, it is able to give ideal energy concentration for quadratic phase signals and its ensemble average is a second order time-varying spectrum. The same holds for Cohen's class of time-frequency distributions, which are smoothed versions of the WVD. The WVD may be extended so as to achieve ideal energy concentration for higher order phase laws, and such that the expectation is a time-varying higher order spectrum. The usefulness of these generalized Wigner-Ville distributions (GWVD) is twofold. Firstly, because they achieve ideal energy concentration for polynomial phase signals, they may be used for optimal instantaneous frequency estimation. Second, they are useful for discriminating between nonstationary processes of differing higher order moments. In the same way that the WVD is generalized, we generalize Cohen's class of TFDs by defining a class of generalized time-frequency distributions (GTFDs) obtained by a two dimensional smoothing of the GWVD. Another results derived from this approach is a method based on higher order spectra which allows the separation of cross-terms and auto- terms in the WVD.

Results achieved by emergency physicians in teaching basic cardiopulmonary resuscitation to secondary school students.

PubMed

Jiménez-Fábrega, Xavier; Escalada-Roig, Xavier; Sánchez, Miquel; Culla, Alexandre; Díaz, Núria; Gómez, Xavier; Villena, Olga; Rodríguez, Esther; Gaspar, Alberto; Molina, José Emilio; Salvador, Jordi; Miró, Oscar

2009-06-01

We investigated the results obtained with a basic cardiopulmonary resuscitation (b-CPR) program (PROCES) specifically designed for secondary school students (14-16 years old) and taught by emergency physicians. We used a multiple-choice test with 20 questions (10 on theory and 10 on skills) answered before and immediately after and 1 year after receiving the b-CPR course. Satisfactory learning was considered when at least 8 out of 10 skill questions were correctly answered. We investigated student variables associated with better immediate and deferred (1 year after) PROCES performance. We compared the results with those obtained using a more standardized program to teach b-CPR to police cadets. We enrolled 600 high school students. PROCES achieved significant improvement in overall, theory and skill marks immediately after the course (P<0.001), with a significant decay in all of them 1 year after the course (P<0.001). Satisfactory learning was achieved by 57% of school students immediately after PROCES and by 37% when assessed 1 year later. Students without pending study subjects (P=0.001) and those from private schools (P<0.01) achieved significantly better performance immediately after PROCES and only female students achieved greater performance 1 year after the course (P<0.05). With respect to police cadets instructed through a standardized course, immediate satisfactory learning of school students was lower (79 vs. 57%, respectively; P<0.001), whereas deferred satisfactory learning was higher (23 vs. 37%, respectively; P<0.05). Emergency physicians can satisfactorily instruct secondary school students in b-CPR using PROCES, and this specific program achieves a reasonable amount of satisfactory learning.

Understanding science teaching effectiveness: examining how science-specific and generic instructional practices relate to student achievement in secondary science classrooms

NASA Astrophysics Data System (ADS)

Mikeska, Jamie N.; Shattuck, Tamara; Holtzman, Steven; McCaffrey, Daniel F.; Duchesneau, Nancy; Qi, Yi; Stickler, Leslie

2017-12-01

In order to create conditions for students' meaningful and rigorous intellectual engagement in science classrooms, it is critically important to help science teachers learn which strategies and approaches can be used best to develop students' scientific literacy. Better understanding how science teachers' instructional practices relate to student achievement can provide teachers with beneficial information about how to best engage their students in meaningful science learning. To address this need, this study examined the instructional practices that 99 secondary biology teachers used in their classrooms and employed regression to determine which instructional practices are predictive of students' science achievement. Results revealed that the secondary science teachers who had well-managed classroom environments and who provided opportunities for their students to engage in student-directed investigation-related experiences were more likely to have increased student outcomes, as determined by teachers' value-added measures. These findings suggest that attending to both generic and subject-specific aspects of science teachers' instructional practice is important for understanding the underlying mechanisms that result in more effective science instruction in secondary classrooms. Implications about the use of these observational measures within teacher evaluation systems are discussed.

Direct asymmetric N-specific reaction of nitrosobenzene with aldehydes catalyzed by a chiral primary amine-based organocatalyst.

PubMed

Qin, Long; Li, Lei; Yi, Lei; Da, Chao-Shan; Zhou, Yi-Feng

2011-08-01

Nitroso compounds have two reactive nitrogen and oxygen atoms. It is interesting and important to perform a nitrogen or oxygen selective reaction with interesting substrates. These atom specific reactions are crucial to specifically synthesis of specific compounds. An enantioselective N-specific reaction of nitrosobenzene with unmodified aldehydes was successfully achieved catalyzed first by a variety of primary amine-based organocatalysts with higher yield and enantioselectivity. The bulkier substituted groups of the organocatalyst and two hydrogen bonds from the organocatalyst and the oxygen atom of nitrosobenzene make the reaction preferentially N-specific and predominantly afford R products. Copyright © 2011 Wiley-Liss, Inc.

The relative importance of two different mathematical abilities to mathematical achievement.

PubMed

Nunes, Terezinha; Bryant, Peter; Barros, Rossana; Sylva, Kathy

2012-03-01

Two distinct abilities, mathematical reasoning and arithmetic skill, might make separate and specific contributions to mathematical achievement. However, there is little evidence to inform theory and educational practice on this matter. The aims of this study were (1) to assess whether mathematical reasoning and arithmetic make independent contributions to the longitudinal prediction of mathematical achievement over 5 years and (2) to test the specificity of this prediction. Data from Avon Longitudinal Study of Parents and Children (ALSPAC) were available on 2,579 participants for analyses of KS2 achievement and on 1,680 for the analyses of KS3 achievement. Hierarchical regression analyses were used to assess the independence and specificity of the contribution of mathematical reasoning and arithmetic skill to the prediction of achievement in KS2 and KS3 mathematics, science, and English. Age, intelligence, and working memory (WM) were controls in these analyses. Mathematical reasoning and arithmetic did make independent contributions to the prediction of mathematical achievement; mathematical reasoning was by far the stronger predictor of the two. These predictions were specific in so far as these measures were more strongly related to mathematics than to science or English. Intelligence and WM were non-specific predictors; intelligence contributed more to the prediction of science than of maths, and WM predicted maths and English equally well. There is clear justification for making a distinction between mathematical reasoning and arithmetic skills. The implication is that schools must plan explicitly to improve mathematical reasoning as well as arithmetic skills. ©2011 The British Psychological Society.

Achievement goals, social goals, and motivational regulations in physical education settings.

PubMed

Cecchini Estrada, José A; González González-Mesa, Carmen; Méndez-Giménez, Antonio; Fernández-Río, Javier

2011-02-01

This study examined the relationship between achievement and social goals, and explored how both goals affect students' level of informed self-determination in Physical Education. Participants were 395 high school students. Three scales were used to assess achievement, social goals, and motivation. Several hierarchical regression analyses revealed that mastery-approach goals were the greatest contributors to the individuals' levels of self-determination. Achievement and social goals were found to be separate predictors of students' levels of self-determination, and this highlights the importance of separating mastery and performance goals into avoidance and approach profiles. Girls reported significantly higher values than boys on responsibility, relationship, and mastery-avoidance goals, whereas boys scored higher on performance-approach goals. Researchers could use achievement and social goals to study students' motivation and achievement in Physical Education settings.

National GDP, Science Interest and Science Achievement: A Person-by-Nation Interaction

PubMed Central

Drob, Elliot M. Tucker; Cheung, Amanda K.; Briley, Daniel A.

2014-01-01

Maximizing science achievement is a critical target of educational policy, with important implications for national and international economic and technological competitiveness. Previous research has identified both science interest and socioeconomic status (SES) as robust predictors of science achievement, but little research has examined their joint effects. In a dataset drawn from approximately 400,000 high school students from 57 countries, we document large interest by SES and interest by per capita gross domestic product (GDP) interactions in the prediction of science achievement. Student interest in science is a substantially stronger predictor of science achievement in higher socioeconomic contexts and in higher GDP nations. Our results are consistent with the hypothesis that, in higher opportunity contexts, motivational factors play larger roles in learning and achievement. They add to the growing body of evidence indicating that substantial cross national differences in psychological effect sizes are not simply a logical possibility, but in many cases, an empirical reality. PMID:25304883

An Investigation of the Relationship of Achievement Motivation with Achievement in Mathematics for Students in the United States and Japan.

ERIC Educational Resources Information Center

Harnisch, Delwyn L.; Ryan, Katherine E.

A study was made of cross-cultural patterns of achievement motivation in relationship to the mathematics achievement of Japanese and American boys and girls approximately 16 years of age. Sample sizes were 9,582 for the United States subjects (specifically, from Illinois) and 1,700 for the participants from Japan. Data came from performance on the…

Cultural Identification and Academic Achievement among African American Males

ERIC Educational Resources Information Center

Irving, Miles Anthony; Hudley, Cynthia

2008-01-01

This study investigated the relationship between intercultural perceptions, identity, and academic achievement among African American males. Specifically, this study investigated the relationship of academic achievement, cultural mistrust, oppositional cultural attitudes, ethnic identity development and educational outcome expectations and value,…

Associations between children's intelligence and academic achievement: the role of sleep.

PubMed

Erath, Stephen A; Tu, Kelly M; Buckhalt, Joseph A; El-Sheikh, Mona

2015-10-01

Sleep problems (long wake episodes, low sleep efficiency) were examined as moderators of the relation between children's intelligence and academic achievement. The sample was comprised of 280 children (55% boys; 63% European Americans, 37% African Americans; mean age = 10.40 years, SD = 0.65). Sleep was assessed during seven consecutive nights of actigraphy. Children's performance on standardized tests of intelligence (Brief Intellectual Ability index of the Woodcock-Johnson III) and academic achievement (Alabama Reading and Math Test) were obtained. Age, sex, ethnicity, income-to-needs ratio, single parent status, standardized body mass index, chronic illness and pubertal development were controlled in analyses. Higher intelligence was strongly associated with higher academic achievement across a wide range of sleep quality. However, the association between intelligence and academic achievement was slightly attenuated among children with more long wake episodes or lower sleep efficiency compared with children with higher-quality sleep. © 2015 European Sleep Research Society.

Groups That Work: Student Achievement in Group Research Projects and Effects on Individual Learning

ERIC Educational Resources Information Center

Monson, Renee

2017-01-01

Group research projects frequently are used to teach undergraduate research methods. This study uses multivariate analyses to examine the characteristics of higher-achieving groups (those that earn higher grades on group research projects) and to estimate the effects of participating in higher-achieving groups on subsequent individual learning…

Reading and math achievement profiles and longitudinal growth trajectories of children with an autism spectrum disorder.

PubMed

Wei, Xin; Christiano, Elizabeth R A; Yu, Jennifer W; Wagner, Mary; Spiker, Donna

2015-02-01

This study examined the reading and math achievement profiles and longitudinal growth trajectories of a nationally representative sample of children ages 6 through 9 with an autism spectrum disorder. Four distinct achievement profiles were identified: higher-achieving (39%), hyperlexia (9%), hypercalculia (20%) and lower-achieving (32%). Children with hypercalculia and lower-achieving profiles were more likely to be from low socioeconomic families and had lower functional cognitive skills than the higher-achieving profile. All four profiles lost ground in passage comprehension over time. Slower improvement occurred for the higher-achieving group on letter-word identification, the hyperlexia group on conversation abilities and the hypercalculia group on calculation and functional cognitive skills relative to the lower-achieving group. © The Author(s) 2014.

The Influence of Guided Error-Based Learning on Motor Skills Self-Efficacy and Achievement.

PubMed

Chien, Kuei-Pin; Chen, Sufen

2018-01-01

The authors investigated the role of errors in motor skills teaching, specifically the influence of errors on skills self-efficacy and achievement. The participants were 75 undergraduate students enrolled in pétanque courses. The experimental group (guided error-based learning, n = 37) received a 6-week period of instruction based on the students' errors, whereas the control group (correct motion instruction, n = 38) received a 6-week period of instruction emphasizing correct motor skills. The experimental group had significantly higher scores in motor skills self-efficacy and outcomes than did the control group. Novices' errors reflect their schema in motor skills learning, which provides a basis for instructors to implement student-centered instruction and to facilitate the learning process. Guided error-based learning can effectively enhance beginners' skills self-efficacy and achievement in precision sports such as pétanque.

African American Male College Students Navigate to Achieve: The Relationship among College Adjustment Experiences, Coping, and GPA for Black Males at Two Predominantly White Institutions

ERIC Educational Resources Information Center

Walters, Sabrina Denise

2017-01-01

African American males face daunting obstacles as they pursue higher education as research has shown. This study sought to better understand the impact of specific factors--social support, racial identity, perceived racial discrimination, coping, and religious coping--on the academic achievement of African American male college student…

Improved specific energy Ni-H2 cell

NASA Astrophysics Data System (ADS)

Miller, L. E.

1985-12-01

Significant improvements in specific energy for Ni-H2 battery cells have been and will be achieved. Current flight cell designs in operation on multiple satellites have achieved a specific energy of 52 Whr/Kg (this value may be compared to 45 Whr/Kg for advanced, light-weight Ni-Cd space cells). Battery cells operating at increased pressures (61 atm/900 psi) have been manufactured and successfully tested demonstrating a specific energy of 70 Whr/Kg. Further optimization of electrode substrate, pressure vessel wall thickness and cell terminal/conductor assembly designs will permit achievement of specific energies between 75-80 Whr/Kg. Energy density (outline volume) will be improved from 49 Whr/L to 79 Whr/L.

Flipping College Algebra: Effects on Student Engagement and Achievement

ERIC Educational Resources Information Center

Ichinose, Cherie; Clinkenbeard, Jennifer

2016-01-01

This study compared student engagement and achievement levels between students enrolled in a traditional college algebra lecture course and students enrolled in a "flipped" course. Results showed that students in the flipped class had consistently higher levels of achievement throughout the course than did students in the traditional…

Values Affirmation Intervention Reduces Achievement Gap between Underrepresented Minority and White Students in Introductory Biology Classes

PubMed Central

Jordt, Hannah; Eddy, Sarah L.; Brazil, Riley; Lau, Ignatius; Mann, Chelsea; Brownell, Sara E.; King, Katherine; Freeman, Scott

2017-01-01

Achievement gaps between underrepresented minority (URM) students and their white peers in college science, technology, engineering, and mathematics classrooms are persistent across many white-majority institutions of higher education. Attempts to reduce this phenomenon of underperformance through increasing classroom structure via active learning have been partially successful. In this study, we address the hypothesis that the achievement gap between white and URM students in an undergraduate biology course has a psychological and emotional component arising from stereotype threat. Specifically, we introduced a values affirmation exercise that counters stereotype threat by reinforcing a student’s feelings of integrity and self-worth in three iterations of an intensive active-learning college biology course. On average, this exercise reduced the achievement gap between URM and white students who entered the course with the same incoming grade point average. This result suggests that achievement gaps resulting from the underperformance of URM students could be mitigated by providing students with a learning environment that removes psychological and emotional impediments of performance through short psychosocial interventions. PMID:28710060

Preparing for a Global Community. Achieving an International Perspective in Higher Education. ASHE-ERIC Higher Education Report No. 2, 1992.

ERIC Educational Resources Information Center

Pickert, Sarah M.

This report discusses the response of colleges and universities in the United States to the need of graduate students to become equipped to make personal and public policy decisions as citizens of an international society. Curriculum changes are showing a tightening of foreign language standards in schools of higher education and, throughout the…

The Centrality of Engagement in Higher Education

ERIC Educational Resources Information Center

Fitzgerald, Hiram E.; Bruns, Karen; Sonka, Steven T.; Furco, Andrew; Swanson, Louis

2016-01-01

The centrality of engagement is critical to the success of higher education in the future. Engagement is essential to most effectively achieving the overall purpose of the university, which is focused on the knowledge enterprise. Today's engagement is scholarly, is an aspect of learning and discovery, and enhances society and higher education.…

To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses.

PubMed

Sisk, Victoria F; Burgoyne, Alexander P; Sun, Jingze; Butler, Jennifer L; Macnamara, Brooke N

2018-04-01

Mind-sets (aka implicit theories) are beliefs about the nature of human attributes (e.g., intelligence). The theory holds that individuals with growth mind-sets (beliefs that attributes are malleable with effort) enjoy many positive outcomes-including higher academic achievement-while their peers who have fixed mind-sets experience negative outcomes. Given this relationship, interventions designed to increase students' growth mind-sets-thereby increasing their academic achievement-have been implemented in schools around the world. In our first meta-analysis ( k = 273, N = 365,915), we examined the strength of the relationship between mind-set and academic achievement and potential moderating factors. In our second meta-analysis ( k = 43, N = 57,155), we examined the effectiveness of mind-set interventions on academic achievement and potential moderating factors. Overall effects were weak for both meta-analyses. However, some results supported specific tenets of the theory, namely, that students with low socioeconomic status or who are academically at risk might benefit from mind-set interventions.

Idaho Region IV Fourth-Grade Teachers' Perceptions about the Educational Influence of Idaho State Achievement Standards and the Idaho State Achievement Tests

ERIC Educational Resources Information Center

Wiggins, Annette Marie

2010-01-01

The purpose of this study was to explore Idaho Region IV fourth-grade teachers' perceptions regarding the educational influence of Idaho State Achievement Standards and the Idaho Standards Achievement Tests (ISAT) in language usage, reading, and math. Differences between subgroups based on teacher/school demographics, specifically, teachers'…

A Critical Analysis of Accountability in Higher Education: Its Relevance to Evaluation of Higher Education

ERIC Educational Resources Information Center

Kai, Jiang

2009-01-01

Accountability, which is closely related to evaluation of efficiency, effectiveness, and performance, requires proving that higher education has achieved planned results and performance in an effective manner. Highlighting efficiency and effectiveness and emphasizing results and outcomes are the basic characteristics of accountability in higher…

Long-Term Learning, Achievement Tests, and Learner Centered Instruction

ERIC Educational Resources Information Center

Salinas, Moises F.; Kane-Johnson, Sarah E.; Vasil-Miller, Melissa A.

2008-01-01

The purpose of this study was to examine the effectiveness of achievement tests to measure long-term learning at the higher education level in traditional verses learner-centered classrooms. Volunteer instructors who use comprehensive achievement tests as an important component of their grading system were asked to complete an instrument that…

Ethics in Higher Education.

ERIC Educational Resources Information Center

Winsor, Jerry L.; Curtis, Dan B.

A general discussion of the nature of ethical values of the specific issues related to teaching such values leads to several specific suggestions as to how to accomplish ethical value education in communication. Ethical values education should be integrated throughout the curriculum of higher education in general and communication education in…

Parallel neural pathways in higher visual centers of the Drosophila brain that mediate wavelength-specific behavior

PubMed Central

Otsuna, Hideo; Shinomiya, Kazunori; Ito, Kei

2014-01-01

Compared with connections between the retinae and primary visual centers, relatively less is known in both mammals and insects about the functional segregation of neural pathways connecting primary and higher centers of the visual processing cascade. Here, using the Drosophila visual system as a model, we demonstrate two levels of parallel computation in the pathways that connect primary visual centers of the optic lobe to computational circuits embedded within deeper centers in the central brain. We show that a seemingly simple achromatic behavior, namely phototaxis, is under the control of several independent pathways, each of which is responsible for navigation towards unique wavelengths. Silencing just one pathway is enough to disturb phototaxis towards one characteristic monochromatic source, whereas phototactic behavior towards white light is not affected. The response spectrum of each demonstrable pathway is different from that of individual photoreceptors, suggesting subtractive computations. A choice assay between two colors showed that these pathways are responsible for navigation towards, but not for the detection itself of, the monochromatic light. The present study provides novel insights about how visual information is separated and processed in parallel to achieve robust control of an innate behavior. PMID:24574974

New Horizons the Future of Higher Education

ERIC Educational Resources Information Center

Egol, Morton

2006-01-01

Given the extraordinary success that higher education has enjoyed over a very long period, it is vulnerable to becoming the "victim of its own success." The challenge for higher education is multifaceted and includes: (1) Overcoming the tendency toward hallowed tradition and the status quo; (2) Formulating a vision for achieving the purpose of…

Predictors of cultural capital on science academic achievement at the 8th grade level

NASA Astrophysics Data System (ADS)

Misner, Johnathan Scott

The purpose of the study was to determine if students' cultural capital is a significant predictor of 8th grade science achievement test scores in urban locales. Cultural capital refers to the knowledge used and gained by the dominant class, which allows social and economic mobility. Cultural capital variables include magazines at home and parental education level. Other variables analyzed include socioeconomic status (SES), gender, and English language learners (ELL). This non-experimental study analyzed the results of the 2011 Eighth Grade Science National Assessment of Educational Progress (NAEP). The researcher analyzed the data using a multivariate stepwise regression analysis. The researcher concluded that the addition of cultural capital factors significantly increased the predictive power of the model where magazines in home, gender, student classified as ELL, parental education level, and SES were the independent variables and science achievement was the dependent variable. For alpha=0.05, the overall test for the model produced a R2 value of 0.232; therefore the model predicted 23.2% of variance in science achievement results. Other major findings include: higher measures of home resources predicted higher 2011 NAEP eighth grade science achievement; males were predicted to have higher 2011 NAEP 8 th grade science achievement; classified ELL students were predicted to score lower on the NAEP eight grade science achievement; higher parent education predicted higher NAEP eighth grade science achievement; lower measures of SES predicted lower 2011 NAEP eighth grade science achievement. This study contributed to the research in this field by identifying cultural capital factors that have been found to have statistical significance on predicting eighth grade science achievement results, which can lead to strategies to help improve science academic achievement among underserved populations.

Associations between Children’s Intelligence and Academic Achievement: The Role of Sleep

PubMed Central

Erath, Stephen A.; Tu, Kelly M.; Buckhalt, Joseph A.; El-Sheikh, Mona

2015-01-01

Summary Sleep problems (long wake episodes, low sleep efficiency) were examined as moderators of the relation between children’s intelligence and academic achievement. The sample was comprised of 280 children (55% boys; 63% European Americans, 37% African Americans; M age = 10.40 years, SD = .65). Sleep was assessed through seven consecutive nights of actigraphy. Children’s performance on standardized tests of intelligence (Brief Intellectual Ability index of the Woodcock-Johnson III) and academic achievement (Alabama Reading and Math Test) were obtained. Age, sex, ethnicity, income-to-needs ratio, single parent status, zBMI, chronic illness, and pubertal development were controlled in analyses. Higher intelligence was strongly associated with higher academic achievement across a wide range of sleep quality. However, the association between intelligence and academic achievement was slightly attenuated among children with more long wake episodes or lower sleep efficiency compared to children with higher-quality sleep. PMID:25683475

Connecticut Coalition for Achievement Now. 2006-2007 Annual Report

ERIC Educational Resources Information Center

ConnCAN, 2007

2007-01-01

In January 2005, leaders from Connecticut's business, higher education and civic communities came together to create the Connecticut Coalition for Achievement Now (ConnCAN): a nonprofit organization designed to be a catalyst for the fundamental changes needed to move Connecticut from having the largest to having the smallest achievement gap in the…

The Effects of Concealing Academic Achievement Information on Adolescents' Self-Concept

ERIC Educational Resources Information Center

Zhang, Baoshan; Wang, Mo; Li, Juan; Yu, Guoliang; Bi, Yan-Ling

2011-01-01

Using an experimental design, the effect of concealing academic achievement information on adolescents' self-concept was examined in the current study. Specifically, adolescents with low academic achievement and adolescents with average to high academic achievement (N = 129) were randomly assigned to different interview contexts wherein…

Do Women's Orgasms Function as a Masculinity Achievement for Men?

PubMed

Chadwick, Sara B; van Anders, Sari M

2017-01-01

Orgasms have been promoted as symbols of sexual fulfillment for women, and have perhaps become the symbol of a woman's healthy sex life. However, some research has suggested that this focus on women's orgasms, though ostensibly for women, may actually serve men; but the mechanisms of this are unclear. In the present experiment, we hypothesized that women's orgasms specifically function as a masculinity achievement for men. To test this, we randomly assigned 810 men (M age = 25.44, SD = 8.31) to read a vignette where they imagined that an attractive woman either did or did not orgasm during a sexual encounter with them. Participants then rated their sexual esteem and the extent to which they would feel masculine after experiencing the given situation. Our results showed that men felt more masculine and reported higher sexual esteem when they imagined that a woman orgasmed during sexual encounters with them, and that this effect was exacerbated for men with high masculine gender role stress. These results suggest that women's orgasms do function-at least in part-as a masculinity achievement for men.

2011 Higher Education Sustainability Review

ERIC Educational Resources Information Center

Wagner, Margo, Ed.

2012-01-01

Looking through the lens of AASHE Bulletin stories in 2011, this year's review reveals an increased focus on higher education access, affordability, and success; more green building efforts than ever before; and growing campus-community engagement on food security, among many other achievements. Contributors include James Applegate (Lumina…

Optimizing regional collaborative efforts to achieve long-term discipline-specific objectives

USDA-ARS?s Scientific Manuscript database

Current funding programs focused on multi-disciplinary, multi-agency approaches to regional issues can provide opportunities to address discipline-specific advancements in scientific knowledge. Projects funded through the Agricultural Research Service, Joint Fire Science Program, and the Natural Re...

Identity status and academic achievement in female adolescents.

PubMed

Hummel, R; Roselli, L L

1983-01-01

Theories of Erikson and Marcia were applied to assess the relation between identity status and academic achievement in female adolescents. The differences in identity status between bright high achieving vs. underachieving students were ascertained separately for occupational planning, attitudes toward religion, and peer relations. It was hypothesized that the component of identity most closely linked to high achievement in school is having made commitments to certain goals and values. It was found instead that experiencing and working through crises in beliefs and values are more closely associated with successful academic achievement and formation of identity among adolescent girls than having made specific commitments to career or ideology.

Strategies for achieving high-level expression of genes in Escherichia coli.

PubMed Central

Makrides, S C

1996-01-01

Progress in our understanding of several biological processes promises to broaden the usefulness of Escherichia coli as a tool for gene expression. There is an expanding choice of tightly regulated prokaryotic promoters suitable for achieving high-level gene expression. New host strains facilitate the formation of disulfide bonds in the reducing environment of the cytoplasm and offer higher protein yields by minimizing proteolytic degradation. Insights into the process of protein translocation across the bacterial membranes may eventually make it possible to achieve robust secretion of specific proteins into the culture medium. Studies involving molecular chaperones have shown that in specific cases, chaperones can be very effective for improved protein folding, solubility, and membrane transport. Negative results derived from such studies are also instructive in formulating different strategies. The remarkable increase in the availability of fusion partners offers a wide range of tools for improved protein folding, solubility, protection from proteases, yield, and secretion into the culture medium, as well as for detection and purification of recombinant proteins. Codon usage is known to present a potential impediment to high-level gene expression in E. coli. Although we still do not understand all the rules governing this phenomenon, it is apparent that "rare" codons, depending on their frequency and context, can have an adverse effect on protein levels. Usually, this problem can be alleviated by modification of the relevant codons or by coexpression of the cognate tRNA genes. Finally, the elucidation of specific determinants of protein degradation, a plethora of protease-deficient host strains, and methods to stabilize proteins afford new strategies to minimize proteolytic susceptibility of recombinant proteins in E. coli. PMID:8840785

Gross domestic product, science interest, and science achievement: a person × nation interaction.

PubMed

Tucker-Drob, Elliot M; Cheung, Amanda K; Briley, Daniel A

2014-11-01

Maximizing science achievement is a critical target of educational policy and has important implications for national and international economic and technological competitiveness. Previous research has identified both science interest and socioeconomic status (SES) as robust predictors of science achievement, but little research has examined their joint effects. In a data set drawn from approximately 400,000 high school students from 57 countries, we documented large Science Interest × SES and Science Interest × Per Capita Gross Domestic Product (GDP) interactions in the prediction of science achievement. Student interest in science is a substantially stronger predictor of science achievement in higher socioeconomic contexts and in higher-GDP nations. Our results are consistent with the hypothesis that in higher-opportunity contexts, motivational factors play larger roles in learning and achievement. They add to the growing body of evidence indicating that substantial cross-national differences in psychological effect sizes are not simply a logical possibility but, in many cases, an empirical reality. © The Author(s) 2014.

Bone-Inspired Spatially Specific Piezoelectricity Induces Bone Regeneration

PubMed Central

Yu, Peng; Ning, Chengyun; Zhang, Yu; Tan, Guoxin; Lin, Zefeng; Liu, Shaoxiang; Wang, Xiaolan; Yang, Haoqi; Li, Kang; Yi, Xin; Zhu, Ye; Mao, Chuanbin

2017-01-01

The extracellular matrix of bone can be pictured as a material made of parallel interspersed domains of fibrous piezoelectric collagenous materials and non-piezoelectric non-collagenous materials. To mimic this feature for enhanced bone regeneration, a material made of two parallel interspersed domains, with higher and lower piezoelectricity, respectively, is constructed to form microscale piezoelectric zones (MPZs). The MPZs are produced using a versatile and effective laser-irradiation technique in which K0.5Na0.5NbO3 (KNN) ceramics are selectively irradiated to achieve microzone phase transitions. The phase structure of the laser-irradiated microzones is changed from a mixture of orthorhombic and tetragonal phases (with higher piezoelectricity) to a tetragonal dominant phase (with lower piezoelectricity). The microzoned piezoelectricity distribution results in spatially specific surface charge distribution, enabling the MPZs to bear bone-like microscale electric cues. Hence, the MPZs induce osteogenic differentiation of stem cells in vitro and bone regeneration in vivo even without being seeded with stem cells. The concept of mimicking the spatially specific piezoelectricity in bone will facilitate future research on the rational design of tissue regenerative materials. PMID:28900517

Higher platelet cytochrome oxidase specific activity in surviving than in non-surviving septic patients

PubMed Central

2014-01-01

Introduction In a previous study with 96 septic patients, we found that circulating platelets in 6-months surviving septic patients showed higher activity and quantity of cytochrome c oxidase (COX) normalized by citrate synthase (CS) activity at moment of severe sepsis diagnosis than non-surviving septic patients. The objective of this study was to estimate whether COX specific activity during the first week predicts 1-month sepsis survival in a larger cohort of patients. Methods Using a prospective, multicenter, observational study carried out in six Spanish intensive care units with 198 severe septic patients, we determined COX activity per proteins (COXact/Prot) in circulating platelets at day 1, 4 and 8 of the severe sepsis diagnosis. Endpoints were 1-month and 6-months mortality. Results Survivor patients (n = 130) showed higher COXact/Prot (P < 0.001) than non-survivors (n = 68) at day 1, 4 and 8 of severe sepsis diagnosis. More than a half of the 6-months survivor patients showed an increase in their COXact/Prot from day 1 to 8. However, most of the 1-month non-survivors exhibited a decrease in their COXact/Prot from day 1 to 8. Multiple logistic regression analyses showed that of platelet COXact/Prot > 0.30 mOD/min/mg at day 1 (P = 0.002), 4 (P = 0.006) and 8 (P = 0.02) was associated independently with 1-month mortality. Area under the curve of COXact/Prot at day 1, 4 and 8 to predict 30-day survival were 0.70 (95% CI = 0.63-0.76; P < 0.001), 0.71 (95% CI = 0.64-0.77; P < 0.001) and 0.71 (95% CI = 0.64-0.78; P < 0.001), respectively. Conclusions The new findings of our study, to our knowledge the largest series reporting data about mitochondrial function during follow-up in septic patients, were that septic patients that survive 1-month have a higher platelet cytochrome oxidase activity at moment of sepsis diagnosis and during the first week than non-survivors, and that platelet cytochrome oxidase

Promoting Creative Thinking Ability Using Contextual Learning Model in Technical Drawing Achievement

NASA Astrophysics Data System (ADS)

Mursid, R.

2018-02-01

The purpose of this study is to determine whether there is influence; the differences in the results between students that learn drawing techniques taught by the Contextual Innovative Model (CIM) and taught by Direct Instructional Model (DIM), the differences in achievement among students of technical drawing that have High Creative Thinking Ability (HCTA) with Low Creative Thinking Ability (LCTA), and the interaction between the learning model with the ability to think creatively to the achievement technical drawing. Quasi-experimental research method. Results of research appoint that: the achievement of students that learned technical drawing by using CIM is higher than the students that learned technical drawing by using DIM, the achievement of students of technical drawings HCTA is higher than the achievement of students who have technical drawing LCTA, and there are interactions between the use of learning models and creative thinking abilities in influencing student achievement technical drawing.

BEND3 is involved in the human-specific repression of calreticulin: Implication for the evolution of higher brain functions in human.

PubMed

Aghajanirefah, A; Nguyen, L N; Ohadi, M

2016-01-15

Recent emerging evidence indicates that changes in gene expression levels are linked to human evolution. We have previously reported a human-specific nucleotide in the promoter sequence of the calreticulin (CALR) gene at position -220C, which is the site of action of valproic acid. Reversion of this nucleotide to the ancestral A-allele has been detected in patients with degrees of deficit in higher brain cognitive functions. This mutation has since been reported in the 1000 genomes database at an approximate frequency of <0.0004 in humans (rs138452745). In the study reported here, we present update on the status of rs138452745 across evolution, based on the Ensembl and NCBI databases. The DNA pulldown assay was also used to identify the proteins binding to the C- and A-alleles, using two cell lines, SK-N-BE and HeLa. Consistent with our previous findings, the C-allele is human-specific, and the A-allele is the rule across all other species (N=38). This nucleotide resides in a block of 12-nucleotides that is strictly conserved across evolution. The DNA pulldown experiments revealed that in both SK-N-BE and HeLa cells, the transcription repressor BEN domain containing 3 (BEND3) binds to the human-specific C-allele, whereas the nuclear factor I (NFI) family members, NF1A, B, C, and X, specifically bind to the ancestral A-allele. This binding pattern is consistent with a previously reported decreased promoter activity of the C-allele vs. the A-allele. We propose that there is a link between binding of BEND3 to the CALR rs138452745 C-allele and removal of NFI binding site from this nucleotide, and the evolution of human-specific higher brain functions. To our knowledge, CALR rs138452745 is the first instance of enormous nucleotide conservation across evolution, except in the human species. Copyright © 2015 Elsevier B.V. All rights reserved.

Filipino students' reported parental socialization of academic achievement by socioeconomic group.

PubMed

Bernardo, Allan B I

2009-10-01

Academic achievement of students differs by socioeconomic group. Parents' socialization of academic achievement in their children was explored in self-reports of 241 students from two socioeconomic status (SES) groups in the Philippines, using a scale developed by Bempechat, et al. Students in the upper SES group had higher achievement than their peers in the middle SES group, but had lower scores on most dimensions of parental socialization of academic achievement. Regression analyses indicate that reported parental attempts to encourage more effort to achieve was associated with lower achievement in students with upper SES.

Student Perceptions of High-Achieving Classmates

ERIC Educational Resources Information Center

Händel, Marion; Vialle, Wilma; Ziegler, Albert

2013-01-01

The reported study investigated students' perceptions of their high-performing classmates in terms of intelligence, social skills, and conscientiousness in different school subjects. The school subjects for study were examined with regard to cognitive, physical, and gender-specific issues. The results show that high academic achievements in…

Corporate Culture and University Goal Achievement in South-West Zone, Nigeria

ERIC Educational Resources Information Center

Abdulkareem, Rasaq L.; Sheu, Adaramaja A.; Kayode, David J.

2015-01-01

This study investigated the relationship between culture and university goal achievement in South west geo-political zone, Nigeria. Specifically, the purpose was to find out the nature of the corporate culture and university goal achievement as well as to determine the relationship between corporate culture and university goal achievement in South…

How specific are the relationships between eating disorder behaviors and perfectionism?

PubMed

Luo, Jing; Forbush, Kelsie T; Williamson, J Austin; Markon, Kristian E; Pollack, Lauren O

2013-08-01

Perfectionism is associated with several mental disorders, including depression, anxiety, and eating disorders. The goal of this study was to test the specificity of the associations between perfectionism facets and eating disorder behaviors, by examining whether neuroticism and conscientiousness mediated or moderated associations between these variables. Participants from a representative community sample (N = 407; 47% female) completed questionnaires assessing perfectionism, neuroticism, conscientiousness, and eating disorder behaviors. Neuroticism partially mediated associations between binge eating, restraint, body dissatisfaction, and maladaptive perfectionism facets. Neuroticism did not mediate associations between restriction and achievement striving perfectionism facets. Conscientiousness did not mediate any associations between perfectionism facets and eating disorder behaviors, yet Doubts about Actions interacted with conscientiousness to predict body dissatisfaction. Results indicate that neuroticism is key for understanding general risk factors that lead to myriad internalizing disorders, whereas maladaptive perfectionism has limited usefulness as a specific risk factor for eating disorder behaviors. Nevertheless, there is a unique association between dietary restraint and achievement striving dimensions of perfectionism that cannot be explained by higher-order personality traits. Copyright © 2013 Elsevier Ltd. All rights reserved.

Dihydrolipoamide dehydrogenase-Lpd (Rv0462)-specific T cell recall responses are higher in healthy household contacts of TB: a novel immunodominant antigen from M. tuberculosis.

PubMed

Devasundaram, Santhi; Raja, Alamelu

2017-07-01

The partial effectiveness against pulmonary tuberculosis (PTB), displayed by the existing tuberculosis (TB) vaccine, bacillus Calmette-Guérin (BCG), highlights the need for novel vaccines to replace or improve BCG. In TB immunology, antigen-specific cellular immune response is frequently considered indispensable. Latency-associated antigens are intriguing as targets for TB vaccine development. The mycobacterial protein, dihydrolipoamide dehydrogenase (Lpd; Rv0462), the third enzyme of the pyruvate dehydrogenase (PDH) complex, facilitates Mycobacterium tuberculosis to resist host reactive nitrogen intermediates. Multicolor flow cytometry analysis of whole-blood cultures showed higher Lpd-specific Th1 recall response (IFN-γ, TNF-α, and IL-2; P = 0.0006) and memory CD4 + and CD8 + T cells (CCR7 + CD45RA - and CCR7 - CD45RA - ) in healthy household contacts (HHC) of TB ( P < 0.0001), which is comparable with or higher than the standard antigens, ESAT-6 and CFP-10. The frequency of Lpd-specific multifunctional T cells was higher in HHC compared with PTB patients. However, there is no significant statistical correlation. Regulatory T cell (T reg ) analysis of HHCs and active TB patients demonstrated very low Lpd-specific CD4 + T regs relative to ESAT-6 and CFP-10. Our study demonstrates that the Lpd antigen induces a strong cellular immune response in healthy mycobacteria-infected individuals. In consideration of this population having demonstrated immunologic protection against active TB disease development, our data are encouraging about the possible use of Lpd as a target for further TB subunit vaccine development. © Society for Leukocyte Biology.

Achievement Goals, Reasons for Goal Pursuit, and Achievement Goal Complexes as Predictors of Beneficial Outcomes: Is the Influence of Goals Reducible to Reasons?

ERIC Educational Resources Information Center

Sommet, Nicolas; Elliot, Andrew J.

2017-01-01

In the present research, we proposed a systematic approach to disentangling the shared and unique variance explained by achievement goals, reasons for goal pursuit, and specific goal-reason combinations (i.e., achievement goal complexes). Four studies using this approach (involving nearly 1,800 participants) led to 3 basic sets of findings. First,…

Gender Disparity Analysis in Academic Achievement at Higher Education Preparatory Schools: Case of South Wollo, Ethiopia

ERIC Educational Resources Information Center

Eshetu, Amogne Asfaw

2015-01-01

Gender is among the determinant factors affecting students' academic achievement. This paper tried to investigate the impact of gender on academic performance of preparatory secondary school students based on 2014 EHEECE result. Ex post facto research design was used. To that end, data were collected from 3243 students from eight purposively…

Examining the Link between Adult Attachment Style, Employment and Academic Achievement in First Semester Higher Education

ERIC Educational Resources Information Center

Beauchamp, Guy; Martineau, Marc; Gagnon, André

2016-01-01

Although previous research indicates that both employment and adult attachment style have an influence on academic achievement, the interaction of these two factors has not been clarified. The purpose of this study was to investigate the moderating effect of adult attachment style on the relationship between employment status and first semester…

Racial and Social Class Differences in How Parents Respond to Inadequate Achievement: Consequences for Children’s Future Achievement

PubMed Central

Robinson, Keith; Harris, Angel L.

2013-01-01

Objective Despite numerous studies on parental involvement in children’s academic schooling, there is a dearth of knowledge on how parents respond specifically to inadequate academic performance. This study examines whether 1) racial differences exist in parenting philosophy for addressing inadequate achievement, 2) social class has implications for parenting philosophy, and 3) parents’ philosophies are consequential for children’s academic achievement. Methods Using data from the Child Development Supplement (N=1041) to the Panel Study of Income Dynamics, we sort parents into two categories—those whose parenting repertoires for addressing poor achievement include punitive responses and those whose repertoires do not. We then determine whether racial differences exist between these categories and how various responses within the aforementioned categories are related to students’ academic achievement. Results The findings show that white and black parents have markedly different philosophies on how to respond to inadequate performance, and these differences appear to impact children’s achievement in dramatically different ways. Conclusion Educators and policy makers should pay particular attention to how parents respond to inadequate achievement as imploring parents of inadequately performing students to be more involved without providing them with some guidance might exacerbate the problem. PMID:24563554

The Role of Standardized and Study-specific Human Brain Diffusion Tensor Templates in Inter-subject Spatial Normalization

PubMed Central

Zhang, Shengwei; Arfanakis, Konstantinos

2012-01-01

Purpose To investigate the effect of standardized and study-specific human brain diffusion tensor templates on the accuracy of spatial normalization, without ignoring the important roles of data quality and registration algorithm effectiveness. Materials and Methods Two groups of diffusion tensor imaging (DTI) datasets, with and without visible artifacts, were normalized to two standardized diffusion tensor templates (IIT2, ICBM81) as well as study-specific templates, using three registration approaches. The accuracy of inter-subject spatial normalization was compared across templates, using the most effective registration technique for each template and group of data. Results It was demonstrated that, for DTI data with visible artifacts, the study-specific template resulted in significantly higher spatial normalization accuracy than standardized templates. However, for data without visible artifacts, the study-specific template and the standardized template of higher quality (IIT2) resulted in similar normalization accuracy. Conclusion For DTI data with visible artifacts, a carefully constructed study-specific template may achieve higher normalization accuracy than that of standardized templates. However, as DTI data quality improves, a high-quality standardized template may be more advantageous than a study-specific template, since in addition to high normalization accuracy, it provides a standard reference across studies, as well as automated localization/segmentation when accompanied by anatomical labels. PMID:23034880

"Even with Higher Education You Remain a Woman": A Gender Perspective on Higher Education and Social Change in the Toliara Region of Madagascar

ERIC Educational Resources Information Center

Skjortnes, Marianne; Zachariassen, Heidi Holt

2010-01-01

This article investigates some issues related to gender and education based on a qualitative, empirical study of women in higher education in the Toliara region of Madagascar. The focus is on how women's participation in higher education has created changes in gender relations, and how these women have succeeded in achieving higher education. In…

Resident-Specific Morbidity Reduced Following ACS NSQIP Data-Driven Quality Program.

PubMed

Turrentine, Florence E; Hanks, John B; Tracci, Megan C; Jones, R Scott; Schirmer, Bruce D; Smith, Philip W

2018-04-16

The Accreditation Council for Graduate Medical Education Milestone Project for general surgery provided a more robust method for developing and tracking residents' competence. This framework enhanced systematic and progressive development of residents' competencies in surgical quality improvement. A 22-month interactive, educational program based on resident-specific surgical outcomes data culminated in a quality improvement project for postgraduate year 4 surgery residents. Self- assessment, quality knowledge test, and resident-specific American College of Surgeons National Surgical Quality Improvement Program Quality In-Training Initiative morbidity were compared before and after the intervention. Quality in-training initiative morbidity decreased from 25% (82/325) to 18% (93/517), p = 0.015 despite residents performing more complex cases. All participants achieved level 4 competency (4/4) within the general surgery milestones improvement of care, practice-based learning and improvement competency. Institutional American College of Surgeons National Surgical Quality Improvement Program general surgery morbidity improved from the ninth to the sixth decile. Quality assessment and improvement self-assessment postintervention scores (M = 23.80, SD = 4.97) were not significantly higher than preintervention scores (M = 19.20, SD = 5.26), p = 0.061. Quality Improvement Knowledge Application Tool postintervention test scores (M = 17.4, SD = 4.88), were not significantly higher than pretest scores (M = 13.2, SD = 1.92), p = 0.12. Sharing validated resident-specific clinical data with participants was associated with improved surgical outcomes. Participating fourth year surgical residents achieved the highest score, a level 4, in the practice based learning and improvement competency of the improvement of care practice domain and observed significantly reduced surgical morbidity for cases in which they participated. Copyright © 2018. Published by Elsevier Inc.

A Human Achievement: Mathematics without Boundaries.

ERIC Educational Resources Information Center

Terzioglu, Tosun

This paper describes three fundamental principles, dictated by Wilhelm von Humboldt, that were widely adapted as the basic philosophy of higher education in the United States, and proposes to revise the unfulfilled dream of von Humboldt to make it come true. This paper stresses the achievements of humanity not only in technology, health, or the…

Achievement in Boys' Schools 2010-12

ERIC Educational Resources Information Center

Wylie, Cathy; Berg, Melanie

2014-01-01

This report explores the achievement of school leavers from state and state-integrated boys' schools. The analysis from 2010 to 2012 shows school leavers from state boys' schools had higher qualifications than their male counterparts who attended state co-educational schools. The research was carried out for the Association of Boys' Schools of New…

Promoting Student Academic Achievement through Faculty Development about Inclusive Teaching

ERIC Educational Resources Information Center

Schmid, Megan E.; Gillian-Daniel, Donald L.; Kraemer, Sara; Kueppers, Mark

2016-01-01

The achievement gap, disparities in the academic achievement of marginalized students (e.g., underrepresented minority, first generation in their family to attend college, and low socio-economic status undergraduate students) relative to their non-minority peers is a pervasive problem in higher education. It impacts student access to the major and…

CognitiveGenesis (CG): Assessing Academic Achievement and Cognitive Ability in Adventist Schools

ERIC Educational Resources Information Center

Thayer, Jerome; Kido, Elissa

2012-01-01

CognitiveGenesis collected achievement and ability test data from 2006-2009 for all students in Seventh-day Adventist schools in North America. Students were above average in achievement compared to national norms and achieved above that predicted by their ability scores. The more years students attended Adventist schools, the higher they…

Effects of Reciprocal Teaching on Reading Comprehension of Low-Achieving Adolescents. The Importance of Specific Teacher Skills

ERIC Educational Resources Information Center

Okkinga, Mariska; van Steensel, Roel; van Gelderen, Amos J. S.; Sleegers, Peter J. C.

2018-01-01

Low-achieving adolescents are known to have difficulties with reading comprehension. This article discusses how reciprocal teaching can improve low-achieving adolescents' reading comprehension in whole-classroom settings (as opposed to small-group settings) and to what extent intervention effects are dependent on teacher behaviour. Over the course…

Preschool predictors of school-age academic achievement in autism spectrum disorder.

PubMed

Miller, Lauren E; Burke, Jeffrey D; Troyb, Eva; Knoch, Kelley; Herlihy, Lauren E; Fein, Deborah A

2017-02-01

Characterization of academic functioning in children with autism spectrum disorder (ASD), particularly predictors of achievement, may have important implications for intervention. The current study aimed to characterize achievement profiles, confirm associations between academic ability and concurrent intellectual and social skills, and explore preschool predictors of school-age academic achievement in a sample of children with ASD. Children with ASD (n = 26) were evaluated at the approximate ages of two, four, and ten. Multiple regression was used to predict school-age academic achievement in reading and mathematics from both concurrent (i.e. school-age) and preschool variables. Children with ASD demonstrated a weakness in reading comprehension relative to word reading. There was a smaller difference between mathematics skills; math reasoning was lower than numerical operations, but this did not quite reach trend level significance. Concurrent IQ and social skills were associated with school-age academic achievement across domains. Preschool verbal abilities significantly predicted school-age reading comprehension, above and beyond concurrent IQ, and early motor functioning predicted later math skills. Specific developmental features of early ASD predict specific aspects of school-age achievement. Early intervention targeting language and motor skills may improve later achievement in this population.

Comparative Issues in Mass Higher Education

ERIC Educational Resources Information Center

Wasser, Henry

1976-01-01

Compares the European experience in mass higher education with the American experience to determine specific innovations which might be transferred from one system to another. Nine specific issues are discussed. (Author/DB)

Superstorm Sandy and the academic achievement of university students.

PubMed

Doyle, Matthew D; Lockwood, Brian; Comiskey, John G

2017-10-01

Much of the literature on the consequences of natural disasters has focused on their physical and psychological ramifications. Few researchers have considered how the impacts of a natural disaster can influence academic achievement. This study analyses data collected from nearly 300 students at a mid-sized, private university in the northeast United States to determine if the effects of Cyclone Sandy in 2012 are associated with measures of academic achievement. The findings reveal that experiencing headaches after the event resulted in a higher likelihood of students suffering a loss of academic motivation. In addition, experiencing headaches and a loss of academic motivation were correlated with a lower grade point average (GPA) during the semester in which Sandy made landfall. However, the more direct effects of the superstorm, including displacement and a loss of power, did not have a significant bearing on academic achievement. Lastly, the paper examines the implications for higher education policy and future research. © 2017 The Author(s). Disasters © Overseas Development Institute, 2017.

Ethiopian New Public Universities: Achievements, Challenges and Illustrative Case Studies

ERIC Educational Resources Information Center

van Deuren, Rita; Kahsu, Tsegazeab; Mohammed, Seid; Woldie, Wondimu

2016-01-01

Purpose: This paper aims to analyze and illustrate achievements and challenges of Ethiopian higher education, both at the system level and at the level of new public universities. Design/methodology/approach: Achievements and challenges at the system level are based on literature review and secondary data. Illustrative case studies are based on…

Change of Higher Education in Response to European Pressures: Conceptualization and Operationalization of Europeanization of Higher Education

ERIC Educational Resources Information Center

Vukasovic, Martina

2013-01-01

This article focuses on change in higher education in response to environmental pressures, more specifically pressures coming from European integration initiatives with respect to higher education, e.g. the Bologna Process. Significant research attention has so far been focused on the supposed impact of European initiatives on higher education…

Can three-dimensional patient-specific cutting guides be used to achieve optimal correction for high tibial osteotomy? Pilot study.

PubMed

Munier, M; Donnez, M; Ollivier, M; Flecher, X; Chabrand, P; Argenson, J-N; Parratte, S

2017-04-01

Treatment of medial tibiofemoral osteoarthritis with a high-tibial osteotomy (HTO) is most effective when the optimal angular correction is achieved. However, conventional instrumentation is limited when multiplanar correction is needed. Use of patient-specific cutting guides (PSCGs) for HTO provides an accurate correction (difference<2°) relative to the preoperative planning. Between February 2014 and February 2015, 10 patients (mean age: 46 years [range: 31-59]; grade 1 or 2 osteoarthritis in Ahlbäck's classification) were included prospectively in this reliability and safety study. All patients were operated using the same medial opening-wedge osteotomy technique. Preoperative planning was based on long-leg radiographs and CT scans with 3D reconstruction. The PSGCs were used to align the osteotomy cut and position the screw holes for the plate. The desired correction was achieved in the three planes when the holes on the plate were aligned with the holes drilled based on the PSCG. Preoperatively, the mean HKA angle was 171.9° (range: 166-179°), the mean proximal tibial angle was 87° (86-88°) and the mean tibial slope was 7.8° (1-22°). The postoperative correction was compared to the planned correction using 3D CT scan transformations. Intraoperative and postoperative complications were assessed at a minimum follow-up of 1 year. The procedure was successfully carried out in all patients with the PSCGs. On postoperative long-leg radiographs, the mean HKA was 182.3° (180-185°); on the CT scan, the mean tibial mechanical angle was 94° (90-98°) and the mean tibial slope was 7.1° (4-11°). In 19 out of 20 postoperative HKA and slope measurements, the difference between the planned and achieved correction was <2° based on the 3D analysis of the three planes in space; in the other case, the slope was 13° instead of the planned 10°. The intra-class correlation coefficients between the postoperative and planned parameters were 0.98 [0.92-0.99] for

Is the self a higher-order or fundamental function of the brain? The "basis model of self-specificity" and its encoding by the brain's spontaneous activity.

PubMed

Northoff, Georg

2016-01-01

What is the self? This is a question that has long been discussed in (Western) philosophy where the self is traditionally conceived a higher-order function at the apex or pinnacle of all functions. This tradition has been transferred to recent neuroscience where the self is often considered to be a higher-order cognitive function reflected in memory and other high-level judgements. However, other lines of research demonstrate a close and intimate relationship between self-specificity and more basic functions like perceptions, emotions and reward. This paper focuses on the relationship between self-specificity and other basic functions relating to emotions, reward and perception. I propose the basis model that conceives self-specificity as a fundamental feature of the brain's spontaneous activity. This is supported by recent findings showing rest-self overlap in midline regions as well as findings demonstrating that the resting state can predict subsequent degrees of self-specificity. I conclude that such self-specificity in the brain's spontaneous activity may be central in linking the self to either internal or external stimuli. This may also provide the basis for coding the self as subject in relation to internal (i.e., self-consciousness) or external (i.e., phenomenal consciousness) mental events.

Leading Change in Higher Education

ERIC Educational Resources Information Center

McRoy, Ian; Gibbs, Paul

2009-01-01

This article considers the situation in the UK higher education system and investigates specifically the leadership practice in a cluster of UK institutions as they changed their status. The research goes further to advocate a form of contextualized leadership that is relevant to higher institutions under change. (Contains 1 figure.)

Student Employment: Social Differentials and Field-Specific Developments in Higher Education

ERIC Educational Resources Information Center

Jacob, Marita; Gerth, Maria; Weiss, Felix

2018-01-01

In this article, we examine social origin differences in employment patterns across different stages of higher education and compare these differences between vocational and academic fields of study. Using data from a large-scale German student survey, we study the development of inequality, according to social origins, in student employment from…

Student academic achievement in college chemistry

NASA Astrophysics Data System (ADS)

Tabibzadeh, Kiana S.

General Chemistry is required for variety of baccalaureate degrees, including all medical related fields, engineering, and science majors. Depending on the institution, the prerequisite requirement for college level General Chemistry varies. The success rate for this course is low. The purpose of this study is to examine the factors influencing student academic achievement and retention in General Chemistry at the college level. In this study student achievement is defined by those students who earned grades of "C" or better. The dissertation contains in-depth studies on influence of Intermediate Algebra as a prerequisite compared to Fundamental Chemistry for student academic achievement and student retention in college General Chemistry. In addition the study examined the extent and manner in which student self-efficacy influences student academic achievement in college level General Chemistry. The sample for this part of the study is 144 students enrolled in first semester college level General Chemistry. Student surveys determined student self-efficacy level. The statistical analyses of study demonstrated that Fundamental Chemistry is a better prerequisite for student academic achievement and student retention. The study also found that student self-efficacy has no influence on student academic achievement. The significance of this study will be to provide data for the purpose of establishing a uniform and most suitable prerequisite for college level General Chemistry. Finally the variables identified to influence student academic achievement and enhance student retention will support educators' mission to maximize the students' ability to complete their educational goal at institutions of higher education.

Deregulation and Higher Education: Potential Impact on Access, Affordability and Achievement in Ohio. Education

ERIC Educational Resources Information Center

Camou, Michelle; Patton, Wendy

2012-01-01

Prosperous regions are educated regions. Ohio's relatively low share of residents with college degrees has concerned one governor after the other and proposals for managing Ohio's university system have differed substantially. The Kasich administration's higher education proposal, the "Enterprise University Plan for Ohio," is based on…

Planning for Higher Education.

ERIC Educational Resources Information Center

Lindstrom, Caj-Gunnar

1984-01-01

Decision processes for strategic planning for higher education institutions are outlined using these parameters: institutional goals and power structure, organizational climate, leadership attitudes, specific problem type, and problem-solving conditions and alternatives. (MSE)

The Escalating Costs of Higher Education.

ERIC Educational Resources Information Center

Kirshstein, Rita J.; And Others

This congressionally mandated study of the escalating cost of higher education focuses on: (1) identifying the cost of obtaining a higher education and determining how that cost has changed from 1976-77 to 1987-88; (2) determining specific causes of such cost changes; (3) forecasting the future cost of obtaining a higher education; (4) evaluating…

Personality Traits and Gender-Specific Income Expectations in Dutch Higher Education

ERIC Educational Resources Information Center

Need, Ariana; de Jong, Uulkje

2008-01-01

In this article we examine gender differences in income expectations of students in higher education. We found quite large gender differences. Men and women differ significantly in the income they expect to earn at the top of their career. We examined how much personality traits contribute to explain gender differences in income expectations, and…

Goals, Strategies, and Achievements in the Internationalization of Higher Education in Japan and Taiwan

ERIC Educational Resources Information Center

Ho, Hsuan-Fu; Lin, Ming-Huang; Yang, Cheng-Cheng

2015-01-01

International knowledge and skills are essential for success in today's highly competitive global marketplace. As one of the key providers of such knowledge and skills, universities have become a key focus of the internationalization strategies of governments throughout the world. While the internationalization of higher education clearly has…

The Effect of Teaching Strategies and Curiosity on Students' Achievement in Reading Comprehension

ERIC Educational Resources Information Center

Gurning, Busmin; Siregar, Aguslani

2017-01-01

The objectives of this study were to find out whether 1) students' achievement in reading comprehension taught by using INSERT strategy was higher than those taught by using SQ3R strategy, 2) Students' achievement in reading comprehension having high curiosity was higher than those having low curiosity, 3) there was an interaction between teaching…

Strategic Enrollment Management: Transforming Higher Education

ERIC Educational Resources Information Center

Bontrager, Bob; Ingersoll, Doris; Ingersoll, Ronald

2012-01-01

As external forces demand change in the delivery of postsecondary education and institutions seek to take advantage of new opportunities, the potential for achieving higher levels of student and institutional success is vast. New technologies, communication tools, data use, and organizational constructs present key factors in improving the…

Improved Hardware for Higher Spatial Resolution Strain-ENCoded (SENC) Breast MRI for Strain Measurements

PubMed Central

Harouni, Ahmed A.; Hossain, Jakir; Jacobs, Michael A.; Osman, Nael F.

2012-01-01

Introduction Early detection of breast lesions using mammography has resulted in lower mortality-rates. However, some breast lesions are mammography occult and magnetic resonance imaging (MRI) is recommended, but has lower specificity. It is possible to achieve higher specificity by using Strain-ENCoded (SENC) MRI and/or magnetic resonance elastography(MRE). SENC breast MRI can measure the strain properties of breast tissue. Similarly, MRE is used to measure elasticity (i.e., shear stiffness) of different tissue compositions interrogating the tissue mechanical properties. Reports have shown that malignant tumors are 3–13 times stiffer than normal tissue and benign tumors. Methods We have developed a Strain-ENCoded (SENC) breast hardware device capable of periodically compressing the breast, thus allowing for longer scanning time and measuring the strain characteristics of breast tissue. This hardware enabled us to use SENC MRI with high spatial resolution (1×1×5mm3) instead of Fast SENC(FSENC). Simple controls and multiple safety measures were added to ensure accurate, repeatable and safe in-vivo experiments. Results Phantom experiments showed that SENC breast MRI has higher SNR and CNR than FSENC under different scanning resolutions. Finally, the SENC breast device reproducibility measurements resulted in a difference of less than one mm with a 1% strain difference. Conclusion SENC breast MR images have higher SNR and CNR than FSENC images. Thus, combining SENC breast strain measurements with diagnostic breast MRI to differentiate benign from malignant lesions could potentially increase the specificity of diagnosis in the clinical setting. PMID:21440464

Achievement Goal Orientations and Identity Formation Styles

ERIC Educational Resources Information Center

Kaplan, Avi; Flum, Hanoch

2010-01-01

The present article points to shared underlying theoretical assumptions and central processes of a prominent academic motivation perspective--achievement goal theory--and recent process perspectives in the identity formation literature, and more specifically, identity formation styles. The review highlights the shared definition of achievement…

Target weight achievement and ultrafiltration rate thresholds: potential patient implications.

PubMed

Flythe, Jennifer E; Assimon, Magdalene M; Overman, Robert A

2017-06-02

Higher ultrafiltration (UF) rates and extracellular hypo- and hypervolemia are associated with adverse outcomes among maintenance hemodialysis patients. The Centers for Medicare and Medicaid Services recently considered UF rate and target weight achievement measures for ESRD Quality Incentive Program inclusion. The dual measures were intended to promote balance between too aggressive and too conservative fluid removal. The National Quality Forum endorsed the UF rate measure but not the target weight measure. We examined the proposed target weight measure and quantified weight gains if UF rate thresholds were applied without treatment time (TT) extension or interdialytic weight gain (IDWG) reduction. Data were taken from the 2012 database of a large dialysis organization. Analyses considered 152,196 United States hemodialysis patients. We described monthly patient and dialysis facility target weight achievement patterns and examined differences in patient characteristics across target weight achievement status and differences in facilities across target weight measure scores. We computed the cumulative, theoretical 1-month fluid-related weight gain that would occur if UF rates were capped at 13 mL/h/kg without concurrent TT extension or IDWG reduction. Target weight achievement patterns were stable over the year. Patients who did not achieve target weight (post-dialysis weight ≥ 1 kg above or below target weight) tended to be younger, black and dialyze via catheter, and had shorter dialysis vintage, greater body weight, higher UF rate and more missed treatments compared with patients who achieved target weight. Facilities had, on average, 27.1 ± 9.7% of patients with average post-dialysis weight ≥ 1 kg above or below the prescribed target weight. In adjusted analyses, facilities located in the midwest and south and facilities with higher proportions of black and Hispanic patients and higher proportions of patients with shorter TTs were more likely to

Preschool Predictors of School-Age Academic Achievement in Autism Spectrum Disorder

PubMed Central

Miller, Lauren E.; Burke, Jeffrey D.; Troyb, Eva; Knoch, Kelley; Herlihy, Lauren E.; Fein, Deborah A.

2017-01-01

Objective Characterization of academic functioning in children with autism spectrum disorder (ASD), particularly predictors of achievement, may have important implications for intervention. The current study aimed to characterize achievement profiles, confirm associations between academic ability and concurrent intellectual and social skills, and explore preschool predictors of school-age academic achievement in a sample of children with ASD. Method Children with ASD (N = 26) were evaluated at the approximate ages of two, four, and ten years. Multiple regression was used to predict school-age academic achievement in reading and mathematics from both concurrent (i.e., school-age) and preschool variables. Results Children with ASD demonstrated a weakness in reading comprehension relative to word reading. There was a smaller difference between mathematics skills; math reasoning was lower than numerical operations, but this did not quite reach trend level significance. Concurrent IQ and social skills were associated with school-age academic achievement across domains. Preschool verbal abilities significantly predicted school-age reading comprehension, above and beyond concurrent IQ, and early motor functioning predicted later math skills. Conclusions Specific developmental features of early ASD predict specific aspects of school-age achievement. Early intervention targeting language and motor skills may improve later achievement in this population. PMID:27705180

Higher Education Cooperation Act: Fiscal Year 1997 Grant Allocations.

ERIC Educational Resources Information Center

Illinois State Board of Higher Education, Springfield.

This publication provides individual descriptions of grants allocated by the state of Illinois for aid to higher education for fiscal year 1997 under the provisions of the State Higher Education Cooperation Act. The Act provides funds for interinstitutional grants, minority educational achievement grants, minority articulation program grants,…

Responses of Chinese Higher Education to the Information Society

ERIC Educational Resources Information Center

Cai, Yuzhuo; Guo, Wenge

2006-01-01

Compared to the advanced industrial countries, the use of information technology in Chinese higher education came relatively late. Nevertheless, recent Chinese practices have achieved significant progress in the country's efforts to bridge the digital divide. This article focuses special attention on the responses of Chinese higher education to…

Visual Factors Which Affect Reading Achievement.

ERIC Educational Resources Information Center

Flax, Nathan

The relationship between vision and reading achievement is complex. In this paper, a number of terms relating to vision are defined and some of the limitations of specific measures of vision are discussed. In order to relate vision to reading, it is necessary to segment arbitrarily the continuous process of vision into a series of subsystems, or…

The supplemental instruction program: Student perceptions of the learning environment and impact on student academic achievement in college science at California State University, San Marcos

NASA Astrophysics Data System (ADS)

Hizer, Suzanne Elizabeth

Higher education in science has been criticized and calls to increase student learning and persistence to degree has been recognized as a national problem by the Department of Education, the National Science Foundation, the National Research Council, and the National Academy of Sciences. One mode of academic assistance that may directly address this issue is the implementation of Supplemental Instruction (SI) in science courses. SI is a specific model of academic assistance designed to help students in historically difficult science classes master course content, thus increasing their academic achievement and retention. This study assessed the SI program at California State University, San Marcos, in supported science courses. Specifically, academic achievement based on final course grades were compared between SI participating and nonparticipating students, multiple affective factors were measured at the beginning and end of the semester, and students' perceptions of the classroom and SI session learning environments recorded. Overall, students who attended five or more SI sessions achieved higher final course grades. Students who chose to participate in SI had higher initial levels of responsibility and anxiety. Additionally, SI participants experienced a reduction in anxiety over the semester whereas nonparticipants experienced an increase in anxiety from beginning to the end of the semester. The learning environment of SI embodies higher levels of constructivist principles of active learning such as cooperation, cohesiveness, innovation, and personalization---with one exception for the physics course, which is a based on problem-based learning. Structural equation modeling of variables indicates that high self-efficacy at the end of the semester is directly related to high final course grades; this is mediated by cohesion in the classroom and the cooperation evidenced in SI sessions. These findings are elaborated by student descriptions of what happened in SI

Achieving Canadian Excellence in and for the World: Leveraging Canada's Higher Education and Research

ERIC Educational Resources Information Center

Association of Universities and Colleges of Canada, 2004

2004-01-01

As Canada's opportunities to claim international leadership are assessed, the best prospects lie in a combination of our impressive higher education and research commitments, civic and institutional values, and quality of life. This paper concludes that as an exporting country, the benefits will come in economic growth. As citizens of the world,…

International Higher Education Bibliography.

ERIC Educational Resources Information Center

Lulat, Y. G-M.

1988-01-01

One in a series of bibliographies of articles in international higher education journals lists items on a variety of administrative, financial, faculty, student, curricular, and related issues. Articles on specific geographic regions are categorized separately. (MSE)

Physical education and academic achievement in elementary school: data from the early childhood longitudinal study.

PubMed

Carlson, Susan A; Fulton, Janet E; Lee, Sarah M; Maynard, L Michele; Brown, David R; Kohl, Harold W; Dietz, William H

2008-04-01

We examined the association between time spent in physical education and academic achievement in a longitudinal study of students in kindergarten through fifth grade. We used data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998 to 1999, which employed a multistage probability design to select a nationally representative sample of students in kindergarten (analytic sample = 5316). Time spent in physical education (minutes per week) was collected from classroom teachers, and academic achievement (mathematics and reading) was scored on an item response theory scale. A small but significant benefit for academic achievement in mathematics and reading was observed for girls enrolled in higher amounts (70-300 minutes per week) of physical education (referent: 0-35 minutes per week). Higher amounts of physical education were not positively or negatively associated with academic achievement among boys. Among girls, higher amounts of physical education may be associated with an academic benefit. Physical education did not appear to negatively affect academic achievement in elementary school students. Concerns about adverse effects on achievement may not be legitimate reasons to limit physical education programs.

Correlates of Academic Procrastination and Mathematics Achievement of University Undergraduate Students

ERIC Educational Resources Information Center

Akinsola, Mojeed Kolawole; Tella, Adedeji; Tella, Adeyinka

2007-01-01

Procrastination is now a common phenomenon among students, particularly those at the higher level. And this is doing more harm to their academic achievement than good. Therefore, this study examined the correlates between academic procrastination and mathematics achievement among the university mathematics undergraduate students. The study used a…

Aptitude Tests Versus School Exams as Selection Tools for Higher Education and the Case for Assessing Educational Achievement in Context

ERIC Educational Resources Information Center

Stringer, Neil

2008-01-01

Advocates of using a US-style SAT for university selection claim that it is fairer to applicants from disadvantaged backgrounds than achievement tests because it assesses potential, not achievement, and that it allows finer discrimination between top applicants than GCEs. The pros and cons of aptitude tests in principle are discussed, focusing on…

Study of the Relationship between Study Habits and Academic Achievement of Students: A Case of Spicer Higher Secondary School, India

ERIC Educational Resources Information Center

Siahi, Evans Atsiaya; Maiyo, Julius K.

2015-01-01

The studies on the correlation of academic achievement have paved way for control and manipulation of related variables for quality results in schools. In spite of the facts that schools impart uniform classroom instructions to all students, wide range of difference is observed in their academic achievement. The study sought to determine the…

Motivation and social contexts: a crossnational pilot study of achievement, power, and affiliation motives.

PubMed

Xu, Xiaoyan; Xu, Yangang; Mellor, David; Duan, Liqiong

2012-01-01

Previous research suggests that there is a relationship between social contexts (e.g., economic growth, engagement in wars) and motives within populations. In particular, high achievement motive is associated with subsequent economic growth, which in turn increases power motive. Increased national achievement and power motives have been argued to precede social changes that lead to decreased affiliation motives, and engagement in wars. The present study aimed to examine differences in achievement, power, and affiliation motives between 266 college students in China (a nation with sustained high economic growth) and 255 college students in the USA (a nation with previously strong but now slowing economic growth, and engaged in war). Analysis of personal strivings suggested that Chinese college students showed significantly higher levels of achievement motive than the American college students, but American college students showed significantly higher levels of affiliation motive than Chinese college students. Overall, males exhibited higher achievement motivation than females. No significant interaction effects were found for gender by location for any of the three motives. The findings are discussed in relation to previous research.

Specificity, cross-talk and adaptation in Interferon signaling

NASA Astrophysics Data System (ADS)

Zilman, Anton

Innate immune system is the first line of defense of higher organisms against pathogens. It coordinates the behavior of millions of cells of multiple types, achieved through numerous signaling molecules. This talk focuses on the signaling specificity of a major class of signaling molecules - Type I Interferons - which are also used therapeutically in the treatment of a number of diseases, such as Hepatitis C, multiple sclerosis and some cancers. Puzzlingly, different Interferons act through the same cell surface receptor but have different effects on the target cells. They also exhibit a strange pattern of temporal cross-talk resulting in a serious clinical problem - loss of response to Interferon therapy. We combined mathematical modeling with quantitative experiments to develop a quantitative model of specificity and adaptation in the Interferon signaling pathway. The model resolves several outstanding experimental puzzles and directly affects the clinical use of Type I Interferons in treatment of viral hepatitis and other diseases.

"Feeling" Hierarchy: The Pathway from Subjective Social Status to Achievement

ERIC Educational Resources Information Center

Destin, Mesmin; Richman, Scott; Varner, Fatima; Mandara, Jelani

2012-01-01

The current study tested a psychosocial mediation model of the association between subjective social status (SSS) and academic achievement for youth. The sample included 430 high school students from diverse racial/ethnic and socioeconomic backgrounds. Those who perceived themselves to be at higher social status levels had higher GPAs. As…

Moving from Marketization to Marketing of Higher Education: The Co-Creation of Value in Higher Education

ERIC Educational Resources Information Center

Judson, Kimberly M.; Taylor, Steven A.

2014-01-01

Universities in the United States today often proudly proclaim achievements in student satisfaction across their marketing communications. The marketing promise is that a student will be happy and satisfied upon graduation if tuition dollars are paid to a specific university. Such claims are often supported with promises of greater employability…

Providing Higher Education to Socially Disadvantaged Populations.

ERIC Educational Resources Information Center

Guri-Rosenblit, Sarah

1989-01-01

An examination of the philosophy and implementation of two special programs offered by the Open University of Israel to socially and educationally disadvantaged populations focuses on whether both values of quality and equity can be achieved in higher education. (Author/MSE)

Optimism versus Pessimism and Academic Achievement Evaluation

ERIC Educational Resources Information Center

Harpaz-Itay, Yifat; Kaniel, Shlomo

2012-01-01

This article integrates three central theories of optimism-pessimism (OP). The combination of the shared components of these theories--outcome expectancies, emotions, and behavioral intention--may produce an integrative academic achievement evaluation. Little has been written regarding the differentiation between general and domain-specific OP, a…

Achievement Goals and Achievement Emotions: A Meta-Analysis

ERIC Educational Resources Information Center

Huang, Chiungjung

2011-01-01

This meta-analysis synthesized 93 independent samples (N = 30,003) in 77 studies that reported in 78 articles examining correlations between achievement goals and achievement emotions. Achievement goals were meaningfully associated with different achievement emotions. The correlations of mastery and mastery approach goals with positive achievement…

Strengthening the Management of the Higher Education System in Africa: The Role of a Regional Higher Education Management Information Network System (RHEMINS)

ERIC Educational Resources Information Center

Emetarom, Uche G.; Enyi, Dan

2008-01-01

Contemporary higher education managers, in Africa, seem to have found themselves in a changed environment, with increased and increasing challenges, to operate and achieve success. Although, there is the existence of diversity in the label and typology as well as in the priorities and emphasis among the higher education systems in Africa, there is…

A specific role for serotonin in overcoming effort cost.

PubMed

Meyniel, Florent; Goodwin, Guy M; Deakin, Jf William; Klinge, Corinna; MacFadyen, Christine; Milligan, Holly; Mullings, Emma; Pessiglione, Mathias; Gaillard, Raphaël

2016-11-08

Serotonin is implicated in many aspects of behavioral regulation. Theoretical attempts to unify the multiple roles assigned to serotonin proposed that it regulates the impact of costs, such as delay or punishment, on action selection. Here, we show that serotonin also regulates other types of action costs such as effort. We compared behavioral performance in 58 healthy humans treated during 8 weeks with either placebo or the selective serotonin reuptake inhibitor escitalopram. The task involved trading handgrip force production against monetary benefits. Participants in the escitalopram group produced more effort and thereby achieved a higher payoff. Crucially, our computational analysis showed that this effect was underpinned by a specific reduction of effort cost, and not by any change in the weight of monetary incentives. This specific computational effect sheds new light on the physiological role of serotonin in behavioral regulation and on the clinical effect of drugs for depression. ISRCTN75872983.

Student Satisfaction in Higher Education: A Meta-Analytic Study

ERIC Educational Resources Information Center

Santini, Fernando de Oliveira; Ladeira, Wagner Junior; Sampaio, Claudio Hoffmann; da Silva Costa, Gustavo

2017-01-01

This paper discusses the results of a meta-analysis performed to identify key antecedent and consequent constructs of satisfaction in higher education. We offer an integrated model to achieve a better understanding of satisfaction in the context of higher education. To accomplish this objective, we identified 83 studies that were valid and…

The Economic Value of Higher Teacher Quality. Working Paper 56

ERIC Educational Resources Information Center

Hanushek, Eric A.

2010-01-01

Most analyses of teacher quality end without any assessment of the economic value of altered teacher quality. This paper combines information about teacher effectiveness with the economic impact of higher achievement. It begins with an overview of what is known about the relationship between teacher quality and student achievement, which provides…

Special education and later academic achievement.

PubMed

Ehrhardt, Jennifer; Huntington, Noelle; Molino, Janine; Barbaresi, William

2013-02-01

To determine whether grade at entry to special education is associated with improved reading achievement in children with reading disorders (RD) and whether the effect of grade at entry to special education differs by socioeconomic status (SES). The authors conducted a secondary data analysis using data from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K), a nationally representative cohort of children followed longitudinally from kindergarten through eighth grade (1998-2007). Using data from the fifth grade wave of ECLS-K, the authors identified children with RD (n = 290). The outcome of interest was change in score on the reading achievement test, which was developed by ECLS-K staff, between first and fifth grade. Using multiple linear regression, the authors modeled outcome as a function of a child's grade at entry to special education, controlling for several covariates. Early entry to special education (by first grade vs second or third grade) was associated with larger gains in reading achievement between first and fifth grade (p < .0001). Children who entered special education by first grade versus second grade gained 4.5 more points on the reading achievement test (p < .0001). Children who entered special education by first grade versus third grade gained 1.7 more points on the reading achievement test (p < .0001). There was no difference in the magnitude of gains associated with early entry to special education between children from families of low and higher SES. For children with RD, early entry to special education is associated with improved reading achievement during elementary school.

What factors help or hinder the achievement of low SES students? An international comparison using TIMSS 2011 8th grade science data

NASA Astrophysics Data System (ADS)

Bruner, Justin L.

Focusing on science from a cross-country perspective, this study explores the relationship between 8th grade science achievement and student, teacher, and school characteristics. More specifically, this study will pay special attention to low socio-economic status (SES) students and seek to understand why some disadvantaged students are able to have higher than expected achievement in science given their SES while other disadvantaged students are not able to achieve beyond what would be expected given their background. This study will explore the multi-level relationship between the characteristics of students, their teachers, their schools, and student achievement in science. While looking at students in classrooms and in schools, this work will create as precise as possible a measure of student SES by drawing on recommendations of an expert panel commissioned by the National Association of Educational Progress (NAEP) study. The study uses the most recent cycle (2011) of the Trends in International Math and Science Study (TIMSS), to strategically select a six-country sample from the 45 participating countries. This six-country sample was selected by using the country level achievement and the standard deviation of that achievement. This will create a sample that has a range of equality in achievement and strength in achievement. This allows for making comparisons both across and within countries to better understand variations in the factors of student performance, especially for disadvantaged students. This paper builds on the existing research around socio-economic status (SES) and achievement by exploring in more detail the conditions in schools and classrooms around the world that might magnify or reduce the effect of SES on student achievement. The analysis looks at these questions: "What conditions help low SES students achieve higher than what would be expected given their SES?" and "What conditions hinder low SES students to achieve at or below what would

Academic Effort and Achievement in Science: Beyond a Gendered Relationship

NASA Astrophysics Data System (ADS)

Adamuti-Trache, Maria; Sweet, Robert

2013-12-01

This study employs the 2004 School Achievement Indicators Program (SAIP) data to examine whether academic effort manifested by greater investments in school and homework does result in higher literacy scores in science for Canadian students. The study compares four gender-immigrant profiles: Canadian-born males, immigrant males, Canadian-born females, and immigrant females on their scores on teacher-assigned grades in science and on the SAIP science literacy test, and across a range of dispositions, beliefs, and behaviors suggested in the literature as predictive of achievement in science. Study findings show that Canadian-born students, particularly boys, have higher performance in the science literacy test despite their lower achievement in the science classroom and the least investments of time in doing science homework. In contrast, immigrant female students demonstrate the highest academic effort and achievement in science courses which are not matched by similar results in the science literacy test. We discuss these results in relation to different socialization experiences with science and technology that limit female and immigrant students' abilities to transfer knowledge to new situations that have not been learned in the classroom.

The effects of chronic achievement motivation and achievement primes on the activation of achievement and fun goals.

PubMed

Hart, William; Albarracín, Dolores

2009-12-01

This research examined the hypothesis that situational achievement cues can elicit achievement or fun goals depending on chronic differences in achievement motivation. In 4 studies, chronic differences in achievement motivation were measured, and achievement-denoting words were used to influence behavior. The effects of these variables were assessed on self-report inventories, task performance, task resumption following an interruption, and the pursuit of means relevant to achieving or having fun. Findings indicated that achievement priming (vs. control priming) activated a goal to achieve and inhibited a goal to have fun in individuals with chronically high-achievement motivation but activated a goal to have fun and inhibited a goal to achieve in individuals with chronically low-achievement motivation.

The Effects of Chronic Achievement Motivation and Achievement Primes on the Activation of Achievement and Fun Goals

PubMed Central

Hart, William; Albarracín, Dolores

2013-01-01

This research examined the hypothesis that situational achievement cues can elicit achievement or fun goals depending on chronic differences in achievement motivation. In 4 studies, chronic differences in achievement motivation were measured, and achievement-denoting words were used to influence behavior. The effects of these variables were assessed on self-report inventories, task performance, task resumption following an interruption, and the pursuit of means relevant to achieving or having fun. Findings indicated that achievement priming (vs. control priming) activated a goal to achieve and inhibited a goal to have fun in individuals with chronically high-achievement motivation but activated a goal to have fun and inhibited a goal to achieve in individuals with chronically low-achievement motivation. PMID:19968423

Biomarker progressions explain higher variability in stage-specific cognitive decline than baseline values in Alzheimer disease.

PubMed

Dodge, Hiroko H; Zhu, Jian; Harvey, Danielle; Saito, Naomi; Silbert, Lisa C; Kaye, Jeffrey A; Koeppe, Robert A; Albin, Roger L

2014-11-01

It is unknown which commonly used Alzheimer disease (AD) biomarker values-baseline or progression-best predict longitudinal cognitive decline. 526 subjects from the Alzheimer's Disease Neuroimaging Initiative (ADNI). ADNI composite memory and executive scores were the primary outcomes. Individual-specific slope of the longitudinal trajectory of each biomarker was first estimated. These estimates and observed baseline biomarker values were used as predictors of cognitive declines. Variability in cognitive declines explained by baseline biomarker values was compared with variability explained by biomarker progression values. About 40% of variability in memory and executive function declines was explained by ventricular volume progression among mild cognitive impairment patients. A total of 84% of memory and 65% of executive function declines were explained by fluorodeoxyglucose positron emission tomography (FDG-PET) score progression and ventricular volume progression, respectively, among AD patients. For most biomarkers, biomarker progressions explained higher variability in cognitive decline than biomarker baseline values. This has important implications for clinical trials targeted to modify AD biomarkers. Copyright © 2014 The Alzheimer's Association. Published by Elsevier Inc. All rights reserved.

Cognitive predictors of children's development in mathematics achievement: A latent growth modeling approach.

PubMed

Xenidou-Dervou, Iro; Van Luit, Johannes E H; Kroesbergen, Evelyn H; Friso-van den Bos, Ilona; Jonkman, Lisa M; van der Schoot, Menno; van Lieshout, Ernest C D M

2018-04-24

Research has identified various domain-general and domain-specific cognitive abilities as predictors of children's individual differences in mathematics achievement. However, research into the predictors of children's individual growth rates, namely between-person differences in within-person change in mathematics achievement is scarce. We assessed 334 children's domain-general and mathematics-specific early cognitive abilities and their general mathematics achievement longitudinally across four time-points within the first and second grades of primary school. As expected, a constellation of multiple cognitive abilities contributed to the children's starting level of mathematical success. Specifically, latent growth modeling revealed that WM abilities, IQ, counting skills, nonsymbolic and symbolic approximate arithmetic and comparison skills explained individual differences in the children's initial status on a curriculum-based general mathematics achievement test. Surprisingly, however, only one out of all the assessed cognitive abilities was a unique predictor of the children's individual growth rates in mathematics achievement: their performance in the symbolic approximate addition task. In this task, children were asked to estimate the sum of two large numbers and decide if this estimated sum was smaller or larger compared to a third number. Our findings demonstrate the importance of multiple domain-general and mathematics-specific cognitive skills for identifying children at risk of struggling with mathematics and highlight the significance of early approximate arithmetic skills for the development of one's mathematical success. We argue the need for more research focus on explaining children's individual growth rates in mathematics achievement. © 2018 John Wiley & Sons Ltd.

Students’ Achievement Goals, Learning-Related Emotions and Academic Achievement

PubMed Central

Lüftenegger, Marko; Klug, Julia; Harrer, Katharina; Langer, Marie; Spiel, Christiane; Schober, Barbara

2016-01-01

In the present research, the recently proposed 3 × 2 model of achievement goals is tested and associations with achievement emotions and their joint influence on academic achievement are investigated. The study was conducted with 388 students using the 3 × 2 Achievement Goal Questionnaire including the six proposed goal constructs (task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance) and the enjoyment and boredom scales from the Achievement Emotion Questionnaire. Exam grades were used as an indicator of academic achievement. Findings from CFAs provided strong support for the proposed structure of the 3 × 2 achievement goal model. Self-based goals, other-based goals and task-approach goals predicted enjoyment. Task-approach goals negatively predicted boredom. Task-approach and other-approach predicted achievement. The indirect effects of achievement goals through emotion variables on achievement were assessed using bias-corrected bootstrapping. No mediation effects were found. Implications for educational practice are discussed. PMID:27199836

Have We Achieved a Unified Model of Photoreceptor Cell Fate Specification in Vertebrates?

PubMed Central

Raymond, Pamela A.

2008-01-01

How does a retinal progenitor choose to differentiate as a rod or a cone and, if it becomes a cone, which one of their different subtypes? The mechanisms of photoreceptor cell fate specification and differentiation have been extensively investigated in a variety of animal model systems, including human and non-human primates, rodents (mice and rats), chickens, frogs (Xenopus) and fish. It appears timely to discuss whether it is possible to synthesize the resulting information into a unified model applicable to all vertebrates. In this review we focus on several widely used experimental animal model systems to highlight differences in photoreceptor properties among species, the diversity of developmental strategies and solutions that vertebrates use to create retinas with photoreceptors that are adapted to the visual needs of their species, and the limitations of the methods currently available for the investigation of photoreceptor cell fate specification. Based on these considerations, we conclude that we are not yet ready to construct a unified model of photoreceptor cell fate specification in the developing vertebrate retina. PMID:17466954

Neighborhood Characteristics, Parental Practices and Children’s Math Achievement in Elementary School

PubMed Central

Greenman, Emily; Bodovski, Katerina; Reed, Katherine

2014-01-01

This paper investigates the relationships among neighborhood characteristics, education-related parental practices, and children’s academic achievement during a critical but under-studied stage of children’s educational trajectories – the elementary school years. Using a large, nationally representative database of American elementary school students – the Early Childhood Longitudinal Study – Kindergarten Cohort (ECLS–K) – and contextual data from the 2000 U.S. Census, we examine parental practices and neighborhood characteristics at the beginning of children’s school careers (grades K-1) and their associations with math achievement through the end of the 5th grade. Findings Net of family-level characteristics, higher levels of early education- oriented parental practices were associated with higher mathematics achievement at the end of 5th grade, while neighborhood disadvantage was associated with lower 5th grade math achievement. Families residing in high poverty, high unemployment, low-education neighborhoods employed fewer education- oriented practices with their kindergarten- first grade children, but the positive effect of such parental practices on children’s mathematics achievement was stronger for children who live in disadvantaged neighborhoods. PMID:25125713

Family, school, and community factors and relationships to racial-ethnic attitudes and academic achievement.

PubMed

Smith, Emilie Phillips; Atkins, Jacqueline; Connell, Christian M

2003-09-01

This study examined family, school, and community factors and the relationships to racial-ethnic attitudes and academic achievement among 98 African American fourth-grade children. It has been posited that young people who feel better about their racial-ethnic background have better behavioral and academic outcomes, yet there is a need for more empirical tests of this premise. Psychometric information is reported on measures of parent, teacher, and child racial-ethnic attitudes. Path analysis was used to investigate ecological variables potentially related to children's racial-ethnic attitudes and achievement. Parental education and level of racial-ethnic pride were correlated and both were related to children's achievement though in the final path model, only the path from parental education level was statistically significant. Children whose teachers exhibited higher levels of racial-ethnic trust and perceived fewer barriers due to race and ethnicity evidenced more trust and optimism as well. Children living in communities with higher proportions of college-educated residents also exhibited more positive racial-ethnic attitudes. For children, higher racial-ethnic pride was related to higher achievement measured by grades and standardized test scores, while racial distrust and perception of barriers due to race were related to reduced performance. This study suggests that family, school, and community are all important factors related to children's racial-ethnic attitudes and also to their academic achievement.

Teacher expectations, classroom context, and the achievement gap.

PubMed

McKown, Clark; Weinstein, Rhona S

2008-06-01

In two independent datasets with 1872 elementary-aged children in 83 classrooms, Studies 1 and 2 examined the role of classroom context in moderating the relationship between child ethnicity and teacher expectations. For Study 1 overall and Study 2 mixed-grade classrooms, in ethnically diverse classrooms where students reported high levels of differential teacher treatment (PDT) towards high and low achieving students, teacher expectations of European American and Asian American students were between .75 and 1.00 standard deviations higher than teacher expectations of African American and Latino students with similar records of achievement. In highly diverse low-PDT classrooms in Study 1 and highly diverse low-PDT mixed-grade classrooms in Study 2, teachers held similar expectations for all students with similar records of achievement. Study 3 estimated the contribution of teacher expectations to the year-end ethnic achievement gap in high- and low-bias classrooms. In high-bias classrooms, teacher expectancy effects accounted for an average of .29 and up to .38 standard deviations of the year-end ethnic achievement gap.

Models of job-related stress and personal achievement among consultant doctors.

PubMed

Deary, I J; Blenkin, H; Agius, R M; Endler, N S; Zealley, H; Wood, R

1996-02-01

The antecedents and outcomes of feelings of job-related stress and personal achievement were studied in a large sample of consultant doctors working in Scotland. In a sample of 333 doctors it was found that a tendency to use emotion-oriented coping strategies and negative appraisals of organizational changes in the practice of medicine mediated the effect of the personality dimension of Neuroticism on reported job stress. Job stress levels predicted the degree of 'burnout' experienced by doctors, i.e. their tendencies to be emotionally exhausted by their work and to dehumanize patients. Higher clinical workloads were related to higher levels of stress but also to higher feelings of personal achievement. A substantial proportion of the variance in many of the variables in the stress model was accounted for by a general tendency to experience negative emotions, closely related to Neuroticism; this general factor appeared to be similar to the recently formulated concepts of 'negative affectivity' and 'somatopsychic distress'. The personality factors of Extraversion and Conscientiousness both contributed to positive feelings of personal achievement (N = 344); the effect of Extraversion was direct, whereas the effect of Conscientiousness was mediated by a tendency to use task-oriented coping strategies. Models of the processes of stress and personal achievement were tested for acceptability using the EQS Structural Equations Program. The implications of the models for transactional theories of stress are discussed.

Multiple response optimization for higher dimensions in factors and responses

DOE PAGES

Lu, Lu; Chapman, Jessica L.; Anderson-Cook, Christine M.

2016-07-19

When optimizing a product or process with multiple responses, a two-stage Pareto front approach is a useful strategy to evaluate and balance trade-offs between different estimated responses to seek optimum input locations for achieving the best outcomes. After objectively eliminating non-contenders in the first stage by looking for a Pareto front of superior solutions, graphical tools can be used to identify a final solution in the second subjective stage to compare options and match with user priorities. Until now, there have been limitations on the number of response variables and input factors that could effectively be visualized with existing graphicalmore » summaries. We present novel graphical tools that can be more easily scaled to higher dimensions, in both the input and response spaces, to facilitate informed decision making when simultaneously optimizing multiple responses. A key aspect of these graphics is that the potential solutions can be flexibly sorted to investigate specific queries, and that multiple aspects of the solutions can be simultaneously considered. As a result, recommendations are made about how to evaluate the impact of the uncertainty associated with the estimated response surfaces on decision making with higher dimensions.« less

Submission to the Review of Higher Education Base Funding

ERIC Educational Resources Information Center

Group of Eight (NJ1), 2011

2011-01-01

The Review of Higher Education Base Funding gives Government an historic opportunity to set higher education funding on a sound footing for the future, and to commit the support needed to achieve its important quality and participation goals. There is a significant funding gap, which has led universities to neglect infrastructure and let class…

Behavioral Engagement in Learning and Math Achievement over Kindergarten: A Contextual Analysis

ERIC Educational Resources Information Center

Robinson, Keith; Mueller, Anna S.

2014-01-01

Using nationally representative data on 12,462 kindergarten children, this report examines the link between behavioral engagement and math achievement growth during kindergarten. Multilevel models show that students with higher individual engagement tend to experience larger math achievement growth over kindergarten, that classroom engagement…

EFL Teachers' Perception of University Students' Motivation and ESP Learning Achievement

ERIC Educational Resources Information Center

Dja'far, Veri Hardinansyah; Cahyono, Bambang Yudi; Bashtomi, Yazid

2016-01-01

This research aimed at examining Indonesian EFL Teachers' perception of students' motivation and English for Specific Purposes (ESP) learning achievement. It also explored the strategies applied by teachers based on their perception of students' motivation and ESP learning achievement. This research involved 204 students who took English for…

Predicting Children's Reading and Mathematics Achievement from Early Quantitative Knowledge and Domain-General Cognitive Abilities

PubMed Central

Chu, Felicia W.; vanMarle, Kristy; Geary, David C.

2016-01-01

One hundred children (44 boys) participated in a 3-year longitudinal study of the development of basic quantitative competencies and the relation between these competencies and later mathematics and reading achievement. The children's preliteracy knowledge, intelligence, executive functions, and parental educational background were also assessed. The quantitative tasks assessed a broad range of symbolic and nonsymbolic knowledge and were administered four times across 2 years of preschool. Mathematics achievement was assessed at the end of each of 2 years of preschool, and mathematics and word reading achievement were assessed at the end of kindergarten. Our goals were to determine how domain-general abilities contribute to growth in children's quantitative knowledge and to determine how domain-general and domain-specific abilities contribute to children's preschool mathematics achievement and kindergarten mathematics and reading achievement. We first identified four core quantitative competencies (e.g., knowledge of the cardinal value of number words) that predict later mathematics achievement. The domain-general abilities were then used to predict growth in these competencies across 2 years of preschool, and the combination of domain-general abilities, preliteracy skills, and core quantitative competencies were used to predict mathematics achievement across preschool and mathematics and word reading achievement at the end of kindergarten. Both intelligence and executive functions predicted growth in the four quantitative competencies, especially across the first year of preschool. A combination of domain-general and domain-specific competencies predicted preschoolers' mathematics achievement, with a trend for domain-specific skills to be more strongly related to achievement at the beginning of preschool than at the end of preschool. Preschool preliteracy skills, sensitivity to the relative quantities of collections of objects, and cardinal knowledge predicted

Predicting Children's Reading and Mathematics Achievement from Early Quantitative Knowledge and Domain-General Cognitive Abilities.

PubMed

Chu, Felicia W; vanMarle, Kristy; Geary, David C

2016-01-01

One hundred children (44 boys) participated in a 3-year longitudinal study of the development of basic quantitative competencies and the relation between these competencies and later mathematics and reading achievement. The children's preliteracy knowledge, intelligence, executive functions, and parental educational background were also assessed. The quantitative tasks assessed a broad range of symbolic and nonsymbolic knowledge and were administered four times across 2 years of preschool. Mathematics achievement was assessed at the end of each of 2 years of preschool, and mathematics and word reading achievement were assessed at the end of kindergarten. Our goals were to determine how domain-general abilities contribute to growth in children's quantitative knowledge and to determine how domain-general and domain-specific abilities contribute to children's preschool mathematics achievement and kindergarten mathematics and reading achievement. We first identified four core quantitative competencies (e.g., knowledge of the cardinal value of number words) that predict later mathematics achievement. The domain-general abilities were then used to predict growth in these competencies across 2 years of preschool, and the combination of domain-general abilities, preliteracy skills, and core quantitative competencies were used to predict mathematics achievement across preschool and mathematics and word reading achievement at the end of kindergarten. Both intelligence and executive functions predicted growth in the four quantitative competencies, especially across the first year of preschool. A combination of domain-general and domain-specific competencies predicted preschoolers' mathematics achievement, with a trend for domain-specific skills to be more strongly related to achievement at the beginning of preschool than at the end of preschool. Preschool preliteracy skills, sensitivity to the relative quantities of collections of objects, and cardinal knowledge predicted

Hyper-Achievement, Perfection, and College Student Resilience

ERIC Educational Resources Information Center

Eells, Gregory T.

2017-01-01

Over the past decade, there has been considerable attention given to college students' experience of pressure to pursue perfection through hyper-achievement and the psychological and emotional toll this process takes on them. The popular press has highlighted this phenomenon and raised specific questions about some of the related consequences like…

Early Adolescents' Enjoyment Experienced in Learning Situations at School and Its Relation to Student Achievement

ERIC Educational Resources Information Center

Hagenauer, Gerda; Hascher, Tina

2014-01-01

While many studies confirm that positive emotions, including enjoyment, lead to better student achievement, less empirical evidence exists about possible mediator variables that link achievement to enjoyment. It is proposed that achievement and enjoyment form a circular dependency; enjoyment in learning leads to higher achievement but a degree of…

Association Between NRAS and BRAF Mutational Status and Melanoma-Specific Survival Among Patients With Higher-Risk Primary Melanoma.

PubMed

Thomas, Nancy E; Edmiston, Sharon N; Alexander, Audrey; Groben, Pamela A; Parrish, Eloise; Kricker, Anne; Armstrong, Bruce K; Anton-Culver, Hoda; Gruber, Stephen B; From, Lynn; Busam, Klaus J; Hao, Honglin; Orlow, Irene; Kanetsky, Peter A; Luo, Li; Reiner, Anne S; Paine, Susan; Frank, Jill S; Bramson, Jennifer I; Marrett, Lorraine D; Gallagher, Richard P; Zanetti, Roberto; Rosso, Stefano; Dwyer, Terence; Cust, Anne E; Ollila, David W; Begg, Colin B; Berwick, Marianne; Conway, Kathleen

2015-06-01

, sex, site, American Joint Committee on Cancer (AJCC) tumor stage, TIL grade, and study center. However, melanoma-specific survival was significantly poorer for higher-risk (T2b or higher stage) tumors with NRAS (2.9 [1.1-7.7]) or BRAF (3.1 [1.2-8.5]) mutations (P = .04) but not for lower-risk (T2a or lower) tumors with NRAS (0.9 [0.3-3.0]) or BRAF (0.6 [0.2-1.7]) (P = .65), as adjusted for age, sex, site, AJCC tumor stage, TIL grade, and study center. Lower TIL grade for NRAS+ melanoma suggests it has a more immunosuppressed microenvironment, which may affect its response to immunotherapies. The approximate 3-fold increased risk of death for higher-risk tumors harboring NRAS or BRAF mutations after adjusting for other prognostic factors compared with WT melanomas indicates that the prognostic implication of these mutations deserves further investigation, particularly in higher–AJCC stage primary melanomas.

Longitudinal study of low and high achievers in early mathematics.

PubMed

Navarro, Jose I; Aguilar, Manuel; Marchena, Esperanza; Ruiz, Gonzalo; Menacho, Inmaculada; Van Luit, Johannes E H

2012-03-01

Longitudinal studies allow us to identify, which specific maths skills are weak in young children, and whether there is a continuing weakness in these areas throughout their school years. This 2-year study investigated whether certain socio-demographic variables affect early mathematical competency in children aged 5-7 years. A randomly selected sample of 127 students (64 female; 63 male) participated. At the start of the study, the students were approximately 5 years old (M= 5.2; SD= 0.28; range = 4.5-5.8). The students were assessed using the Early Numeracy Test and then allocated to a high (n= 26), middle (n= 76), or low (n= 25) achievers group. The same children were assessed again with the Early Numeracy Test at 6 and 7 years old, respectively. Eight socio-demographic characteristics were also evaluated: family model, education of the parent(s), job of the parent(s), number of family members, birth order, number of computers at home, frequency of teacher visits, and hours watching television. Early Numeracy Test scores were more consistent for the high-achievers group than for the low-achievers group. Approximately 5.5% of low achievers obtained low scores throughout the study. A link between specific socio-demographic characteristics and early achievement in mathematics was only found for number of computers at home. The level of mathematical ability among students aged 5-7 years remains relatively stable regardless of the initial level of achievement. However, early screening for mathematics learning disabilities could be useful in helping low-achieving students overcome learning obstacles. ©2011 The British Psychological Society.

Drinking, smoking, and educational achievement: Cross-lagged associations from adolescence to adulthood

PubMed Central

Latvala, Antti; Rose, Richard J.; Pulkkinen, Lea; Dick, Danielle M.; Korhonen, Tellervo; Kaprio, Jaakko

2014-01-01

Background Adolescent substance use is associated with lower educational achievement but the directionality of the association remains uncertain. We analyzed data on drinking, smoking and educational achievement to study the associations between substance use and education from early adolescence to young adulthood. Methods Longitudinal data from four time points (ages 12, 14, 17, and 19-27 years) from a population-based cohort study of Finnish twin individuals were used to estimate bivariate cross-lagged path models for substance use and educational achievement, adjusting for sex, parental covariates, and adolescent externalizing behavior. A total of 4,761 individuals (49.4% females) were included in the analyses. Educational achievement was assessed with teacher-reported grade point average at ages 12 and 14, and with self-reported student status and completed education at age 17 and in young adulthood. From self-reported questionnaire items, frequency of any drinking, frequency of drinking to intoxication, any smoking and daily smoking were analyzed. Results Alcohol use and smoking behaviors at ages 12 and 14 predicted lower educational achievement at later time points even after previous achievement and confounding factors were taken into account. Lower school achievement in adolescence predicted a higher likelihood of engaging in smoking behaviors but did not predict later alcohol use. Higher educational attainment at age 17 predicted more frequent drinking in young adulthood. Conclusions Adolescent drinking behaviors are associated with lower future educational achievement independently of prior achievement, whereas smoking both predicts and is predicted by lower achievement. Early substance use indexes elevated risk for poor educational outcomes. PMID:24548801

The Building Blocks of Success: Higher-Level Math for All Students. Achieve Policy Brief

ERIC Educational Resources Information Center

Achieve, Inc., 2008

2008-01-01

High schools may still be anchored to 20th century expectations, but what are the critical guideposts for a 21st century high school education? There are many specific skills and competencies that young people will need to succeed, but more than particular skills, they will need the cognitive capacity to educate themselves throughout their entire…

Higher Education Regulations Study: Preliminary Findings

ERIC Educational Resources Information Center

Advisory Committee on Student Financial Assistance, 2011

2011-01-01

In the "Higher Education Opportunity Act" of 2008, Congress charged the Advisory Committee on Student Financial Assistance with conducting a review and analysis of regulations affecting higher education, to determine the extent to which regulations are overly burdensome and need to be streamlined, improved, or eliminated. Specifically,…

Higher Education Regulations Study: Final Report

ERIC Educational Resources Information Center

Advisory Committee on Student Financial Assistance, 2011

2011-01-01

In the "Higher Education Opportunity Act" of 2008, Congress charged the Advisory Committee on Student Financial Assistance with conducting a review and analysis of regulations affecting higher education to determine the extent to which regulations are overly burdensome and need to be streamlined, improved, or eliminated. Specifically, Congress…

The Effect of School-Specific Parenting Processes on Academic Achievement in Adolescence and Young Adulthood

ERIC Educational Resources Information Center

Gordon, Mellissa S.; Cui, Ming

2012-01-01

There is inconsistency in the current literature regarding the association between dimensions of parenting processes and academic achievement for adolescents. Further, few studies have extended such an association into young adulthood. In this study, we examined the effect of three dimensions of parenting processes, including school-specific…

Mismatch cleavage by single-strand specific nucleases

PubMed Central

Till, Bradley J.; Burtner, Chris; Comai, Luca; Henikoff, Steven

2004-01-01

We have investigated the ability of single-strand specific (sss) nucleases from different sources to cleave single base pair mismatches in heteroduplex DNA templates used for mutation and single-nucleotide polymorphism analysis. The TILLING (Targeting Induced Local Lesions IN Genomes) mismatch cleavage protocol was used with the LI-COR gel detection system to assay cleavage of amplified heteroduplexes derived from a variety of induced mutations and naturally occurring polymorphisms. We found that purified nucleases derived from celery (CEL I), mung bean sprouts and Aspergillus (S1) were able to specifically cleave nearly all single base pair mismatches tested. Optimal nicking of heteroduplexes for mismatch detection was achieved using higher pH, temperature and divalent cation conditions than are routinely used for digestion of single-stranded DNA. Surprisingly, crude plant extracts performed as well as the highly purified preparations for this application. These observations suggest that diverse members of the S1 family of sss nucleases act similarly in cleaving non-specifically at bulges in heteroduplexes, and single-base mismatches are the least accessible because they present the smallest single-stranded region for enzyme binding. We conclude that a variety of sss nucleases and extracts can be effectively used for high-throughput mutation and polymorphism discovery. PMID:15141034

Virus-mimetic polyplex particles for systemic and inflammation-specific targeted delivery of large genetic contents.

PubMed

Kang, S; Lu, K; Leelawattanachai, J; Hu, X; Park, S; Park, T; Min, I M; Jin, M M

2013-11-01

Systemic and target-specific delivery of large genetic contents has been difficult to achieve. Although viruses effortlessly deliver kilobase-long genome into cells, its clinical use has been hindered by serious safety concerns and the mismatch between native tropisms and desired targets. Nonviral vectors, in contrast, are limited by low gene transfer efficiency and inherent cytotoxicity. Here we devised virus-mimetic polyplex particles (VMPs) based on electrostatic self-assembly among polyanionic peptide (PAP), cationic polymer polyethyleneimine (PEI) and nucleic acids. We fused PAP to the engineered ligand-binding domain of integrin αLβ2 to target intercellular adhesion molecule-1 (ICAM-1), an inducible marker of inflammation. Fully assembled VMPs packaged large genetic contents, bound specifically to target molecules, elicited receptor-mediated endocytosis and escaped endosomal pathway, resembling intracellular delivery processes of viruses. Unlike conventional PEI-mediated transfection, molecular interaction-dependent gene delivery of VMPs was unaffected by the presence of serum and achieved higher efficiency without toxicity. By targeting overexpressed ICAM-1, VMPs delivered genes specifically to inflamed endothelial cells and macrophages both in vitro and in vivo. Simplicity and versatility of the platform and inflammation-specific delivery may open up opportunities for multifaceted gene therapy that can be translated into the clinic and treat a broad range of debilitating immune and inflammatory diseases.

Assuring Academic Achievement Standards: From Moderation to Calibration

ERIC Educational Resources Information Center

Sadler, D. Royce

2013-01-01

The course (module) grades entered on higher education academic records (transcripts) purportedly represent substantive levels of student achievement. They are often taken at face value and accepted as comparable across courses. Research undertaken over several decades has shown that the underlying standards against which student works are…

Research on the Coordinative Development of Regional Higher Education and Economy

ERIC Educational Resources Information Center

Hong, Yingjun

2012-01-01

In the current society, economic development in any region has to rely on higher education. Conversely, higher education cannot do without regional economic development in order to achieve greater progress in scale and level. Starting with the function of higher education in Wenzhou, this paper analyzes the reality and problems in Wenzhou's higher…

Management and Accounting in English Higher Education Influenced by Environmental and Academia-Specific Factors

ERIC Educational Resources Information Center

von Alberti-Alhtaybat, Larissa; Al-Htaybat, Khaldoon; Hutaibat, Khaled

2012-01-01

This article originates from a longitudinal study of management and accounting practices in the English higher education sector. The processes of strategic management and strategic management accounting in several English higher education institutions were investigated, from planning to assessment, and their meaning to members of staff. The study…

Learning Autonomy: Higher Education Reform in Kazakhstan

ERIC Educational Resources Information Center

Hartley, Matthew; Gopaul, Bryan; Sagintayeva, Aida; Apergenova, Renata

2016-01-01

Higher education is a key economic and social priority in the global arena. Many countries have sought to advance reforms aimed at increasing access, promoting greater educational quality, and ensuring financial responsibility and sustainability. Often, strategies for achieving these aims are informed by experiences elsewhere. However,…

The Achievement Ideology and Whiteness: "Achieving Whiteness" or "Achieving Middle Class?"

ERIC Educational Resources Information Center

Allen, Ricky Lee

Over the past few decades, social reproduction theorists have criticized achievement ideology as a dominant and dominating myth that hides the true nature of class immobility. Social reproductionists' primary criticism of achievement ideology is that it blinds the working class, regardless of race or gender, to the possibilities of collective…

Preschool Executive Functioning Abilities Predict Early Mathematics Achievement

ERIC Educational Resources Information Center

Clark, Caron A. C.; Pritchard, Verena E.; Woodward, Lianne J.

2010-01-01

Impairments in executive function have been documented in school-age children with mathematical learning difficulties. However, the utility and specificity of preschool executive function abilities in predicting later mathematical achievement are poorly understood. This study examined linkages between children's developing executive function…

The Associations between Adiposity, Cognitive Function, and Achievement in Children.

PubMed

Raine, Lauren; Drollette, Eric; Kao, Shih-Chun; Westfall, Daniel; Chaddock-Heyman, Laura; Kramer, Arthur F; Khan, Naiman; Hillman, Charles

2018-04-27

Although obesity has been related to measures of academic achievement and cognition in children, the influence of fat distribution, specifically visceral adiposity, on select aspects of achievement and cognitive function remains poorly characterized among preadolescent children. The aim of this study was to evaluate the relation of adiposity, particularly visceral adipose tissue, on achievement and cognitive function among children. Children with obesity (ages 7-9 years old, N= 55, 35 females) completed cognitive and academic tests. Normal weight children (N= 55, 35 females) were matched to this group on demographic characteristics and aerobic fitness. Covariate analyses included age, Brief Intellectual Ability (BIA), SES, and fat free VO2 (VO2 peak adjusted for lean mass; ml/kg lean/min). Adiposity (i.e., whole body percent fat, subcutaneous abdominal adipose tissue (SAAT), and visceral adipose tissue (VAT)) was assessed using dual energy X-ray absorptiometry. The results of this study revealed that, relative to their normal weight counterparts, children with obesity had significantly lower performance on tests of reading and math. Analyses revealed that among children with obesity, %Fat and SAAT were not related to cognitive abilities. However, higher VAT was associated with poorer intellectual abilities, p's≤0.04; and cognitive performance (i.e. Thinking Ability and Cognitive Efficiency), p's≤0.04. However, among normal weight children, VAT was positively associated with intellectual abilities and cognitive efficiency. In conclusion, the results suggest that VAT was selectively and negatively related with cognition among children with obesity. Along with the dangerous metabolic nature of VAT, its detrimental relationship with obese children's intellectual and cognitive functioning is concerning.

Guided Learning at Workstations about Drug Prevention with Low Achievers in Science Education

ERIC Educational Resources Information Center

Thomas, Heyne; Bogner, Franz X.

2012-01-01

Our study focussed on the cognitive achievement potential of low achieving eighth graders, dealing with drug prevention (cannabis). The learning process was guided by a teacher, leading this target group towards a modified learning at workstations which is seen as an appropriate approach for low achievers. We compared this specific open teaching…

Personality, Motivation, and Math Achievement Among Turkish Students.

PubMed

Akben-Selcuk, Elif

2017-04-01

Using the Turkish portion of the Programme for International Student Assessment dataset ( N = 4,848; 51% boys, 49% girls; age, M = 15.81 years, SD = 0.28), this study investigated factors associated with mathematics achievement among Turkish students. Three different models were estimated using the method of balanced repeated replication with Fay's method and taking into account the presence of five plausible values of the dependent variable. Results showed that male students and older students had better mathematics proficiency. Socio-economic status and school resources also played a significant role in explaining student achievement in mathematics. Finally, students who were more open to problem solving, who attributed their failure to external factors, and who were intrinsically motivated to learn mathematics achieved higher scores. Policy implications are provided.

A computer-based measure of resultant achievement motivation.

PubMed

Blankenship, V

1987-08-01

Three experiments were conducted to develop a computer-based measure of individual differences in resultant achievement motivation (RAM) on the basis of level-of-aspiration, achievement motivation, and dynamics-of-action theories. In Experiment 1, the number of atypical shifts and greater responsiveness to incentives on 21 trials with choices among easy, intermediate, and difficult levels of an achievement-oriented game were positively correlated and were found to differentiate the 62 subjects (31 men, 31 women) on the amount of time they spent at a nonachievement task (watching a color design) 1 week later. In Experiment 2, test-retest reliability was established with the use of 67 subjects (15 men, 52 women). Point and no-point trials were offered in blocks, with point trials first for half the subjects and no-point trials first for the other half. Reliability was higher for the atypical-shift measure than for the incentive-responsiveness measure and was higher when points were offered first. In Experiment 3, computer anxiety was manipulated by creating a simulated computer breakdown in the experimental condition. Fifty-nine subjects (13 men, 46 women) were randomly assigned to the experimental condition or to one of two control conditions (an interruption condition and a no-interruption condition). Subjects with low RAM, as demonstrated by a low number of typical shifts, took longer to choose the achievement-oriented task, as predicted by the dynamics-of-action theory. The difference was evident in all conditions and most striking in the computer-breakdown condition. A change of focus from atypical to typical shifts is discussed.

Long-Term Follow Up of CSRP: Understanding Students' Academic Achievement Post-Treatment

ERIC Educational Resources Information Center

Lennon, Jaclyn M.; Li-Grining, Christine; Raver, C. Cybele; Pess, Rachel A.

2011-01-01

In this poster presentation, the authors examine the impact of Chicago School Readiness Project (CSRP) on students' academic achievement in elementary school. First, they provide upper- and lower-bound estimates of the impact of CSRP on students' academic achievement, taking into account their subsequent nonrandom selection into higher versus…

Leistungsmessung im Sprachunterricht: Positionspapier (Measuring Achievement in Language Instruction: A Position Paper).

ERIC Educational Resources Information Center

Schrand, Heinrich, Ed.

This position paper on the measurement of achievement in language instruction contains nine articles by leading authorities. Three articles, written in German, cover: (1) testing: necessities and dangers, (2) supervision and evaluation of oral achievement in certification examinations, and (3) development of a higher level of an adult education…

Using Composite Metrics to Measure Student Diversity in Higher Education

ERIC Educational Resources Information Center

McLaughlin, Jacqueline E.; McLaughlin, Gerald W.; McLaughlin, Josetta

2015-01-01

The role and impact of diversity in higher education has permeated conversations about student access and achievement for many years. Language articulated by various courts suggests that higher education policies should reflect a broad conceptualisation of diversity beyond that of the magnitude and proportion of race and ethnicity, yet…

Who Benefits from the Massification of Higher Education in Taiwan?

ERIC Educational Resources Information Center

Prudence, Chou Chuing; Li-Tien, Wang

2012-01-01

The objectives of expanding higher education are to foster advanced personnel and realize the concept of achieving equal access to education. The problems created by the expansion of higher education in many countries, including Taiwan, in fact indicate a divergence from originally anticipated objectives. Such problems include the uneven…

Boosting K-12 Student Achievement: How Corporate America and Higher Ed Can Help. Forum Focus. Fall 2006

ERIC Educational Resources Information Center

Ehrlich, Jenifer, Ed.

2006-01-01

"Forum Focus" was a semi-annual magazine of the Business-Higher Education Forum (BHEF) that featured articles on the role of business and higher education on significant issues affecting the P-16 education system. The magazine typically focused on themes featured at the most recently held semi-annual Forum meeting at the time of…

Early childhood trajectories of separation anxiety: Bearing on mental health, academic achievement, and physical health from mid-childhood to preadolescence.

PubMed

Battaglia, Marco; Garon-Carrier, Gabrielle; Côté, Sylvana M; Dionne, Ginette; Touchette, Evelyne; Vitaro, Frank; Tremblay, Richard E; Boivin, Michel

2017-10-01

Separation anxiety disorder is the most prevalent childhood anxiety condition, but no study assessed children for separation anxiety at preschool age and followed them longitudinally and directly until mid-childhood/early adolescence. Multi-informant (children, teachers, family), multipoint (at age 8, 10, 12, 13) assessments of 1,290 children of the Quebec Longitudinal Study of Child Development, who had been categorized between age 1.5 and 6 into four specific separation anxiety trajectories (1, low-persistent; 2, low-increasing; 3, high-decreasing, and the less common: 4, high-increasing) by growth mixture modeling. Participants in the high-increasing trajectory were compared to participants in the other three trajectories for: (a) child's internalizing and externalizing problem behavior; (b) physical health; (c) academic achievement; (d) maternal anxiety. Multivariate analyses of variance/covariance at separate time points showed the high-increasing trajectory mostly associated with: (a) higher internalizing, but not externalizing, behavior; (b) worse academic achievement (most consistently by comparisons to the normative low-persistent trajectory; (c) higher rates of maternal panic/agoraphobic anxiety; (d) worse physical health (most consistently by comparisons to the low-persistent trajectory). The high-increasing trajectory had twofold to threefold higher incidences of physical illnesses than the normative low-persistent group; this was specific for headaches at age 12 years, chronic asthma at age 10 and 13, and having received asthma-related medication during the past 12 months. High-increasing separation anxiety in preschool maintains longitudinal relationships to independent health and academic outcomes, at least until preadolescence. This knowledge can inform the deployment of clinical resources at the earlier signs of the more impairing manifestations. © 2017 Wiley Periodicals, Inc.

Functional brain organization of working memory in adolescents varies in relation to family income and academic achievement.

PubMed

Finn, Amy S; Minas, Jennifer E; Leonard, Julia A; Mackey, Allyson P; Salvatore, John; Goetz, Calvin; West, Martin R; Gabrieli, Christopher F O; Gabrieli, John D E

2017-09-01

Working memory (WM) capacity reflects executive functions associated with performance on a wide range of cognitive tasks and education outcomes, including mathematics achievement, and is associated with dorsolateral prefrontal and parietal cortices. Here we asked if family income is associated with variation in the functional brain organization of WM capacity among adolescents, and whether that variation is associated with performance on a statewide test of academic achievement in mathematics. Participants were classified into higher-income and lower-income groups based on family income, and performed a WM task with a parametric manipulation of WM load (N-back task) during functional magnetic resonance imaging (fMRI). Behaviorally, the higher-income group had greater WM capacity and higher mathematics achievement scores. Neurally, the higher-income group showed greater activation as a function of WM load in bilateral prefrontal, parietal, and other regions, although the lower-income group exhibited greater activation at the lowest load. Both groups exhibited positive correlations between parietal activations and mathematics achievement scores, but only the higher-income group exhibited a positive correlation between prefrontal activations and mathematics scores. Most of these findings were maintained when higher- and lower-income groups were matched on WM task performance or nonverbal IQ. Findings indicate that the functional neural architecture of WM varies with family income and is associated with education measures of mathematics achievement. © 2016 John Wiley & Sons Ltd.

Involvement in Learning for Low-Achieving Students.

ERIC Educational Resources Information Center

Richman, Barbara Smey

This resource document is one of a series of nine resource documents, each of which addresses a separate factor in the "Assessment of School Needs for Low-Achieving Students" survey that can help determine a student's academic success and each of which contains information that responds to specific survey items. This document addresses the factor…

Robotics and Children: Science Achievement and Problem Solving.

ERIC Educational Resources Information Center

Wagner, Susan Preston

1999-01-01

Compared the impact of robotics (computer-powered manipulative) to a battery-powered manipulative (novelty control) and traditionally taught science class on science achievement and problem solving of fourth through sixth graders. Found that the robotics group had higher scores on programming logic-problem solving than did the novelty control…

Personal Goals and Academic Achievement among Theology Students

ERIC Educational Resources Information Center

Litmanen, Topi; Hirsto, Laura; Lonka, Kirsti

2010-01-01

Studying in higher education requires long-term commitment. Previous studies have shown that commitment, perceived competence, intrinsic motivation and work-life orientation are positively related to academic achievement. This study examines the kinds of goals theology students have at the beginning of studies, and whether these goals are related…

Achievement as Resistance: The Development of a Critical Race Achievement Ideology among Black Achievers

ERIC Educational Resources Information Center

Carter, Dorinda J.

2008-01-01

In this article, Dorinda Carter examines the embodiment of a critical race achievement ideology in high-achieving black students. She conducted a yearlong qualitative investigation of the adaptive behaviors that nine high-achieving black students developed and employed to navigate the process of schooling at an upper-class, predominantly white,…

Your Co-author Received 150 Citations: Pride, but Not Envy, Mediates the Effect of System-Generated Achievement Messages on Motivation.

PubMed

Utz, Sonja; Muscanell, Nicole L

2018-01-01

ResearchGate, a social network site for academics, prominently displays the achievements of people one follows ("With 150 new reads, X was the most read author from their institute"). The goal of this paper was to examine the emotional and motivational effects of these system-generated messages, thereby extending prior research on envy-evoking status updates on Facebook to a professional context. We also extend the research on social comparisons and more broadly, on emotional responses elicited by social media. Specifically, social media research has largely focused on examining emotional reactions to content that is both generated by and is about others. In this research we directly examine updates generated by the system (ResearchGate) while also directly comparing reactions to updates about others' achievements with reactions to updates that are about the self-i.e., one's personal achievements which are also displayed on ResearchGate ("With 150 new reads, you were the most read author from your institute"). Particular attention was paid to the mediating role of envy and pride. The results of our quasi-experimental field study ( n = 419) showed that the achievements of others elicited envy, whereas personal achievements elicited pride. People exposed to their personal achievements (vs. the achievement of others) showed a higher motivation to work harder. This effect was mediated by pride, but not envy. The theoretical and practical implications of these findings are discussed.

Bridging the gap: the roles of social capital and ethnicity in medical student achievement.

PubMed

Vaughan, Suzanne; Sanders, Tom; Crossley, Nick; O'Neill, Paul; Wass, Val

2015-01-01

Within medical education, there is a discrepancy between the achievement level of White students and that of their ethnic minority peers. The processes underlying this disparity have not been adequately investigated or explained. This study utilises social network analysis to investigate the impact of relationships on medical student achievement by ethnicity, specifically by examining homophily (the tendency to interact with others in the same group) by ethnicity, age and role. Data from a cross-sectional social network study conducted in one UK medical school are presented and are analysed alongside examination records obtained from the medical school. Participants were sampled across the four hospital placement sites; a total of 158 medical students in their clinical phase (Years 3 and 4) completed the survey. The research was designed and analysed using social capital theory. Although significant patterns of ethnic and religious homophily emerged, no link was found between these factors and achievement. Interacting with problem-based learning (PBL) group peers in study-related activities, and having seniors in a wider academic support network were directly linked to better achievement. Students in higher academic quartiles were more likely to be named by members of their PBL group in study activities and to name at least one tutor or clinician in their network. Students from lower-achieving groups were least likely to have the social capital enabling, and resulting from, interactions with members of more expert social groups. Lower levels of the social capital that mediates interaction with peers, tutors and clinicians may be the cause of underperformance by ethnic minority students. Because of ethnic homophily, minority students may be cut off from potential and actual resources that facilitate learning and achievement. © 2014 John Wiley & Sons Ltd.

Learn Smart: Missouri Department of Higher Education FY 2002 Annual Report.

ERIC Educational Resources Information Center

Missouri State Dept. of Higher Education, Jefferson City.

This annual report tells of educators and administrators in Missouri working through serious economic challenges to achieve the most important goals of higher education: increased economic growth, more educational opportunity, and achievement and improved quality. Data in this report show that public colleges and universities have reduced expenses…

Exploring the relations among physical fitness, executive functioning, and low academic achievement.

PubMed

de Bruijn, A G M; Hartman, E; Kostons, D; Visscher, C; Bosker, R J

2018-03-01

Physical fitness seems to be related to academic performance, at least when taking the role of executive functioning into account. This assumption is highly relevant for the vulnerable population of low academic achievers because their academic performance might benefit from enhanced physical fitness. The current study examined whether physical fitness and executive functioning are independent predictors of low mathematics and spelling achievement or whether the relation between physical fitness and low achievement is mediated by specific executive functions. In total, 477 students from second- and third-grade classes of 12 primary schools were classified as either low or average-to-high achievers in mathematics and spelling based on their scores on standardized achievement tests. Multilevel structural equation models were built with direct paths between physical fitness and academic achievement and added indirect paths via components of executive functioning: inhibition, verbal working memory, visuospatial working memory, and shifting. Physical fitness was only indirectly related to low achievement via specific executive functions, depending on the academic domain involved. Verbal working memory was a mediator between physical fitness and low achievement in both domains, whereas visuospatial working memory had a mediating role only in mathematics. Physical fitness interventions aiming to improve low academic achievement, thus, could potentially be successful. The mediating effect of executive functioning suggests that these improvements in academic achievement will be preceded by enhanced executive functions, either verbal working memory (in spelling) or both verbal and visuospatial working memory (in mathematics). Copyright © 2017 Elsevier Inc. All rights reserved.

The Achievement Gap in Reading: Complex Causes, Persistent Issues, Possible Solutions

ERIC Educational Resources Information Center

Horowitz, Rosalind, Ed.; Samuels, S. Jay, Ed.

2017-01-01

In this volume prominent scholars, experts in their respective fields and highly skilled in the research they conduct, address educational and reading research from varied perspectives and address what it will take to close the achievement gap--with specific attention to reading. The achievement gap is redefined as a level at which all groups can…

Working in Higher Education in France Today: A Specific Challenge for Women

ERIC Educational Resources Information Center

Devineau, Sophie; Couvry, Camille; Féliu, François; Renard, Anaïs

2018-01-01

By 2017, French higher education had undergone a dramatic restructuration following the Bologna process twenty years earlier which impact all the European universities (Rüegg, 2010), and the implementation of the French LRU in 2007 (Stavrou, 2017). Some studies examined this new model's effect on university academics through international or…

Maximizing Student Achievement: Using Student-Centered Learning

ERIC Educational Resources Information Center

Johnson, William L.; Johnson, Annabel M.; Johnson, Jared W.

2017-01-01

The document is from a featured presentation at the 2017 annual conference of the Science Teachers Association of Texas (STAT) in Houston, Texas, November 9-11, 2017. When educators discuss student achievement, it is rare not to hear names like Robert Marzano and John Hattie. Both have clear, specific, and concrete strategies teachers can use to…

Higher Learning for Citizenship. Twenty-Eighth Annual Earl V. Pullias Lecture Series in Higher Education. Fall 2005

ERIC Educational Resources Information Center

Hurtado, Sylvia

2005-01-01

The Pullias Lecture provided an excellent and important opportunity to articulate the vision related to the author's research and work with campuses across the country. She chose the title of the lecture, "Higher Learning for Citizenship," because of her concern about the role that higher education plays in the society. Specifically, how do…

Student Engagement in South African Higher Education

ERIC Educational Resources Information Center

Wawrzynski, Matthew R.; Heck, Ashleigh M.; Remley, Christopher T.

2012-01-01

The relationship between student engagement and student outcome achievement is well documented in the higher education literature for US students and has recently gained traction for students in other countries such as Australia, New Zealand, Malaysia, and England. Yet, few studies have examined this relationship in countries with evolving or…

Executive Function as a Mediator between SES and Academic Achievement throughout Childhood

ERIC Educational Resources Information Center

Lawson, Gwendolyn M.; Farah, Martha J.

2017-01-01

Childhood socioeconomic status (SES), as measured by parental education and family income, is highly predictive of academic achievement, but little is known about how specific cognitive systems shape SES disparities in achievement outcomes. This study investigated the extent to which executive function (EF) mediated associations between parental…

Values Affirmation Intervention Reduces Achievement Gap between Underrepresented Minority and White Students in Introductory Biology Classes.

PubMed

Jordt, Hannah; Eddy, Sarah L; Brazil, Riley; Lau, Ignatius; Mann, Chelsea; Brownell, Sara E; King, Katherine; Freeman, Scott

2017-01-01

Achievement gaps between underrepresented minority (URM) students and their white peers in college science, technology, engineering, and mathematics classrooms are persistent across many white-majority institutions of higher education. Attempts to reduce this phenomenon of underperformance through increasing classroom structure via active learning have been partially successful. In this study, we address the hypothesis that the achievement gap between white and URM students in an undergraduate biology course has a psychological and emotional component arising from stereotype threat. Specifically, we introduced a values affirmation exercise that counters stereotype threat by reinforcing a student's feelings of integrity and self-worth in three iterations of an intensive active-learning college biology course. On average, this exercise reduced the achievement gap between URM and white students who entered the course with the same incoming grade point average. This result suggests that achievement gaps resulting from the underperformance of URM students could be mitigated by providing students with a learning environment that removes psychological and emotional impediments of performance through short psychosocial interventions. © 2017 H. Jordt et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

On Subject Variations in Achievement Motivations: A Study in Business Subjects

ERIC Educational Resources Information Center

Tempelaar, Dirk T.; van der Loeff, Sybrand Schim; Gijselaers, Wim H.; Nijhuis, Jan F. H.

2011-01-01

Student achievement motivations are crucial in learning in two ways: as a determinant and an aim of learning. In this study, we focus on two related questions with regard to achievement motivations: to what extent are they subject-specific, and to what extent are they malleable? Answers to both questions are especially important when aiming to…

Making User-Generated Content Communities Work in Higher Education - The Importance of Setting Incentives

NASA Astrophysics Data System (ADS)

Vom Brocke, Jan; White, Cynthia; Walker, Ute; Vom Brocke, Christina

The concept of User-Generated Content (UGC) offers impressive potential for innovative learning and teaching scenarios in higher education. Examples like Wikipedia and Facebook illustrate the enormous effects of multiple users world-wide contributing to a pool of shared resources, such as videos and pictures and also lexicographical descriptions. Apart from single examples, however, the systematic use of these virtual technologies in higher education still needs further exploration. Only few examples display the successful application of UGC Communities at university scenarios. We argue that a major reason for this can be seen in the fact that the organizational dimension of setting up UGC Communities has widely been neglected so far. In particular, we indicate the need for incentive setting to actively involve students and achieve specific pedagogical objectives. We base our study on organizational theories and derive strategies for incentive setting that have been applied in a practical e-Learning scenario involving students from Germany and New Zealand.

Measuring Achievement Goal Orientations of Pharmacy Students

PubMed Central

Muthart, Thomas; Khan, Ghous M.

2014-01-01

Objectives. To measure the achievement goal orientations of pharmacy students attending a 3-year (accelerated) doctor of pharmacy (PharmD) program. Methods. A 16-item survey based on the Achievement Goal Questionnaire (AGQ) was administered to first-year (P1) and second-year (P2) pharmacy students at the Appalachian College of Pharmacy (ACP). Students were instructed to indicate to what degree each statement was true for them using a 7-point Likert scale (1=not true of me, 7=very true of me). Results. One hundred twenty of the 155 students (77%) completed the survey. Most students had mastery-approach, mastery-avoidance, performance-approach, and/or performance-avoidance goal orientations; few had work-avoidance goal orientations. Second-year students and male students had higher work-avoidance mean scores than did P1 students and female students (p<0.05). Conclusion. Pharmacy students were mastery- and performance-oriented learners, and most did not have work-avoidance goal orientations. Male students and P2 students had higher work-avoidance than did female students and P1 students, respectively. More longitudinal studies are needed to confirm these findings. PMID:24761015

Budgeting in Higher Education (Teaching Module).

ERIC Educational Resources Information Center

Emery, Rebecca A.

A teaching module or student-oriented learning outline on budgeting in higher education is presented. The module is designed for either group or individual student use and is specifically for the study of higher education. Objectives of the unit are as follows: define "budget," list and describe several types of budgets, cite the three phases of…

When and Why Do Initially High-Achieving Poor Children Fall Behind?

ERIC Educational Resources Information Center

Crawford, Claire; Macmillan, Lindsey; Vignoles, Anna

2017-01-01

In this paper, we examine the trajectories of initially higher- and lower-achieving children from lower and higher socio-economic status families from primary school through to university in England for the first time. We also explore what explains these trajectories. This enables us to provide new insights into when and why the performance of…

Age migraine and achievement motivation related? A psychophysiological study of responses to real-life achievement stress in young headache sufferers.

PubMed

Passchier, J; Goudswaard, P; Orlebeke, J F; Verhage, F

1990-01-01

Achievement motivation and its physiological correlates were studied in 37 young migrainous headache sufferers (30 females and 7 males) and in 37 matched controls. Temporal and digital pulse amplitude, the EMGs of the m. frontalis, anterior temporalis and corrugator supercilii, heart and respiration rate, head temperature and electrodermal activity were measured during an adaptation session, an examination and an intelligence test. An abnormal response in the temporal artery, which was present in the migrainous headache sufferers, was not associated with achievement motivation. But the latter was positively associated with a high skin conductance level, a greater number of spontaneous skin conductance responses (SCRs) during the examination and a lower digital pulse amplitude in both the migrainous headache and control groups. Higher sympathetic activity in subjects with high achievement motivation was interpreted as an indication of greater mental effort and is a possible contributory factor to an attack in those with migraine.

The Influence of Laboratory Instruction on Science Achievement and Attitude Toward Science across Gender Differences

NASA Astrophysics Data System (ADS)

Freedman, Michael P.

This study investigated the use of a hands-on laboratory program to improve attitudes toward science and increase achievement levels in science knowledge among students in a ninth grade physical science course. An objective final examination measured achievement in science knowledge, and a Q sort survey measured attitude toward science. A t test compared the groups' differences in achievement and attitude toward science. An analysis of covariance determined the effect of the laboratory treatment on the dependent variable, with attitude toward science as the covariable. The findings showed that students with regular laboratory instruction scored significantly higher (p < .05) on achievement in science knowledge than those without laboratory instruction, girls with regular laboratory instruction scored significantly higher (p < .05) on achievement in science knowledge than those without laboratory instruction, and girls and boys within the treatment group did not differ significantly on achievement in science knowledge. No significant differences were reported in attitude toward science between or within groups.

The Relationship between Rural Texas Superintendent Leadership Practices and Student Achievement

ERIC Educational Resources Information Center

Gearheart, Vickie May

2013-01-01

Purpose: The purpose of this study was to survey rural superintendents regarding their perceptions of specific educational leadership practices identified by Waters and Marzano (2006) and to correlate their endorsement of specific practices with student achievement. Methodology: All superintendents invited to participate in the study did so. The…

International Group Heterogeneity and Students' Business Project Achievement

ERIC Educational Resources Information Center

Ding, Ning; Bosker, Roel J.; Xu, Xiaoyan; Rugers, Lucie; van Heugten, Petra PAM

2015-01-01

In business higher education, group project work plays an essential role. The purpose of the present study is to explore the relationship between the group heterogeneity of students' business project groups and their academic achievements at both group and individual levels. The sample consists of 536 freshmen from an International Business School…

Outcomes of a 4-year program with higher education and employment goals for individuals diagnosed with mental illness.

PubMed

Schindler, Victoria P; Sauerwald, Camille

2013-01-01

This study examined outcomes of the first four years (2005-2009) of the Bridge Program, an occupational therapy (OT) program that incorporates principles of supported education and supported employment. This program was developed to assist individuals with mental illness to achieve higher education and employment goals. Forty-eight adult participants with various mental health diagnoses. A quantitative one-group pretest-posttest survey design and posttest qualitative focus groups were used. Participants enrolled in higher education increased from 7 to 11 (pretest=15%; posttest=23%), participants employed increased from 5 to 19 (pretest=10%; posttest=40%), and the combined category of higher education/employment increased from 12 to 30 (pretest=25%; posttest=63%) Statistical significance was achieved from pre to posttest in the employment sample (p<0.000), and in the combined sample of higher education/employment (p< 0.000), but was not achieved in the higher education sample from pre to posttest (p=0.125). Quantitative and qualitative results support that an OT program incorporating principles of supported education and employment can assist individuals with mental illness to achieve higher education and employment goals. Results also outlined items participants found to be supports and barriers to achieving goals.

Best Practices in Higher Education Faculty Motivation

ERIC Educational Resources Information Center

McNamee, Lonnie

2017-01-01

There are many kinds of teachers in that teach in higher education. Some of these teachers teach at a high level while some teach at a substandard level. Educators are inspired and invigorated upon viewing students' achievement. Menlo and Low (1988) examined educator employment happiness throughout five countries and discovered that educators were…

Specificity of cognitive structure in depression and social phobia: a comparison of interpersonal and achievement content.

PubMed

Dozois, David J A; Frewen, Paul A

2006-02-01

The comorbidity between the mood and anxiety is extensive and it is probable that individuals with these disorders share a number of cognitive characteristics. However, comorbidity rates with depression are not uniform among the various anxiety disorders. This study examined the common and distinguishing features of self-schematic structure in major depressive disorder and social anxiety compared to other anxiety disorders in general and to no psychiatric disturbance. Participants completed the Psychological Distance Scaling Task, which provided an index of the cognitive organization of positively and negatively valenced interpersonal and achievement self-referent content. The depression and social phobia groups were statistically equivalent on all indices of cognitive organization, and showed greater interconnectedness among interpersonal negative content than both control groups, and less interconnectedness among both positive interpersonal and achievement content than did nonpsychiatric controls. Psychiatric groups were equivalent on negative achievement content but showed greater interconnectedness than controls. This study had a modest sample size and the findings are constrained to females. Negative interpersonal content is more densely interconnected in individuals with social phobia and depression compared with both other anxiety disorder and nonpsychiatric controls. In addition, both social phobia and depression were associated with less interconnected positive content. These findings are indicative of similarities in the way self-schematic content may be organized in individuals with depression and social phobia. Theoretical explanations of these results and future research directions are discussed.

Relating Aspects of Adolescent Emotional Autonomy to Academic Achievement and Deviant Behavior.

ERIC Educational Resources Information Center

Chen, Zeng-Yin; Dornbusch, Sanford M.

1998-01-01

Used a structural-equation model with latent constructs to differentiate the domains of adolescent emotional autonomy from parents and specify the intervening processes. Found that individuation was associated with lower academic achievement and higher rates of deviant behavior through the intervening effects of higher susceptibility to negative…

MOTIVES INFLUENCING NEEDS TO ACHIEVE IN VOCATIONAL EDUCATION.

ERIC Educational Resources Information Center

HELTZEL, FRANCES B.

THIS RESEARCH SOUGHT TO MEASURE M TIVATION UNDERLYING ACHIEVEMENT-ORIENTED BEHAVIOR AT THE SECONDARY LEVEL, SPECIFICALLY OF STUDENTS IN VOCATIONAL PROGRAMS. PARALLEL INSTRUMENTS OF 42 ITEMS WERE CONSTRUCTED TO MEASURE MOTIVE FOR STRIVING, BASED ON MASLOW'S HIERARCHY OF NEED FOR SECURITY, BELONGINGNESS, ESTEEM, AND SELF-ACTUALIZATION. STRENGTH OF…

Nonintellective Variables and Nontraditional College Students: A Domain-Based Investigation of Academic Achievement

ERIC Educational Resources Information Center

Warden, David N; Myers, Charlsie A.

2017-01-01

The relationship between domain-specific nonintellective variables and academic achievement among nontraditional students was explored to address uninvestigated factors and clarify distinctions between nontraditional and traditional student achievement. College students (nontraditional n = 72, traditional n = 67) completed an online survey…

Affectionless control by the same-sex parents increases dysfunctional attitudes about achievement.

PubMed

Otani, Koichi; Suzuki, Akihito; Matsumoto, Yoshihiko; Sadahiro, Ryoichi; Enokido, Masanori

2014-08-01

The affectionless control parenting has been associated with depression in recipients. The aim of this study was to examine the effect of this parenting style on dysfunctional attitudes predisposing to depression. The subjects were 666 Japanese volunteers. Perceived parental rearing was evaluated by the Parental Bonding Instrument, which has the care and protection subscales. Parental rearing was classified into four types, i.e., optimal parenting (high care/low protection), affectionate constraint (high care/high protection), neglectful parenting (low care/low protection), and affectionless control (low care/high protection). Dysfunctional attitudes were evaluated by the 24-item Dysfunctional Attitude Scale, which has the achievement, dependency and self-control subscales. Males with paternal affectionless control had higher achievement scores than those with paternal optimal parenting (P=.016). Similarly, females with maternal affectionless control had higher achievement scores than those with maternal optimal parenting (P=.016). The present study suggests that affectionless control by the same-sex parents increases dysfunctional attitudes about achievement. Copyright © 2014 The Authors. Published by Elsevier Inc. All rights reserved.

Research Considerations and Theoretical Application for Best Practices in Higher Education: Latina/os Achieving Success

ERIC Educational Resources Information Center

Castellanos, Jeanett; Gloria, Alberta M.

2007-01-01

In this work, the authors take a critical look at what general measures of success do and do not disclose about the Latina/o experience in higher education and use that assessment to set forth a reconceptualization of the elements of success within a psychosociocultural (PSC) framework. Using "dichos," or widely used sayings of wisdom…

The Impact of Higher Expectations in Math on the Perception of Achievement of High School Students with Disabilities

ERIC Educational Resources Information Center

Przybylinski, Vincent S., Jr.

2016-01-01

There exists a dearth of research on strategies that will help students with disabilities gain greater access to standards-based mathematics and close the mathematics achievement gap between general education students and students with disabilities (Browder et al., 2012; Jitendra, 2013; van Garderen, Scheuermann, Jackson, & Hampton, 2009).…

Quantitative Guidance for Stove Usage and Performance to Achieve Health and Environmental Targets.

PubMed

Johnson, Michael A; Chiang, Ranyee A

2015-08-01

Displacing the use of polluting and inefficient cookstoves in developing countries is necessary to achieve the potential health and environmental benefits sought through clean cooking solutions. Yet little quantitative context has been provided on how much displacement of traditional technologies is needed to achieve targets for household air pollutant concentrations or fuel savings. This paper provides instructive guidance on the usage of cooking technologies required to achieve health and environmental improvements. We evaluated different scenarios of displacement of traditional stoves with use of higher performing technologies. The air quality and fuel consumption impacts were estimated for these scenarios using a single-zone box model of indoor air quality and ratios of thermal efficiency. Stove performance and usage should be considered together, as lower performing stoves can result in similar or greater benefits than a higher performing stove if the lower performing stove has considerably higher displacement of the baseline stove. Based on the indoor air quality model, there are multiple performance-usage scenarios for achieving modest indoor air quality improvements. To meet World Health Organization guidance levels, however, three-stone fire and basic charcoal stove usage must be nearly eliminated to achieve the particulate matter target (< 1-3 hr/week), and substantially limited to meet the carbon monoxide guideline (< 7-9 hr/week). Moderate health gains may be achieved with various performance-usage scenarios. The greatest benefits are estimated to be achieved by near-complete displacement of traditional stoves with clean technologies, emphasizing the need to shift in the long term to near exclusive use of clean fuels and stoves. The performance-usage scenarios are also provided as a tool to guide technology selection and prioritize behavior change opportunities to maximize impact.

Improving Student Achievement in Math and Science

NASA Technical Reports Server (NTRS)

Sullivan, Nancy G.; Hamsa, Irene Schulz; Heath, Panagiota; Perry, Robert; White, Stacy J.

1998-01-01

As the new millennium approaches, a long anticipated reckoning for the education system of the United States is forthcoming, Years of school reform initiatives have not yielded the anticipated results. A particularly perplexing problem involves the lack of significant improvement of student achievement in math and science. Three "Partnership" projects represent collaborative efforts between Xavier University (XU) of Louisiana, Southern University of New Orleans (SUNO), Mississippi Valley State University (MVSU), and the National Aeronautics and Space Administration (NASA), Stennis Space Center (SSC), to enhance student achievement in math and science. These "Partnerships" are focused on students and teachers in federally designated rural and urban empowerment zones and enterprise communities. The major goals of the "Partnerships" include: (1) The identification and dissemination of key indices of success that account for high performance in math and science; (2) The education of pre-service and in-service secondary teachers in knowledge, skills, and competencies that enhance the instruction of high school math and science; (3) The development of faculty to enhance the quality of math and science courses in institutions of higher education; and (4) The incorporation of technology-based instruction in institutions of higher education. These goals will be achieved by the accomplishment of the following objectives: (1) Delineate significant ?best practices? that are responsible for enhancing student outcomes in math and science; (2) Recruit and retain pre-service teachers with undergraduate degrees in Biology, Math, Chemistry, or Physics in a graduate program, culminating with a Master of Arts in Curriculum and Instruction; (3) Provide faculty workshops and opportunities for travel to professional meetings for dissemination of NASA resources information; (4) Implement methodologies and assessment procedures utilizing performance-based applications of higher order

Kinetic insulation as an effective mechanism for achieving pathway specificity in intracellular signaling networks

PubMed Central

Behar, Marcelo; Dohlman, Henrik G.; Elston, Timothy C.

2007-01-01

Intracellular signaling pathways that share common components often elicit distinct physiological responses. In most cases, the biochemical mechanisms responsible for this signal specificity remain poorly understood. Protein scaffolds and cross-inhibition have been proposed as strategies to prevent unwanted cross-talk. Here, we report a mechanism for signal specificity termed “kinetic insulation.” In this approach signals are selectively transmitted through the appropriate pathway based on their temporal profile. In particular, we demonstrate how pathway architectures downstream of a common component can be designed to efficiently separate transient signals from signals that increase slowly over time. Furthermore, we demonstrate that upstream signaling proteins can generate the appropriate input to the common pathway component regardless of the temporal profile of the external stimulus. Our results suggest that multilevel signaling cascades may have evolved to modulate the temporal profile of pathway activity so that stimulus information can be efficiently encoded and transmitted while ensuring signal specificity. PMID:17913886

Cardiorespiratory Fitness and Muscular Strength as Mediators of the Influence of Fatness on Academic Achievement.

PubMed

García-Hermoso, Antonio; Esteban-Cornejo, Irene; Olloquequi, Jordi; Ramírez-Vélez, Robinson

2017-08-01

To examine the combined association of fatness and physical fitness components (cardiorespiratory fitness [CRF] and muscular strength) with academic achievement, and to determine whether CRF and muscular strength are mediators of the association between fatness and academic achievement in a nationally representative sample of adolescents from Chile. Data were obtained for a sample of 36 870 adolescents (mean age, 13.8 years; 55.2% boys) from the Chilean System for the Assessment of Educational Quality test for eighth grade in 2011, 2013, and 2014. Physical fitness tests included CRF (20-m shuttle run) and muscular strength (standing long jump). Weight, height, and waist circumference were assessed, and body mass index and waist circumference-to-height ratio were calculated. Academic achievement in language and mathematics was assessed using standardized tests. The PROCESS script developed by Hayes was used for mediation analysis. Compared with unfit and high-fatness adolescents, fit and low-fatness adolescents had significantly higher odds for attaining high academic achievement in language and mathematics. However, in language, unfit and low-fatness adolescents did not have significantly higher odds for obtaining high academic achievement. Those with high fatness had higher academic achievement (both language and mathematics) if they were fit. Linear regression models suggest a partial or full mediation of physical fitness in the association of fatness variables with academic achievement. CRF and muscular strength may attenuate or even counteract the adverse influence of fatness on academic achievement in adolescents. Copyright © 2017 Elsevier Inc. All rights reserved.

Stereotype threat's effect on women's achievement in chemistry: The interaction of achievement goal orientation for women in science majors

NASA Astrophysics Data System (ADS)

Conway-Klaassen, Janice Marjorie

"Stereotype threat is being at risk of confirming, as a self-characteristic, a negative stereotype about one's group" (C. M. Steele & Aronson, 1995, p. 797). A stereotype threat effect then is described as the detrimental impact on a person's performance or achievement measurements when they are placed in a stereotype threat environment. For women, the negative stereotype that exists in our culture states that women are typically not as capable as men in mathematics or science subjects. This study specifically explored the potential impact of stereotype threat on women who have chosen a science-based college major. They were tested in the domain of chemistry, which is related to mathematics and often involves high level of mathematics skills. I attempted to generate a stereotype threat in the participants through describing a chemistry challenge exam as either one that had consistently shown a gender bias against women and to create a nullification effect by describing the exam as one that had shown no gender bias in the past. In the third experimental condition acting as a control, participants received only generic instructions related to taking the test itself. The second part of this study investigated whether stereotype threat effects could impact women's achievement goal orientations. In previous studies performance avoidance goal orientations have been associated with individuals placed in a stereotype threat environment. The findings on the stereotype threat effect were not significant for the chemistry challenge test achievement scores. This may be due to several factors. One factor may be the design of the chemistry challenge test and the instructions for the test. The other factor may be the women in this study. As individuals who have chosen a science based major, they may have developed coping skills and strategies that reduced the impact of a stereotype threat. It is also possible that the testing environment itself generated an implicit stereotype

The Impact of Written Comments on Student Achievement.

ERIC Educational Resources Information Center

Freeman, Donald J.; Niemeyer, Roger C.

This study sought to determine if an instructor of a competency-based course who sets performance standards at a comparatively low level might facilitate higher levels of student achievement through the use of written comments on unit posttests. Eighty-eight students in a graduate education course were randomly assigned to one of four experimental…

Longitudinal Relationship between Social Skills and Academic Achievement in a Gender Perspective

ERIC Educational Resources Information Center

Gustavsen, Ann Margareth

2017-01-01

Previous studies found that girls have higher academic achievement than boys in most school subjects. Teachers' grading of academic achievement seems to be based not only on students' knowledge but also their social skills, and teachers tend to assess girls as having better social skills than boys. The main aim of this study was to examine through…

Budget Reform to Improve Higher Education Quality.

ERIC Educational Resources Information Center

Folger, John

A national project designed to examine issues of budget reform and quality improvement in higher education is described. The focus is state-level budget practices and their impact on institutions. Most of the funding for quality improvement has been categorical: a small percent of the budget is set aside to achieve particular quality or…

Mentoring Women and Minorities in Higher Education.

ERIC Educational Resources Information Center

Cordova, Fred; And Others

Some relevant issues concerning the mentoring of women and minorities in the realm of higher education are addressed, primarily focusing on the differences and problems that exist in assisting these two groups of professionals in achieving their career goals. The importance of mentoring and methods that can be used by a mentor in assisting the…

Staff Development Needs in Pakistan Higher Education

ERIC Educational Resources Information Center

Ullah, Muhammad Hameed; Khan, Muhammad Naeem Ullah; Murtaza, Ali; Ud Din, Muhammad Naseer

2011-01-01

Staff development is very significant for the achievement of overall goals of higher education in Pakistan. The success of innovations depends largely upon the skills of instructors; but in Pakistan, the people with a simple masters degree (without any pedagogical training) are inducted as teaching staff at the university level, so it is time to…

Middle School Friendships and Academic Achievement in Early Adolescence: A Longitudinal Analysis

PubMed Central

Véronneau, Marie-Hélène; Dishion, Thomas J.

2011-01-01

Early adolescence is a critical transition period for the maintenance of academic achievement. One factor that school systems often fail to take into account is the influence of friends on academic achievement during middle school. This study investigated the influence of friends’ characteristics on change in academic achievement from Grade 6 through 8, and the role of students’ own characteristics as moderators of this relationship. The sample included 1,278 participants (698 girls). Linear regressions suggest that students with academically engaged friends may achieve to levels higher than expected in Grade 8. However, when considering the significant, negative influence of friends’ problem behavior, the role of friend's school engagement became nonsignificant. Low-achieving girls who had high-achieving friends in Grade 6 had lower academic achievement than expected by Grade 8. In contrast, high-achieving girls seemed to benefit from having high-achieving friends. Implications for theory and prevention efforts targeting young adolescents are discussed. PMID:21552353

Enhancing Higher Education Student Attendance through Classroom Management

ERIC Educational Resources Information Center

Al-Shammari, Zaid N.

2016-01-01

The findings of three consecutive studies about effective classroom management techniques designed to enhance higher education student attendance and the resulting correlation between student attendance and student achievement are reported here. The consecutive studies included a pilot study, culminating study, and replication study. The…

Stress and Achievement of Cardiovascular Health Metrics: The American Heart Association Life's Simple 7 in Blacks of the Jackson Heart Study.

PubMed

Brewer, LaPrincess C; Redmond, Nicole; Slusser, Joshua P; Scott, Christopher G; Chamberlain, Alanna M; Djousse, Luc; Patten, Christi A; Roger, Veronique L; Sims, Mario

2018-06-05

Ideal cardiovascular health metrics (defined by the American Heart Association Life's Simple 7 [LS7]) are suboptimal among blacks, which results in high risk of cardiovascular disease. We examined the association of multiple stressors with LS7 components among blacks. Using a community-based cohort of blacks (N=4383), we examined associations of chronic stress, minor stressors, major life events, and a cumulative stress score with LS7 components (smoking, diet, physical activity, body mass index, blood pressure, total cholesterol, and fasting plasma glucose) and an LS7 composite score. Multivariable logistic regression assessed the odds of achieving intermediate/ideal levels of cardiovascular health adjusted for demographic, socioeconomic, behavioral, and biomedical factors. The LS7 components with the lowest percentages of intermediate/ideal cardiovascular health levels were diet (39%), body mass index (47%), and physical activity (51%). Higher chronic, minor, and cumulative stress scores were associated with decreased odds (odds ratio [OR]) of achieving intermediate/ideal levels for smoking (OR [95% confidence interval], 0.80 [0.73-0.88], 0.84 [0.75-0.94], and 0.81 [0.74-0.90], respectively). Participants with more major life events had decreased odds of achieving intermediate/ideal levels for smoking (OR, 0.84; 95% confidence interval, 0.76-0.92) and fasting plasma glucose (OR, 0.90; 95% confidence interval, 0.82-0.98). Those with higher scores for minor stressors and major life events were less likely to achieve intermediate or ideal LS7 composite scores (OR [95% confidence interval], 0.89 [0.81-0.97] and 0.91 [0.84-0.98], respectively). Blacks with higher levels of multiple stress measures are less likely to achieve intermediate or ideal levels of overall cardiovascular health (LS7 composite score), specific behaviors (smoking), and biological factors (fasting plasma glucose). © 2018 The Authors and Mayo Clinic. Published on behalf of the American Heart

Cattell-Horn-Carroll Cognitive Abilities and Reading Achievement

ERIC Educational Resources Information Center

Benson, Nicholas

2008-01-01

Structural equation modeling procedures are applied to the standardization sample of the Woodcock-Johnson III to simultaneously estimate the effects of a psychometric general factor (g), specific cognitive abilities, and reading skills on reading achievement. The results of this study indicate that g has a strong direct relationship with basic…

Comprehensive School Reform and Achievement: A Meta-Analysis

ERIC Educational Resources Information Center

Borman, Geoffrey D.; Hewes, Gina M.; Overman, Laura T.; Brown, Shelly

2003-01-01

This meta-analysis reviews research on the achievement effects of comprehensive school reform (CSR) and summarizes the specific effects of 29 widely implemented models. There are limitations on the overall quantity and quality of the research base, but the overall effects of CSR appear promising. The combined quantity, quality, and statistical…

Bioethics training programmes for Africa: evaluating professional and bioethics-related achievements of African trainees after a decade of Fogarty NIH investment

PubMed Central

Kass, Nancy E; Ali, Joseph; Hallez, Kristina

2016-01-01

Objectives Our primary aim was to evaluate the impact of US National Institutes of Health (NIH)-funded bioethics training programmes (Fogarty bioethics training programmes, FBTPs) that trained individuals from Africa over the programme's first 10 years to examine changes between pretraining and post-training in individual achievement and to document any associations between individual, training programme and post-training accomplishments. Design We surveyed trainees from the 10 bioethics programmes funded by NIH Fogarty International Center from 2000 to 2011 that included African trainees. McNemar's and Wilcoxon signed rank-sum tests were used to analyse pre–post levels of general and bioethics-related professional achievement. Likelihood of specific post-training achievement outcomes was measured using logistic regression including demographic, pretraining and intratraining variables. Setting 10 different FBTPs that trained individuals from Africa from 2000 to 2011. Participants Of 253 eligible respondents, 171 completed the survey (response rate 67.6%). Primary outcome measures Pre–post comparisons of professional achievement indicators (eg, serving in leadership roles, teaching, publishing manuscripts); likelihood of specific post-training achievement outcomes. Results Post-training, respondents were significantly more likely to report serving in a leadership role, being an investigator on a research grant, serving on international committees, serving as a mentor, and publishing manuscripts than at pretraining. Post-training, significantly greater numbers of respondents reported bioethics-related achievements including being a bioethics instructor, serving on an Institutional Review Board (IRB), being an investigator on a bioethics grant and publishing bioethics-related manuscripts than pretraining. Controlling for other factors, there were no significant differences by gender in the post-training success of these participants in terms of leadership roles

Mapping Global Research on International Higher Education

ERIC Educational Resources Information Center

Kuzhabekova, Aliya; Hendel, Darwin D.; Chapman, David W.

2015-01-01

The purpose of the study is to map global research in international higher education. Specifically, the study uses bibliometric and social network analysis methods to identify key individuals, institutions, countries, and disciplines contributing to research in international higher education and to investigate patterns of connectivity among…

Intellect: a theoretical framework for personality traits related to intellectual achievements.

PubMed

Mussel, Patrick

2013-05-01

The present article develops a theoretical framework for the structure of personality traits related to intellectual achievements. We postulate a 2-dimensional model, differentiating between 2 processes (Seek and Conquer) and 3 operations (Think, Learn, and Create). The framework was operationalized by a newly developed measure, which was validated based on 2 samples. Subsequently, in 3 studies (overall N = 1,478), the 2-dimensional structure of the Intellect framework was generally supported. Additionally, subdimensions of the Intellect framework specifically predicted conceptually related criteria, including scholastic performance, vocational interest, and leisure activities. Furthermore, results from multidimensional scaling and higher order confirmatory factor analyses show that the framework allows for the incorporation of several constructs that have been proposed on different theoretical backgrounds, such as need for cognition, typical intellectual engagement, curiosity, intrinsic motivation, goal orientation, and openness to ideas. It is concluded that based on the Intellect framework, these constructs, which have been researched separately in the literature, can be meaningfully integrated.

Academic attainment and the high school science experiences among high-achieving African American males

NASA Astrophysics Data System (ADS)

Trice, Rodney Nathaniel

This study examines the educational experiences of high achieving African American males. More specifically, it analyzes the influences on their successful navigation through high school science. Through a series of interviews, observations, questionnaires, science portfolios, and review of existing data the researcher attempted to obtain a deeper understanding of high achieving African American males and their limitations to academic attainment and high school science experiences. The investigation is limited to ten high achieving African American male science students at Woodcrest High School. Woodcrest is situated at the cross section of a suburban and rural community located in the southeastern section of the United States. Although this investigation involves African American males, all of whom are successful in school, its findings should not be generalized to this nor any other group of students. The research question that guided this study is: What are the limitations to academic attainment and the high school science experiences of high achieving African American males? The student participants expose how suspension and expulsion, special education placement, academic tracking, science instruction, and teacher expectation influence academic achievement. The role parents play, student self-concept, peer relationships, and student learning styles are also analyzed. The anthology of data rendered three overarching themes: (1) unequal access to education, (2) maintenance of unfair educational structures, and (3) authentic characterizations of African American males. Often the policies and practices set in place by school officials aid in creating hurdles to academic achievement. These policies and practices are often formed without meaningful consideration of the unintended consequences that may affect different student populations, particularly the most vulnerable. The findings from this study expose that high achieving African American males face major

Correlates of midlife career achievement among women physicians.

PubMed

Graves, P L; Thomas, C B

1985-08-09

In the context of a longitudinal study, we explored factors contributing to midlife career achievement among 108 women physicians. Three groups were formed, based on medical specialty, specialty board certification, and professorial appointment. Using analysis of variance procedures, the career groups were compared on measures obtained during medical school and on marital status, family size, and three health measures in midlife. Of the youthful measures, academic standing, father's socioeconomic status, and early family (specifically father-daughter) relationships were found to be associated with midlife achievement. Furthermore, a clear association was observed between success and good health in midlife. Married women formed the majority in all groups; no differences in family size were found. We conclude that career achievement among women physicians is influenced less by marriage and family size than by motivational and personality factors shaped in early life.

Higher food prices may threaten food security status among American low-income households with children.

PubMed

Zhang, Qi; Jones, Sonya; Ruhm, Christopher J; Andrews, Margaret

2013-10-01

Children in food-insecure households are more likely to experience poorer health function and worse academic achievement. To investigate the relation between economic environmental factors and food insecurity among children, we examined the relation between general and specific food prices (fast food, fruits and vegetables, beverages) and risk of low (LFS) and very low food security (VLFS) status among low-income American households with children. Using information for 27,900 child-year observations from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999 linked with food prices obtained from the Cost of Living Data of the Council for Community and Economic Research, formerly known as the American Chamber of Commerce Researchers' Association, fixed effects models were estimated within stratified income groups. Higher overall food prices were associated with increased risk of LFS and VLFS (coefficient = 0.617; P < 0.05). Higher fast food and fruit and vegetable prices also contributed to higher risk of food insecurity (coefficient = 0.632, P < 0.01 for fast food; coefficient = 0.879, P < 0.01 for fruits and vegetables). However, increasing beverage prices, including the prices of soft drinks, orange juice, and coffee, had a protective effect on food security status, even when controlling for general food prices. Thus, although food price changes were strongly related to food security status among low-income American households with children, the effects were not uniform across types of food. These relations should be accounted for when implementing policies that change specific food prices.

Older Adults' Motivation to Learn in Higher Education

ERIC Educational Resources Information Center

Lin, Yi-Yin

2011-01-01

A limited amount of literature has discussed older adults in formal education, especially their motivations to learn in higher education. This study aims to understand older adults' learning in the context of higher education. Specifically, this study argues that higher education can function as a stimulating learning environment that helps older…

Influence of Teacher Characteristics on African American Student Math Achievement in Texas

ERIC Educational Resources Information Center

West, Dorthery Barron

2012-01-01

The achievement gap between African American and White students continues to be an issue of great concern for educators. The purpose of this study was to examine the influence of teacher characteristics on African American student math achievement: More specifically, the study examined years of teaching experience, campus teacher turnover, and the…

The effect of technology on student science achievement

NASA Astrophysics Data System (ADS)

Hilton, June Kraft

2003-10-01

Prior research indicates that technology has had little effect on raising student achievement. Little empirical research exists, however, studying the effects of technology as a tool to improve student achievement through development of higher order thinking skills. Also, prior studies have not focused on the manner in which technology is being used in the classroom and at home to enhance teaching and learning. Empirical data from a secondary school representative of those in California were analyzed to determine the effects of technology on student science achievement. The quantitative analysis methods for the school data study included a multiple linear path analysis, using final course grade as the ultimate exogenous variable. In addition, empirical data from a nationwide survey on how Americans use the Internet were disaggregated by age and analyzed to determine the relationships between computer and Internet experience and (a) Internet use at home for school assignments and (b) more general computer use at home for school assignments for school age children. Analysis of data collected from the a "A Nation Online" Survey conducted by the United States Census Bureau assessed these relationships via correlations and cross-tabulations. Finally, results from these data analyses were assessed in conjunction with systemic reform efforts from 12 states designed to address improvements in science and mathematics education in light of the Third International Mathematics and Science Survey (TIMSS). Examination of the technology efforts in those states provided a more nuanced understanding of the impact technology has on student achievement. Key findings included evidence that technology training for teachers increased their use of the computer for instruction but students' final science course grade did not improve; school age children across the country did not use the computer at home for such higher-order cognitive activities as graphics and design or spreadsheets

Strategies for Achieving Scale within Communities of Practice Aimed at Pedagogical Reform in Higher Education

ERIC Educational Resources Information Center

Kezar, Adrianna; Gehrke, Sean

2017-01-01

A community of practice (CoP) is a group of people who share a concern or a passion for something they do and learn how to do it as they interact regularly. Higher education leaders are attracted to CoPs because they are a peer-based model of learning with colleagues, which works well for professionals such as faculty. These authors identified…

ESL Placement and Schools: Effects on Immigrant Achievement.

PubMed

Callahan, Rebecca; Wilkinson, Lindsey; Muller, Chandra; Frisco, Michelle

2009-05-01

In this study, the authors explore English as a Second Language (ESL) placement as a measure of how schools label and process immigrant students. Using propensity score matching and data from the Adolescent Health and Academic Achievement Study and the National Longitudinal Study of Adolescent Health, the authors estimate the effect of ESL placement on immigrant achievement. In schools with more immigrant students, the authors find that ESL placement results in higher levels of academic performance; in schools with few immigrant students, the effect reverses. This is not to suggest a one-size-fits-all policy; many immigrant students, regardless of school composition, generational status, or ESL placement, struggle to achieve at levels sufficient for acceptance to a 4-year university. This study offers several factors to be taken into consideration as schools develop policies and practices to provide immigrant students opportunities to learn.

The science achievement of various subgroups on alternative assessment formats

NASA Astrophysics Data System (ADS)

Lawrenz, Frances; Huffman, Douglas; Welch, Wayne

2001-05-01

The purpose of this study was to examine the science achievement outcomes for different subgroups of students using different assessment formats. A nationally representative sample of approximately 3,500 ninth grade science students from 13 high schools throughout the United States completed a series of science assessments designed to measure their level of achievement on the national science education standards. All of the schools were using a curriculum designed to meet the standards. The assessments included a multiple-choice test, a written open-ended test, a hands-on lab skills test, and a hands-on full investigation. The results show that the student outcomes on the different assessment formats are more highly correlated for higher achieving students than for lower achieving students. Patterns for different cultural groups also vary by assessment format. There were no differences found for sex. The results support the notion that different assessment formats assess different competencies and that the achievement of students from different subgroups varies by assessment format.

Quantitative Guidance for Stove Usage and Performance to Achieve Health and Environmental Targets

PubMed Central

Chiang, Ranyee A.

2015-01-01

Background Displacing the use of polluting and inefficient cookstoves in developing countries is necessary to achieve the potential health and environmental benefits sought through clean cooking solutions. Yet little quantitative context has been provided on how much displacement of traditional technologies is needed to achieve targets for household air pollutant concentrations or fuel savings. Objectives This paper provides instructive guidance on the usage of cooking technologies required to achieve health and environmental improvements. Methods We evaluated different scenarios of displacement of traditional stoves with use of higher performing technologies. The air quality and fuel consumption impacts were estimated for these scenarios using a single-zone box model of indoor air quality and ratios of thermal efficiency. Results Stove performance and usage should be considered together, as lower performing stoves can result in similar or greater benefits than a higher performing stove if the lower performing stove has considerably higher displacement of the baseline stove. Based on the indoor air quality model, there are multiple performance–usage scenarios for achieving modest indoor air quality improvements. To meet World Health Organization guidance levels, however, three-stone fire and basic charcoal stove usage must be nearly eliminated to achieve the particulate matter target (< 1–3 hr/week), and substantially limited to meet the carbon monoxide guideline (< 7–9 hr/week). Conclusions Moderate health gains may be achieved with various performance–usage scenarios. The greatest benefits are estimated to be achieved by near-complete displacement of traditional stoves with clean technologies, emphasizing the need to shift in the long term to near exclusive use of clean fuels and stoves. The performance–usage scenarios are also provided as a tool to guide technology selection and prioritize behavior change opportunities to maximize impact. Citation

Breakfast, midday meals and academic achievement in rural primary schools in Uganda: implications for education and school health policy

PubMed Central

Acham, Hedwig; Kikafunda, Joyce K.; Malde, Marian K.; Oldewage-Theron, Wilna H.; Egal, AbdulKadir A.

2012-01-01

Background Underachievement in schools is a global problem and is especially prevalent in developing countries. Indicators of educational performance show that Uganda has done remarkably well on education access-related targets since the introduction of universal primary education in 1997. However, educational outcomes remain disappointing. The absence of school feeding schemes, one of the leading causes of scholastic underachievement, has not been given attention by the Ugandan authorities. Instead, as a national policy, parents are expected to provide meals even though many, especially in the rural areas, cannot afford to provide even the minimal daily bowl of maize porridge. Objective To assess and demonstrate the effect of breakfast and midday meal consumption on academic achievement of schoolchildren. Design, Materials and Methods We assessed household characteristics, feeding patterns and academic achievement of 645 schoolchildren (aged 9–15 years) in Kumi district, eastern Uganda, in 2006–2007, using a modified cluster sampling design which involved only grade 1 schools (34 in total) and pupils of grade four. Household questionnaires and school records were used to collect information on socio-demographic factors, feeding patterns and school attendance. Academic achievement was assessed using unstandardized techniques, specifically designed for this study. Results Underachievement (the proportion below a score of 120.0 points) was high (68.4%); in addition, significantly higher achievement and better feeding patterns were observed among children from the less poor households (p<0.05). Achievement was significantly associated with consumption of breakfast and a midday meal, particularly for boys (p<0.05), and a greater likelihood of scoring well was observed for better nourished children (all OR values>1.0). Conclusion We observed that underachievement was relatively high; inadequate patterns of meal consumption, particularly for the most poor

Your Co-author Received 150 Citations: Pride, but Not Envy, Mediates the Effect of System-Generated Achievement Messages on Motivation

PubMed Central

Utz, Sonja; Muscanell, Nicole L.

2018-01-01

ResearchGate, a social network site for academics, prominently displays the achievements of people one follows (“With 150 new reads, X was the most read author from their institute”). The goal of this paper was to examine the emotional and motivational effects of these system-generated messages, thereby extending prior research on envy-evoking status updates on Facebook to a professional context. We also extend the research on social comparisons and more broadly, on emotional responses elicited by social media. Specifically, social media research has largely focused on examining emotional reactions to content that is both generated by and is about others. In this research we directly examine updates generated by the system (ResearchGate) while also directly comparing reactions to updates about others’ achievements with reactions to updates that are about the self—i.e., one’s personal achievements which are also displayed on ResearchGate (“With 150 new reads, you were the most read author from your institute”). Particular attention was paid to the mediating role of envy and pride. The results of our quasi-experimental field study (n = 419) showed that the achievements of others elicited envy, whereas personal achievements elicited pride. People exposed to their personal achievements (vs. the achievement of others) showed a higher motivation to work harder. This effect was mediated by pride, but not envy. The theoretical and practical implications of these findings are discussed. PMID:29780339

Higher Education Opportunity Program. Annual Report, 1983-84.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Higher Education Opportunity Programs.

The 1983-1984 annual report of the Higher Education Opportunity Program (HEOP) at New York independent colleges and universities is presented. Information is provided on program administration, eligibility and student characteristics, campus programs, student achievement, and program financing. The state appropriated almost $11.5 million to serve…

Sustainability of Higher Education Institutions in Taiwan

ERIC Educational Resources Information Center

Su, H. Jenny; Chang, Tzu-chau

2010-01-01

Purpose: The purpose of this paper is to provide the rationale and context for recent national policy and funded initiatives to support sustainability developments within higher education in Taiwan, including practical and educational aspects. Concrete examples and specific outcomes are reviewed, to produce a profile across the higher education…

Association between substandard classroom ventilation rates and students' academic achievement.

PubMed

Haverinen-Shaughnessy, U; Moschandreas, D J; Shaughnessy, R J

2011-04-01

This study focuses on the relationship between classroom ventilation rates and academic achievement. One hundred elementary schools of two school districts in the southwest United States were included in the study. Ventilation rates were estimated from fifth-grade classrooms (one per school) using CO(2) concentrations measured during occupied school days. In addition, standardized test scores and background data related to students in the classrooms studied were obtained from the districts. Of 100 classrooms, 87 had ventilation rates below recommended guidelines based on ASHRAE Standard 62 as of 2004. There is a linear association between classroom ventilation rates and students' academic achievement within the range of 0.9-7.1 l/s per person. For every unit (1 l/s per person) increase in the ventilation rate within that range, the proportion of students passing standardized test (i.e., scoring satisfactory or above) is expected to increase by 2.9% (95%CI 0.9-4.8%) for math and 2.7% (0.5-4.9%) for reading. The linear relationship observed may level off or change direction with higher ventilation rates, but given the limited number of observations, we were unable to test this hypothesis. A larger sample size is needed for estimating the effect of classroom ventilation rates higher than 7.1 l/s per person on academic achievement. The results of this study suggest that increasing the ventilation rates toward recommended guideline ventilation rates in classrooms should translate into improved academic achievement of students. More studies are needed to fully understand the relationships between ventilation rate, other indoor environmental quality parameters, and their effects on students' health and achievement. Achieving the recommended guidelines and pursuing better understanding of the underlying relationships would ultimately support both sustainable and productive school environments for students and personnel. © 2010 John Wiley & Sons A/S.

Poverty, Academic Achievement, and Giftedness: A Literature Review

ERIC Educational Resources Information Center

Olszewski-Kubilius, Paula; Corwith, Susan

2018-01-01

In this article, we review research on poverty, both poverty rates and the effects of poverty on academic achievement more generally and on the identification and services for low-income gifted children specifically. This review sets the stage for further discussion of the research findings on identification practices including the efficacy of…

The Use of ICT in Achieving the Millennium Development Goals (MDGs) in Universities

ERIC Educational Resources Information Center

Kaino, L. M.

2012-01-01

The contribution of Information and Communication Technology (ICT) in achieving the Millennium Development Goals (MDGs) and the contribution of higher education institutions in achieving these have been emphasized. This study sought to find out the extent to which university-based researches on ICTs addressed and impacted the three MDGs of gender…

[Annual Reports for the Academic Year 1980-81 from 49 States, the District of Columbia and 3 Canadian Provinces Focusing on Problems, Issues, Achievements and Other Areas of Interest to the Postsecondary Education Community.

ERIC Educational Resources Information Center

Berve, Nancy M., Ed.

1981-01-01

Annual reports are presented for the academic year 1980-1981 from 49 states (except Maine), the District of Columbia, and three Canadian provinces focusing on problems, issues, achievements, and other areas of interest to the postsecondary education community. Specific topics include the following: long-range plans for higher education,…

Computer navigation for total knee arthroplasty achieves better postoperative alignment compared to conventional and patient-specific instrumentation in a low-volume setting.

PubMed

Suero, Eduardo M; Lueke, Ulrich; Stuebig, Timo; Hawi, Nael; Krettek, Christian; Liodakis, Emmanouil

2018-04-25

Procedure volume is an important determinant of total knee arthroplasty (TKA) outcomes. We aimed to determine whether computer navigation or patient-specific instrumentation (PSI) would improve postoperative alignment in a low-volume setting. PSI for TKA achieves better limb and implant alignment compared to conventional TKA and to computer navigated TKA. This is a retrospective cohort study of 385 primary TKAs (Women=59%. Mean age=67years. Mean BMI=30.1kg/m 2 ), which were performed using conventional instrumentation (n=117; 30%), computer navigation (n=209; 54%), or patient-specific instrumentation (n=59; 15%) in a low-volume center (<50 TKAs/year). The risk of postoperative leg and implant mechanical alignment outliers in the coronal plane (>3° from neutral), average alignment and operation time were assessed. The risk of postoperative mechanical alignment outliers (>3°) was reduced by 89% in the navigated group (4% outliers) compared to the conventional group (35%) (RR=0.11; p<0.0001). No significant improvement was observed in the PSI group (27%) (RR=0.91; p=0.772). The risk of postoperative femoral component coronal alignment outliers was reduced by 63% in the navigated group (11%) compared to the conventional group (31%) (RR=0.37; p=0.018). No significant reduction in outliers was observed in the PSI group (32%) (RR=1.08; p=0.816). There was a reduction in the risk of tibial component coronal malalignment of 66% in the navigated group (5%) compared to the conventional group (13%) (RR=0.33; p=0.070). There was a two-fold increase in the risk of tibial component alignment outliers in the PSI group (29%) (RR=1.94; p=0.110). Computer navigation improved postoperative alignment in TKA. No evidence of improved alignment was seen with patient-specific instrumentation. The routine use of patient-specific instrumentation in low-volume centers is not supported by the currently available data. Retrospective cohort study. Level IV. Copyright © 2018 Elsevier Masson

Computer simulations in the high school: students' cognitive stages, science process skills and academic achievement in microbiology

NASA Astrophysics Data System (ADS)

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

2002-08-01

Computer-assisted learning, including simulated experiments, has great potential to address the problem solving process which is a complex activity. It requires a highly structured approach in order to understand the use of simulations as an instructional device. This study is based on a computer simulation program, 'The Growth Curve of Microorganisms', which required tenth grade biology students to use problem solving skills whilst simultaneously manipulating three independent variables in one simulated experiment. The aims were to investigate the computer simulation's impact on students' academic achievement and on their mastery of science process skills in relation to their cognitive stages. The results indicate that the concrete and transition operational students in the experimental group achieved significantly higher academic achievement than their counterparts in the control group. The higher the cognitive operational stage, the higher students' achievement was, except in the control group where students in the concrete and transition operational stages did not differ. Girls achieved equally with the boys in the experimental group. Students' academic achievement may indicate the potential impact a computer simulation program can have, enabling students with low reasoning abilities to cope successfully with learning concepts and principles in science which require high cognitive skills.

Closing the gap in academic readiness and achievement: the role of early childcare

PubMed Central

Geoffroy, Marie-Claude; Côté, Sylvana. M.; Giguère, Charles-Édouard; Dionne, Ginette; Zelazo, Philip David; Tremblay, Richard E.; Boivin, Michel; Séguin, Jean. R.

2012-01-01

Background Socially disadvantaged children with academic difficulties at school entry are at increased risk for poor health and psychosocial outcomes. Our objective is to test the possibility that participation in childcare – at the population level – could attenuate the gap in academic readiness and achievement between children with and without a social disadvantage (indexed by low levels of maternal education). Methods A cohort of infants born in the Canadian province of Quebec in 1997/1998 was selected through birth registries and followed annually until 7 years of age (n = 1,863). Children receiving formal childcare (i.e., center-based or non-relative out-of-home) were distinguished from those receiving informal childcare (i.e., relative or nanny). Measures from 4 standardized tests that assessed cognitive school readiness (Lollipop Test for School Readiness), receptive vocabulary (Peabody Picture Vocabulary Test Revised), mathematics (Number Knowledge Test), and reading performance (Kaufman Assessment Battery for children) were administered at 6 and 7 years. Results Children of mothers with low levels of education showed a consistent pattern of lower scores on academic readiness and achievement tests at 6 and 7 years than those of highly educated mothers, unless they received formal childcare. Specifically, among children of mothers with low levels of education, those who received formal childcare obtained higher school readiness (d = 0.87), receptive vocabulary (d = 0.36), reading (d = 0.48) and math achievement scores (d = 0.38; although not significant at 5%) in comparison with those who were cared for by their parents. Childcare participation was not associated with cognitive outcomes among children of mothers with higher levels of education. Conclusions Public investments in early childcare are increasing in many countries with the intention of reducing cognitive inequalities between disadvantaged and advantaged children. Our findings provide further

Non-verbal reasoning ability and academic achievement as moderators of the relation between adverse life events and emotional and behavioural problems in early adolescence: the importance of moderator and outcome specificity.

PubMed

Flouri, Eirini; Tzavidis, Nikos

2011-02-01

This study was carried out to model the functional form of the effect of contextual risk (number of adverse life events) on emotional and behavioural problems in early adolescence, and to test how intelligence and academic achievement compare as moderators of this effect. The effect of number of adverse life events on emotional and behavioural problems was non-quadratic. Intelligence rather than academic achievement moderated the association between contextual risk and children's emotional and behavioural problems. However, the interaction effect was significant only on peer problems. These findings suggest that both moderator and outcome specificity should be considered when evaluating the role of intellectual competence in the association between contextual risk and children's emotional and behavioural problems.

Who needs innate ability to succeed in math and literacy? Academic-domain-specific theories of intelligence about peers versus adults.

PubMed

Gunderson, Elizabeth A; Hamdan, Noora; Sorhagen, Nicole S; D'Esterre, Alexander P

2017-06-01

Individuals' implicit theories of intelligence exist on a spectrum, from believing intelligence is fixed and unchangeable, to believing it is malleable and can be improved with effort. A belief in malleable intelligence leads to adaptive responses to challenge and higher achievement. However, surprisingly little is known about the development of academic-domain-specific theories of intelligence (i.e., math vs. reading and writing). The authors examined this in a cross-section of students from 1st grade to college (N = 523). They also examined whether students hold different beliefs about the role of fixed ability in adult jobs versus their own grade. The authors' adult-specific beliefs hypothesis states that when children learn societally held beliefs from adults, they first apply these beliefs specifically to adults and later to students their own age. Consistent with this, even the youngest students (1st and 2nd graders) believed that success in an adult job requires more fixed ability in math than reading and writing. However, when asked about students in their own grade, only high school and college students reported that math involves more fixed ability than reading and writing. High school and college students' math-specific theories of intelligence were related to their motivation and achievement in math, controlling for reading and writing-specific theories. Reading and writing-specific theories did not predict reading and writing-specific motivations or achievement, perhaps because students perceive reading and writing as less challenging than math. In summary, academic-domain-specific theories of intelligence develop early but may not become self-relevant until adolescence, and math-specific beliefs may be especially important targets for intervention. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

The effects of different learning environments on students' motivation for learning and their achievement.

PubMed

Baeten, Marlies; Dochy, Filip; Struyven, Katrien

2013-09-01

Research in higher education on the effects of student-centred versus lecture-based learning environments generally does not take into account the psychological need support provided in these learning environments. From a self-determination theory perspective, need support is important to study because it has been associated with benefits such as autonomous motivation and achievement. The purpose of the study is to investigate the effects of different learning environments on students' motivation for learning and achievement, while taking into account the perceived need support. First-year student teachers (N= 1,098) studying a child development course completed questionnaires assessing motivation and perceived need support. In addition, a prior knowledge test and case-based assessment were administered. A quasi-experimental pre-test/post-test design was set up consisting of four learning environments: (1) lectures, (2) case-based learning (CBL), (3) alternation of lectures and CBL, and (4) gradual implementation with lectures making way for CBL. Autonomous motivation and achievement were higher in the gradually implemented CBL environment, compared to the CBL environment. Concerning achievement, two additional effects were found; students in the lecture-based learning environment scored higher than students in the CBL environment, and students in the gradually implemented CBL environment scored higher than students in the alternated learning environment. Additionally, perceived need support was positively related to autonomous motivation, and negatively to controlled motivation. The study shows the importance of gradually introducing students to CBL, in terms of their autonomous motivation and achievement. Moreover, the study emphasizes the importance of perceived need support for students' motivation. © 2012 The British Psychological Society.

Curriculum Alignment: Exploring Student Perception of Learning Achievement Measures

ERIC Educational Resources Information Center

Kuhn, Kerri-Ann L.; Rundle-Thiele, Sharyn R.

2009-01-01

The importance of constructively aligned curriculum is well understood in higher education. Based on the principles of constructive alignment, this research considers whether student perception of learning achievement measures can be used to gain insights into how course activities and pedagogy are assisting or hindering students in accomplishing…

"Plus Ca Change...?": Racism in Higher Education.

ERIC Educational Resources Information Center

Exum, William H.

The meaning, operation, and impact of institutional racism in higher education are examined with attention to both past and present conditions. Institutional racism is examined with reference to several specific issues: barriers to the entry of blacks, as both students and staff, into American higher education; curriculum and academic programs;…

Testing a Model of the Relationship of Demographic, Affective, and Fitness Variables to Academic Achievement among Non-Science Majors at an Independent University

NASA Astrophysics Data System (ADS)

Dutra, Andrew Martin

The purpose of this study was to determine the relationship of specific attributes of college students to their academic achievement at an independent university in central Florida. Academic achievement was measured as the numeric score on the final exam in a survey-of-science course (EDS 1032) required for non-science majors. Attribute sets included personological, affective, and fitness variables. A hypothesized diagram of the direct and indirect effects among these attributes relative to academic achievement was developed and tested using data collected Spring 2014 from 168 students in four sections of EDS 1032 at Florida Institute of Technology. Multiple regression results revealed that 19% of the variance in a students' academic achievement was due to the influence of these three sets of research factors; this was found to be statistically significant. The results of mediation analyses also indicated that three variables had significant direct effects on academic achievement, namely gender, number of academic credits, and sports motivation. In addition, gender had a significant indirect effect on academic achievement via stress, and the number of academic credits had a significant indirect effect on academic achievement via sports motivation. These findings indicated that female students scored roughly six points higher than male students on this final exam. Also, gender's influence on academic achievement was partially attributable to the student's level of stress (e.g., male students with high levels of stress had lower grades on this final exam than female students with the same level of stress). In addition, it was found that students taking more academic credits were likely to score higher on this final exam than those students taking fewer credits. Further, as students' level of sports amotivation increased, the strength of the relationship between the number of student academic credits and academic achievement decreased. These results support Self

A Meta-analysis of universal mental health prevention programs for higher education students.

PubMed

Conley, Colleen S; Durlak, Joseph A; Kirsch, Alexandra C

2015-05-01

This meta-analysis investigated the effectiveness of universal mental health prevention programs for higher education students on a range of adjustment outcomes. A systematic literature search identified 103 controlled published and unpublished interventions involving college, graduate, or professional students. As hypothesized, skill-training programs that included a supervised practice component were significantly more effective overall (mean effect size = 0.45, confidence interval (CI) = 0.39 to 0.52) compared to skill-training programs without supervised practice (0.11, CI = -0.01 to 0.22) and psychoeducational (information-only) programs (0.13, CI = 0.06 to 0.21). When comparisons on specific outcomes were possible, skill-training programs including supervised practice were significantly more effective than the other two groups of programs in reducing symptoms of depression, anxiety, stress, and general psychological distress, and in improving social-emotional skills, self-perceptions, and academic behaviors and performance. The magnitude of effects achieved in several outcome areas is comparable to or higher than that reported in other reviews of universal programs, suggesting that skill-training programs for higher education students that incorporate supervised practice now join the ranks of other effective preventive mental health interventions. This review offers several recommendations to improve the experimental rigor of future research.

Longitudinal follow-up of academic achievement in children with autism from age 2 to 18.

PubMed

Kim, So Hyun; Bal, Vanessa H; Lord, Catherine

2018-03-01

This study examined early predictors of and changes in school-age academic achievement and class placement in children referred for autism spectrum disorder (ASD) at age 2. Of 111 ASD referrals, 74 were diagnosed with ASD at age 18. Regression analyses were performed to identify age 3 predictors of achievement in arithmetic, passage comprehension, word reading, and spelling at ages 9 and 18. Linear Mixed Models were used to examine predictors of academic growth between ages 9 and 18. Academic skills varied widely at 9 and 18, but were mostly commensurate with or higher than expected given cognitive levels. However, 22% (age 9) and 32% (age 18) of children with average/above average IQ showed below/low average achievement in at least one academic domain. Children who remained in general education/inclusion classrooms had higher achievement than those who moved to special education classrooms. Stronger cognitive skills at age 3 and 9 predicted better academic achievement and faster academic growth from age 9 to 18. Parent participation in intervention by age 3 predicted better achievement at age 9 and 18. Many children with ASD achieve basic academic skills commensurate with or higher than their cognitive ability. However, more rigorous screening for learning difficulties may be important for those with average cognitive skills because a significant minority show relative academic delays. Interventions targeting cognitive skills and parent participation in early treatment may have cascading effects on long-term academic development. © 2017 Association for Child and Adolescent Mental Health.

The Effect of Using Concept Maps as Study Tools on Achievement in Chemistry

ERIC Educational Resources Information Center

BouJaoude, Saouma; Attieh, May

2008-01-01

The purposes of this study were to: (1) examine whether or not the construction of concept maps by students improves their achievement and ability to solve higher order questions in chemistry, (2) investigate the differential effect of the treatment by gender and achievement level, and (3) explore the relationships between performance on concept…

Women's participation in household decision-making and higher dietary diversity: findings from nationally representative data from Ghana.

PubMed

Amugsi, Dickson A; Lartey, Anna; Kimani, Elizabeth; Mberu, Blessing U

2016-05-31

Low-quality monotonous diet is a major problem confronting resource-constrained settings across the world. Starchy staple foods dominate the diets in these settings. This places the population, especially women of reproductive age, at a risk of micronutrients deficiencies. This study seeks to examine the association between women's decision-making autonomy and women's achievement of higher dietary diversity (DD) and determine the socio-demographic factors that can independently predict women's attainment of higher DD. The study used data from the 2008 Ghana Demographic and Health Survey. The participants comprised of 2262 women aged 15-49 years and who have complete dietary data. The DD score was derived from a 24-h recall of intake of foods from nine groups. The score was dichotomized into lower DD (DD ≤4) and higher (DD ≥5). Logistic regression was used to assess the association between women decision-making autonomy (final say on how to spend money, making household purchases, own health care, opinions on wife-beating, and sexual intercourse with husband) and the achievement of higher DD. The logistic regression models were adjusted for covariates at the individual and household levels. The analysis showed that women participation in decision-making regarding household purchases was significantly associated with higher DD, after adjusting for individual and household level covariates. The odds of achieving higher DD were higher among women who had a say in deciding household purchases, compared to women who did not have a say (OR = 1.74, 95 % CI = 1.24, 2.42). Women who had more than primary education were 1.6 times more likely to achieve higher DD, compared to those with no education (95 % CI = 1.12, 2.20). Compared to women who lived in polygamous households, those who lived in monogamous households had higher odds of achieving higher DD (OR = 1.42, 95 % CI = 1.04, 1.93). Net other covariates, women who have a say in making

Online High School Achievement versus Traditional High School Achievement

ERIC Educational Resources Information Center

Blohm, Katherine E.

2017-01-01

The following study examined the question of student achievement in online charter schools and how the achievement scores of students at online charter schools compare to achievement scores of students at traditional schools. Arizona has seen explosive growth in charter schools and online charter schools. A study comparing how these two types of…

Why I Believe I Achieve Determines Whether I Achieve

ERIC Educational Resources Information Center

Siegle, Del; McCoach, D. Betsy; Roberts, Anne

2017-01-01

The beliefs and values students hold toward themselves, given tasks, and achievement itself can influence what tasks students seek, and whether they are able to obtain them. On the basis of previous research on underachievement and motivation, we developed the Achievement Orientation Model (AOM) to explore the issue of student achievement. The…

The Context of Higher Education Development and Policy Response in China

ERIC Educational Resources Information Center

Bie, Dun-rong; Yi, Meng-chun

2014-01-01

Higher education has been continuously growing, changing and developing since the Third Plenary Session of the 11th Central Committee of the Chinese Communist Party in China. With development of more than 30 years, Chinese higher education has achieved many breakthroughs. Meanwhile, it has been facing some new situations--demographic changes,…

The Recalibration of Neoliberalisation: Repoliticising Higher Education Policy in Hong Kong

ERIC Educational Resources Information Center

Lo, William Yat Wai

2017-01-01

This article analyses a recent policy change in higher education in Hong Kong to determine the significance of politics in the conceptual understanding of higher education governance. To achieve this objective, the article examines the tension between the global agenda, which is characterised by neoliberal ideology and practices, and local needs,…

A Methodology for Sustainability Evaluation and Reporting in Higher Education Institutions

ERIC Educational Resources Information Center

Madeira, Ana C.; Carravilla, Maria Antonia; Oliveira, Jose F.; Costa, Carlos A. V.

2011-01-01

The purpose of this paper is to present a methodology that allows higher education institutions (HEIs) to promote, to evaluate and to report on sustainability. The ultimate goal of the afore-mentioned methodology is to help HEIs achieve sustainability. First, a model entitled Sustainability in Higher Education Institutions (SusHEI) that generally…

GATS and Higher Education: State of Play of the Liberalization Commitments

ERIC Educational Resources Information Center

Verger, Antoni

2009-01-01

Higher education is the education level under the most pressure to be internationally liberalized. Currently, the main global instrument to achieve this liberalization goal is the General Agreement on Trade in Services (GATS) of the World Trade Organization. In this paper, the process of trade liberalization of higher education in the GATS…

Achieving target refraction after cataract surgery.

PubMed

Simon, Shira S; Chee, Yewlin E; Haddadin, Ramez I; Veldman, Peter B; Borboli-Gerogiannis, Sheila; Brauner, Stacey C; Chang, Kenneth K; Chen, Sherleen H; Gardiner, Matthew F; Greenstein, Scott H; Kloek, Carolyn E; Chen, Teresa C

2014-02-01

To evaluate the difference between target and actual refraction after phacoemulsification and intraocular lens implantation at an academic teaching institution's Comprehensive Ophthalmology Service. Retrospective study. We examined 1275 eye surgeries for this study. All consecutive cataract surgeries were included if they were performed by an attending or resident surgeon from January through December 2010. Postoperative refractions were compared with preoperative target refractions. Patients were excluded if they did not have a preoperative target refraction documented or if they did not have a recorded postoperative manifest refraction within 90 days. The main outcome measure was percentage of cases achieving a postoperative spherical equivalent ± 1.0 diopter (D) of target spherical equivalent. We performed 1368 cataract surgeries from January through December of 2010. Of these, 1275 (93%) had sufficient information for analysis. Of the included cases, 94% (1196 of 1275) achieved ± 1.0 D of target refraction by 90 days after cataract surgery. This paper establishes a new benchmark for a teaching hospital, where 94% of patients achieved within 1.0 D of target refraction after cataract surgery. The refractive outcomes after cataract surgery at this academic teaching institution were higher than average international benchmarks. Copyright © 2014 American Academy of Ophthalmology. Published by Elsevier Inc. All rights reserved.

Relating children's attentional capabilities to intelligence, memory, and academic achievement: a test of construct specificity in children with asthma.

PubMed

Annett, Robert D; Bender, Bruce G; Gordon, Michael

2007-01-01

The relationship between attention, intelligence, memory, achievement, and behavior in a large population (N = 939) of children without neuropsychologic problems was investigated in children with mild and moderate asthma. It was hypothesized that different levels of children's attentional capabilities would be associated with different levels of intellectual, memory, and academic abilities. Children ages 6-12 at the eight clinical centers of the Childhood Asthma Management Program (CAMP) were enrolled in this study. Standardized measures of child neuropsychological and behavioral performance were administered to all participants, with analyses examining both the developmental trajectory of child attentional capabilities and the associations between Continuous Performance Test (CPT) scores and intellectual functioning, and measures of memory, academic achievement, and behavioral functioning. Findings demonstrated that correct responses on the CPT increase significantly with age, while commission errors decrease significantly with age. Performance levels on the CPT were associated with differences in child intellectual function, memory, and academic achievement. Overall these findings reveal how impairments in child attention skills were associated with normal levels of performance on measures of children's intelligence, memory, academic achievement, and behavioral functioning, suggesting that CPT performance is a salient marker of brain function.

Primary Mental Abilities and Metropolitan Readiness Tests as Predictors of Achievement in the First Primary Year.

ERIC Educational Resources Information Center

University City School District, MO.

The prediction of achievement provides teachers with necessary information to help children attain optimal achievement. If some skill prerequistites to learning which are not fully developed can be identified and strengthened, higher levels of achievement may result. The Metropolitan Readiness Tests (MRT) are routinely given to all University City…

Academic Self-Efficacy of High Achieving Students in Mexico

ERIC Educational Resources Information Center

Camelo-Lavadores, Ana Karen; Sánchez-Escobedo, Pedro; Pinto-Sosa, Jesus

2017-01-01

The purpose of this study was to explore for differences in the academic self-efficacy of Mexican high school students. A gird questionnaire was administered to 1,460 students form private and public schools. As expected, high achieving students showed significantly higher academic self-efficacy that their peers. However, interesting gender…

Achievement Goals as Mediators of the Relationship between Competence Beliefs and Test Anxiety

ERIC Educational Resources Information Center

Putwain, David W.; Symes, Wendy

2012-01-01

Background: Previous work suggests that the expectation of failure is related to higher test anxiety and achievement goals grounded in a fear of failure. Aim: To test the hypothesis, based on the work of Elliot and Pekrun (2007), that the relationship between perceived competence and test anxiety is mediated by achievement goal orientations.…

The Impact of Learning Styles on Student Achievement in a Web-Based versus an Equivalent Face-to-Face Course

ERIC Educational Resources Information Center

Zacharis, Nick Z.

2010-01-01

This study investigated the relationship between students' learning styles and their achievement in two different learning environments: online instruction and traditional instruction. The results indicated that a) students in the traditional learning group had higher, but not statistically significant higher, levels of achievement than students…

A Psychometric Evaluation of Two Achievement Goal Inventories

ERIC Educational Resources Information Center

Donnellan, M. Brent

2008-01-01

The properties of the achievement goal inventories developed by Grant and Dweck (2003) and Elliot and McGregor (2001) were evaluated in two studies with a total of 780 participants. A four-factor specification for the Grant and Dweck inventory did not closely replicate results published in their original report. In contrast, the structure of the…

Government and Higher Education Relationships across Three Continents: The Winds of Change. Issues in Higher Education Series, Volume 2.

ERIC Educational Resources Information Center

Neave, Guy, Ed.; van Vught, Frans A., Ed.

This volume collects several case studies on the relationship between government and higher education in developing nations in Africa, Asia, and Latin America. In particular these studies ask whether specific forms of government regulation help to solve the crisis of higher education in the developing world better than other forms of regulation.…

Classroom, School, and District Impacts on Diverse Student Literacy Achievement

ERIC Educational Resources Information Center

Wilcox, Kristen Campbell; Lawson, Hal A.; Angelis, Janet

2015-01-01

Background/Context: Prior research has investigated the literacy achievement gap with particular focus on ethnically and linguistically diverse students' performance. This study extends that research by examining the relationships among classroom instructional practices, school priorities, and district policies in higher performing schools.…

Achieving interoperability for metadata registries using comparative object modeling.

PubMed

Park, Yu Rang; Kim, Ju Han

2010-01-01

Achieving data interoperability between organizations relies upon agreed meaning and representation (metadata) of data. For managing and registering metadata, many organizations have built metadata registries (MDRs) in various domains based on international standard for MDR framework, ISO/IEC 11179. Following this trend, two pubic MDRs in biomedical domain have been created, United States Health Information Knowledgebase (USHIK) and cancer Data Standards Registry and Repository (caDSR), from U.S. Department of Health & Human Services and National Cancer Institute (NCI), respectively. Most MDRs are implemented with indiscriminate extending for satisfying organization-specific needs and solving semantic and structural limitation of ISO/IEC 11179. As a result it is difficult to address interoperability among multiple MDRs. In this paper, we propose an integrated metadata object model for achieving interoperability among multiple MDRs. To evaluate this model, we developed an XML Schema Definition (XSD)-based metadata exchange format. We created an XSD-based metadata exporter, supporting both the integrated metadata object model and organization-specific MDR formats.

Achievements and Lessons Learned from Vietnam's Higher Education Quality Assurance System after a Decade of Establishment

ERIC Educational Resources Information Center

Nguyen, Huu Cuong; Ta, Thi Thu Hien; Nguyen, Thi Thu Huong

2017-01-01

Higher education quality assurance and accreditation were officially implemented in Vietnam over twelve years ago. From a totally centralized model, Vietnam's accreditation system has been becoming more independent, especially with the establishment of accrediting agencies. The first accreditation certificates were also awarded to universities…

Achievable rate maximization for decode-and-forward MIMO-OFDM networks with an energy harvesting relay.

PubMed

Du, Guanyao; Yu, Jianjun

2016-01-01

This paper investigates the system achievable rate for the multiple-input multiple-output orthogonal frequency division multiplexing (MIMO-OFDM) system with an energy harvesting (EH) relay. Firstly we propose two protocols, time switching-based decode-and-forward relaying (TSDFR) and a flexible power splitting-based DF relaying (PSDFR) protocol by considering two practical receiver architectures, to enable the simultaneous information processing and energy harvesting at the relay. In PSDFR protocol, we introduce a temporal parameter to describe the time division pattern between the two phases which makes the protocol more flexible and general. In order to explore the system performance limit, we discuss the system achievable rate theoretically and formulate two optimization problems for the proposed protocols to maximize the system achievable rate. Since the problems are non-convex and difficult to solve, we first analyze them theoretically and get some explicit results, then design an augmented Lagrangian penalty function (ALPF) based algorithm for them. Numerical results are provided to validate the accuracy of our analytical results and the effectiveness of the proposed ALPF algorithm. It is shown that, PSDFR outperforms TSDFR to achieve higher achievable rate in such a MIMO-OFDM relaying system. Besides, we also investigate the impacts of the relay location, the number of antennas and the number of subcarriers on the system performance. Specifically, it is shown that, the relay position greatly affects the system performance of both protocols, and relatively worse achievable rate is achieved when the relay is placed in the middle of the source and the destination. This is different from the MIMO-OFDM DF relaying system without EH. Moreover, the optimal factor which indicates the time division pattern between the two phases in the PSDFR protocol is always above 0.8, which means that, the common division of the total transmission time into two equal phases in

Supercomplexity in Higher Education Kinesiology

ERIC Educational Resources Information Center

Block, Betty A.; Estes, Steve

2011-01-01

This article employs Barnett's (2004) specifications of the aspects that describe the times of "supercomplexity." This term characterizes the challenges universities are facing regarding the expanding and competing forces that are affecting higher education, particularly in the West. Outside forces related to globalization, digital technologies,…

IQ, Cultural Values, and the Technological Achievement of Nations

ERIC Educational Resources Information Center

Gelade, Garry A.

2008-01-01

It is shown that the technological capabilities of a nation are related to national IQ. Nations with a higher percentage of high-IQ individuals generate more technological knowledge (as measured by patents granted per head of population) than other nations. Technological achievement is also shown to mediate the relationship between national IQ and…

Purpose Plus: Supporting Youth Purpose, Control, and Academic Achievement

ERIC Educational Resources Information Center

Pizzolato, Jane Elizabeth; Brown, Elizabeth Levine; Kanny, Mary Allison

2011-01-01

Research in the past decade suggests that a persistent achievement gap between students from low-income minority backgrounds and higher-income white backgrounds may be rooted in theories of student motivation and youth purpose. Yet limited research exists regarding the role of purpose on positive youth development as it pertains to academic…

The Relationships among Middle School Students' Motivational Orientations, Learning Strategies, and Academic Achievement

ERIC Educational Resources Information Center

McClintic-Gilbert, Megan S.; Corpus, Jennifer Henderlong; Wormington, Stephanie V.; Haimovitz, Kyla

2013-01-01

The present study examined the extent to which middle school students' (N = 90) learning strategies mediated the relationship between their motivational orientations and academic achievement. Survey data revealed that higher degrees of intrinsic motivation predicted the use of both deep and surface learning strategies, whereas higher degrees of…

Sex ratio adjustment by sex-specific maternal cannibalism in hamsters.

PubMed

Beery, Annaliese K; Zucker, Irving

2012-10-10

Mammalian offspring sex ratios can be biased via prenatal and postnatal mechanisms, including sperm selection, sex-specific embryo loss, and differential postnatal investment in males and females. Syrian hamsters routinely cannibalize some of their pups in the first days after birth. We present evidence that short day lengths, typically predictive of poor autumn and winter field conditions, are associated with male-biased sex ratios, achieved in part through selective perinatal maternal infanticide of female offspring. Higher peak litter sizes were associated with increased cannibalism rates, decreased final litter counts, and increased body mass of pups surviving to weaning. To our knowledge this is the first report of sex ratio adjustment by offspring cannibalism. Copyright © 2012 Elsevier Inc. All rights reserved.

Deregulation and Higher Education: Potential Impact on Access, Affordability and Achievement in Ohio. Education. Executive Summary

ERIC Educational Resources Information Center

Camou, Michelle; Patton, Wendy

2012-01-01

Prosperous regions are educated regions. Ohio's relatively low share of residents with college degrees has concerned one governor after the other and proposals for managing Ohio's university system have differed substantially. The Kasich administration's higher education proposal, the "Enterprise University Plan for Ohio," is based on…

Shoot Na+ exclusion and increased salinity tolerance engineered by cell type-specific alteration of Na+ transport in Arabidopsis.

PubMed

Møller, Inge S; Gilliham, Matthew; Jha, Deepa; Mayo, Gwenda M; Roy, Stuart J; Coates, Juliet C; Haseloff, Jim; Tester, Mark

2009-07-01

Soil salinity affects large areas of cultivated land, causing significant reductions in crop yield globally. The Na+ toxicity of many crop plants is correlated with overaccumulation of Na+ in the shoot. We have previously suggested that the engineering of Na+ exclusion from the shoot could be achieved through an alteration of plasma membrane Na+ transport processes in the root, if these alterations were cell type specific. Here, it is shown that expression of the Na+ transporter HKT1;1 in the mature root stele of Arabidopsis thaliana decreases Na+ accumulation in the shoot by 37 to 64%. The expression of HKT1;1 specifically in the mature root stele is achieved using an enhancer trap expression system for specific and strong overexpression. The effect in the shoot is caused by the increased influx, mediated by HKT1;1, of Na+ into stelar root cells, which is demonstrated in planta and leads to a reduction of root-to-shoot transfer of Na+. Plants with reduced shoot Na+ also have increased salinity tolerance. By contrast, plants constitutively expressing HKT1;1 driven by the cauliflower mosaic virus 35S promoter accumulated high shoot Na+ and grew poorly. Our results demonstrate that the modification of a specific Na+ transport process in specific cell types can reduce shoot Na+ accumulation, an important component of salinity tolerance of many higher plants.

Higher-order dielectrophoretic effects: levitation at a field null.

PubMed

Washizu, M; Jones, T B; Kaler, K V

1993-08-20

Experiments with certain new micro-electrode structures used to achieve passive dielectrophoretic levitation of small particles and biological cells reveal a pronounced size-dependent effect not anticipated by the conventional dipole-based model. The conventional theory fails to predict this size effect because it neglects higher-order moments such as the quadrupole, hexapole, and octupole. These higher-order moments are in fact responsible for the levitation force achieved by azimuthally periodic electrode structures because, in such geometries, the electric field is zero along the axis so that the induced dipole moment must be zero. For example, the planar quadrupole levitates particles passively along the central axis through the interaction of its field with the induced quadrupolar moment of the particle. The size effect reported with this structure is readily explained in terms of this quadrupolar component of the ponderomotive force exerted on the particle.

Effect of the energy-environment simulator on achievement, attitudes, and behavior relative to energy-education concepts systematically replicated in higher education

DOE Office of Scientific and Technical Information (OSTI.GOV)

Lees, J.R.

This study was a systematic replication of a study by Stagliano (1981). Additional hypotheses concerning pretest, student major, and student section variance were tested. Achievement in energy knowledge and conservation attitudes attained by (a) lecture-discussion enriched with the Energy-Environment Simulator and (b) lecture-discussion methods of instruction were measured. Energy knowledge was measured on the Energy Knowledge Assessment Test (EKAT), and attitudes were measured on the Youth Energy Survey (YES), the Lecture-discussion simulation (LDS) used a two hour out-of-class activity in debriefing. The population consisted of 142 college student volunteers randomly selected, and assigned to one of two groups of 71more » students for each treatment. Stagliano used three groups (n = 35), one group receiving an energy-game treatment. Both studies used the pretest-posttest true experimental design. The present study included 28 hypotheses, eight of which were found to be significant. Stagliano used 12 hypotheses, all of which were rejected. The present study hypothesized that students who received the LDS treatment would obtain significantly higher scores on the EKAT and the YES instruments. Results showed that significance was found (alpha level .05) on the EKAT and also found on the YES total subscale when covaried for effects of pretest, student major, and student section. When covarying the effects of pretest scores only, significance was found on the EKAT. All YES hypotheses were rejected.« less

Higher Education Accountability Performance in Padang State University

ERIC Educational Resources Information Center

Al Kadri, Hanif

2015-01-01

This study examines the adherence to process and achievement of the objectives of performance accountability in Higher Education in UNP. To be able to perform the role as guardian of academic and scientific culture, the university should be an independent agency, with the accountable autonomy-based governance. The concept of autonomy in higher…

Cell-Type-Specific Optogenetics in Monkeys.

PubMed

Namboodiri, Vijay Mohan K; Stuber, Garret D

2016-09-08

The recent advent of technologies enabling cell-type-specific recording and manipulation of neuronal activity spurred tremendous progress in neuroscience. However, they have been largely limited to mice, which lack the richness in behavior of primates. Stauffer et al. now present a generalizable method for achieving cell-type specificity in monkeys. Copyright © 2016 Elsevier Inc. All rights reserved.

Exploring the Relationship between Social Capitals and English Language Achievement within a Specific Grade and Context

ERIC Educational Resources Information Center

Khodadady, Ebrahim; Pishghadam, Reza; Alaee, Farnaz Farokh

2012-01-01

An achievement test based on schema theory (S-Test) was developed on the passages comprising the English textbook taught at grade three in state high schools in Iran and administered concurrently with a validated and reliable Social Capital Scale (SCS) to four hundred seventy seven male and female participants. The Z-scores obtained on the S-Test…

Access to Higher Education: The Hope for Democratic Schooling in America

ERIC Educational Resources Information Center

Burke, Bruce J.; Johnstone, Michelle

2004-01-01

The American aspiration for higher education as a road to a better life for everyone is threatened. As the economic and social gap between the upper third of the population and the bottom third widens, so access to better education, especially to higher education, becomes increasingly difficult to achieve. The traditional role of hope in the…

Higher Education in American Society.

ERIC Educational Resources Information Center

Altbach, Philip G., Ed.; Berdahl, Robert O., Ed.

The wide-ranging impact of social, political and economic forces on higher education and their specific consequences for faculty, students, and administrators is addressed within the broad context of autonomy and accountability. The book is organized around several themes. The first section discusses such basic issues as: the historical…

Kill: boosting HIV-specific immune responses.

PubMed

Trautmann, Lydie

2016-07-01

Increasing evidence suggests that purging the latent HIV reservoir in virally suppressed individuals will require both the induction of viral replication from its latent state and the elimination of these reactivated HIV-infected cells ('Shock and Kill' strategy). Boosting potent HIV-specific CD8 T cells is a promising way to achieve an HIV cure. Recent studies provided the rationale for developing immune interventions to increase the numbers, function and location of HIV-specific CD8 T cells to purge HIV reservoirs. Multiple approaches are being evaluated including very early suppression of HIV replication in acute infection, adoptive cell transfer, therapeutic vaccination or use of immunomodulatory molecules. New assays to measure the killing and antiviral function of induced HIV-specific CD8 T cells have been developed to assess the efficacy of these new approaches. The strategies combining HIV reactivation and immunobased therapies to boost HIV-specific CD8 T cells can be tested in in-vivo and in-silico models to accelerate the design of new clinical trials. New immunobased strategies are explored to boost HIV-specific CD8 T cells able to purge the HIV-infected cells with the ultimate goal of achieving spontaneous control of viral replication without antiretroviral treatment.

Kill: Boosting HIV-specific immune responses

PubMed Central

Trautmann, Lydie

2016-01-01

Purpose of review Increasing evidences suggest that purging the latent HIV reservoir in virally-suppressed individuals will require both the induction of viral replication from its latent state and the elimination of these reactivated HIV infected cells (“Shock and Kill” strategy). Boosting potent HIV-specific CD8 T cells is a promising way to achieve an HIV cure. Recent findings Recent studies provided the rationale for developing immune interventions to increase the numbers, function and location of HIV-specific CD8 T cells to purge HIV reservoirs. Multiple approaches are being evaluated including very early suppression of HIV replication in acute infection, adoptive cell transfer, therapeutic vaccination or use of immunomodulatory molecules. New assays to measure the killing and antiviral function of induced HIV-specific CD8 T cells have been developed to assess the efficacy of these new approaches. The strategies combining HIV reactivation and immunobased therapies to boost HIV-specific CD8 T cells can be tested in in vivo and in silico models to accelerate the design of new clinical trials. Summary New immunobased strategies are explored to boost HIV-specific CD8 T cells able to purge the HIV-infected cells with the ultimate goal of achieving spontaneous control of viral replication without antiretroviral treatment. PMID:27054280

Reform in a Fragmented System: Higher Education in Bosnia-Herzegovina.

ERIC Educational Resources Information Center

Temple, Paul

2002-01-01

Analyzes issues of fragmentation and reform in Bosnia-Herzegovina's higher education system, suggesting that a better appreciation of traditional university structures, rather than just Anglo-American central management, is important in achieving effective reform. (EV)

Gender Differences in Academic Achievement: Is Writing an Exception to the Gender Similarities Hypothesis?

PubMed

Reynolds, Matthew R; Scheiber, Caroline; Hajovsky, Daniel B; Schwartz, Bryanna; Kaufman, Alan S

2015-01-01

The gender similarities hypothesis by J. S. Hyde ( 2005 ), based on large-scale reviews of studies, concludes that boys and girls are more alike than different on most psychological variables, including academic skills such as reading and math (J. S. Hyde, 2005 ). Writing is an academic skill that may be an exception. The authors investigated gender differences in academic achievement using a large, nationally stratified sample of children and adolescents ranging from ages 7-19 years (N = 2,027). Achievement data were from the conormed sample for the Kaufman intelligence and achievement tests. Multiple-indicator, multiple-cause, and multigroup mean and covariance structure models were used to test for mean differences. Girls had higher latent reading ability and higher scores on a test of math computation, but the effect sizes were consistent with the gender similarities hypothesis. Conversely, girls scored higher on spelling and written expression, with effect sizes inconsistent with the gender similarities hypothesis. The findings remained the same after controlling for cognitive ability. Girls outperform boys on tasks of writing.

Cancer-specific Relationship Awareness, Relationship Communication, and Intimacy Among Couples Coping with Early Stage Breast Cancer

PubMed Central

Manne, Sharon L.; Siegel, Scott; Kashy, Deborah; Heckman, Carolyn J.

2013-01-01

If couples can maintain normalcy and quality in their relationship during the cancer experience, they may experience greater relational intimacy. Cancer-specific relationship awareness, which is an attitude defined as partners focusing on the relationship and thinking about how they might maintain normalcy and cope with cancer as a couple or “team”, is one factor that may help couples achieve this goal. The main aim of this study was to evaluate the associations between cancer-specific relationship awareness, cancer-specific communication (i.e., talking about cancer’s impact on the relationship, disclosure, and responsiveness to partner disclosure), and relationship intimacy and evaluate whether relationship communication mediated the association between relationship awareness and intimacy. Two hundred fifty four women diagnosed with early stage breast cancer and their partners completed measures of cancer-specific relationship awareness, relationship talk, self-and perceived partner disclosure, perceived partner responsiveness, and relationship intimacy. Results indicated that patients and spouses who were higher in cancer-specific relationship awareness engaged in more relationship talk, reported higher levels of self-disclosure, and perceived that their partner disclosed more. Their partners reported that they were more responsive to disclosures. Relationship talk and perceived partner responsiveness mediated the association between cancer–specific relationship awareness and intimacy. Helping couples consider ways they can maintain normalcy and quality during the cancer experience and framing coping with cancer as a “team” effort may facilitate better communication and ultimately enhance relationship intimacy. PMID:25242854

Leading in the Middle: Leadership Behaviors of Middle Level Principals that Promote Student Achievement

ERIC Educational Resources Information Center

Minus, Eric L.

2010-01-01

This study sought to investigate the relationship between middle school principals' instructional leadership behaviors and student achievement. In particular, this study investigated the specific principal leadership behaviors of middle level principals that promote student achievement in school. A secondary variable for consideration was student…

Patient-Specific Deep Architectural Model for ECG Classification

PubMed Central

Luo, Kan; Cuschieri, Alfred

2017-01-01

Heartbeat classification is a crucial step for arrhythmia diagnosis during electrocardiographic (ECG) analysis. The new scenario of wireless body sensor network- (WBSN-) enabled ECG monitoring puts forward a higher-level demand for this traditional ECG analysis task. Previously reported methods mainly addressed this requirement with the applications of a shallow structured classifier and expert-designed features. In this study, modified frequency slice wavelet transform (MFSWT) was firstly employed to produce the time-frequency image for heartbeat signal. Then the deep learning (DL) method was performed for the heartbeat classification. Here, we proposed a novel model incorporating automatic feature abstraction and a deep neural network (DNN) classifier. Features were automatically abstracted by the stacked denoising auto-encoder (SDA) from the transferred time-frequency image. DNN classifier was constructed by an encoder layer of SDA and a softmax layer. In addition, a deterministic patient-specific heartbeat classifier was achieved by fine-tuning on heartbeat samples, which included a small subset of individual samples. The performance of the proposed model was evaluated on the MIT-BIH arrhythmia database. Results showed that an overall accuracy of 97.5% was achieved using the proposed model, confirming that the proposed DNN model is a powerful tool for heartbeat pattern recognition. PMID:29065597

Women in Leadership in Higher Education: Leadership Styles and the "Glass Ceiling"

ERIC Educational Resources Information Center

Michael, Rebecka

2013-01-01

Women in upper-level leadership positions in higher education are underrepresented. This study examined the predominant leadership styles of women who have achieved upper-level leadership positions in higher education explored intentional changes in their leadership styles. Primarily, the study sought to determine if these leaders had similar…

A Coalition Approach to Higher-Level Fusion

DTIC Science & Technology

2009-07-01

environment and as a simulation which operates without any human interaction . In a typical wargame, WISE might portray a complex warfighting...the environment , while higher-level fusion is about establishing the story behind the data. Thus, achieving situational awareness for the users of...It is important to manage the relationship between the users and the virtual adviser so that context can be conveyed without disrupting the users

Effects of Inequality, Family and School on Mathematics Achievement: Country and Student Differences

ERIC Educational Resources Information Center

Chiu, Ming Ming

2010-01-01

Inequality, family and school characteristics were linked to student achievement as shown by multi-level analyses of 107,975 15 year olds' mathematics tests and questionnaires in 41 countries. Equal distribution of country and school resources were linked to higher mathematics scores. Students scored higher in families or schools with more…

EDITORIAL: Deeper, broader, higher, better?

NASA Astrophysics Data System (ADS)

Dobson, Ken

1998-07-01

Honorary Editor The standard of educational achievement in England and Wales is frequently criticized, and it seems to be an axiom of government that schools and teachers need to be shaken up, kept on a tight rein, copiously inspected, shamed and blamed as required: in general, subjected to the good old approach of: ' Find out what Johnny is doing and tell him to stop.' About the only exception to this somewhat severe attitude is at A-level, where the standard is simply golden. Often, comparisons are made between the performance of, say, English children and that of their coevals in other countries, with different customs, systems, aims and languages. But there has been a recent comparison of standards at A-level with a non-A-level system of pre-university education, in an English-speaking country that both sends students to English universities and accepts theirs into its own, and is, indeed, represented in the UK government at well above the level expected from its ethnical weighting in the population. This semi-foreign country is Scotland. The conclusions of the study are interesting. Scotland has had its own educational system, with `traditional breadth', and managed to escape much of the centralized authoritarianism that we have been through south of the border. It is interesting to note that, while for the past dozen years or so the trend in A-level Physics entries has been downwards, there has been an increase in the take-up of Scottish `Highers'. Highers is a one-year course. Is its popularity due to its being easier than A-level? Scottish students keen enough to do more can move on to the Certificate of Sixth Year Studies, and will shortly be able to upgrade a Higher Level into an Advanced Higher Level. A comparability study [ Comparability Study of Scottish Qualifications and GCE Advanced Levels: Report on Physics January 1998 (free from SQA)] was carried out by the Scottish Qualifications Authority (SQA) with the aim (amongst others) of helping