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…

Regular College Preparatory Students' Perceptions of the Student Teams Achievement Divisions Approach in an Academic College Preparatory Biology Class

ERIC Educational Resources Information Center

Brooks, Aarti P.

2009-01-01

Cooperative learning allows individuals with varying abilities to work alongside their peers. Students are placed into achievement levels based on placement test scores. The Regular College Preparatory (RCP) level is a score of 59% or lower and Academic College Preparatory (ACP) level is a score of 60-92% on the placement test. The purpose of this…

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…

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…

Toward Educational Testing Reform: Inside Reading Achievement Tests

ERIC Educational Resources Information Center

Schutz, Dick

2013-01-01

The commentary (1) uses the U. S. National Assessment of Educational Progress (NAEP) as a prototype for examining standardized reading achievement tests at the item level, and (2) sketches an alternative based on an initiative underway in the United Kingdom.

The experimentation of LC7E learning model on the linear program material in terms of interpersonal intelligence on Wonogiri vocational school students

NASA Astrophysics Data System (ADS)

Antinah; Kusmayadi, T. A.; Husodo, B.

2018-05-01

This study aims to determine the effect of learning model on student achievement in terms of interpersonal intelligence. The compared learning models are LC7E and Direct learning model. This type of research is a quasi-experimental with 2x3 factorial design. The population in this study is a Grade XI student of Wonogiri Vocational Schools. The sample selection had done by stratified cluster random sampling. Data collection technique used questionnaires, documentation and tests. The data analysis technique used two different unequal cell variance analysis which previously conducted prerequisite analysis for balance test, normality test and homogeneity test. he conclusions of this research are: 1) student learning achievement of mathematics given by LC7E learning model is better when compared with direct learning; 2) Mathematics learning achievement of students who have a high level of interpersonal intelligence is better than students with interpersonal intelligence in medium and low level. Students' mathematics learning achievement with interpersonal level of intelligence is better than those with low interpersonal intelligence on linear programming; 3) LC7E learning model resulted better on mathematics learning achievement compared with direct learning model for each category of students’ interpersonal intelligence level on linear program material.

The experimentation of LC7E learning model on the linear program material in terms of interpersonal intelligence on Wonogiri Vocational School students

NASA Astrophysics Data System (ADS)

Antinah; Kusmayadi, T. A.; Husodo, B.

2018-03-01

This study aimed to determine the effect of learning model on student achievement in terms of interpersonal intelligence. The compared learning models are LC7E and Direct learning model. This type of research is a quasi-experimental with 2x3 factorial design. The population in this study is a Grade XI student of Wonogiri Vocational Schools. The sample selection had done by stratified cluster random sampling. Data collection technique used questionnaires, documentation and tests. The data analysis technique used two different unequal cell variance analysis which previously conducted prerequisite analysis for balance test, normality test and homogeneity test. he conclusions of this research are: 1) student learning achievement of mathematics given by LC7E learning model is better when compared with direct learning; 2) Mathematics learning achievement of students who have a high level of interpersonal intelligence is better than students with interpersonal intelligence in medium and low level. Students’ mathematics learning achievement with interpersonal level of intelligence is better than those with low interpersonal intelligence on linear programming; 3) LC7E learning model resulted better on mathematics learning achievement compared with direct learning model for each category of students’ interpersonal intelligence level on linear program material.

Student Achievement since 2005: On State Tests and State-Level NAEP

ERIC Educational Resources Information Center

Education Digest: Essential Readings Condensed for Quick Review, 2010

2010-01-01

This article reports on a new study released by the Center on Education Policy (CEP) of states with five years of comparable test data which finds that student achievement in reading and math rose between 2005 and 2009 on state tests as well as on National Assessment of Education Progress (NAEP). The report also finds overlapping achievement gains…

Achievement-Based Rewards and Intrinsic Motivation: A Test of Cognitive Mediators

ERIC Educational Resources Information Center

Cameron, Judy; Pierce, W. David; Banko, Katherine M.; Gear, Amber

2005-01-01

This study assessed how rewards impacted intrinsic motivation when students were rewarded for achievement while learning an activity, for performing at a specific level on a test, or for both. Undergraduate university students engaged in a problem-solving activity. The design was a 2 * 2 factorial with 2 levels of reward in a learning phase…

Students classified as LD who received course substitutions for the college foreign language requirement: a replication study.

PubMed

Sparks, Richard L; Philips, Lois G; Javorsky, James

2002-01-01

This replication study examined whether 158 college students classified as learning disabled (LD) who were granted course substitutions for the foreign language (FL) requirement would display significant cognitive and academic achievement differences when grouped by levels of IQ-achievement and achievement-achievement discrepancy and by level of performance on an FL aptitude test (Modern Language Aptitude Test; MLAT), phonological/orthographic processing measures, and in FL courses. The results showed that there were few differences among groups with differing levels of IQ-achievement or achievement-achievement discrepancy (i.e., < 1.0 SD, 1.0-1.49 SD, and > 1.50 SD) on MLAT and American College Testing (ACT) scores, graduating grade point average (GPA), or college FL GPA. The results also showed that between groups who scored at or above versus below the 15th percentile (i.e., < 1.0 SD) on the MLAT, there were no differences on measures of graduating GPA, college FL GPA, native language skill, ACT score, and Verbal IQ. Demographic findings showed that 44% of these petition students met a minimum IQ-achievement discrepancy criterion (> or = 1.0 SD) for classification as LD. These findings suggest that many traditional assumptions about LD and FL learning are likely to be false.

Laboratory based instruction in Pakistan: Comparative evaluation of three laboratory instruction methods in biological science at higher secondary school level

NASA Astrophysics Data System (ADS)

Cheema, Tabinda Shahid

This study of laboratory based instruction at higher secondary school level was an attempt to gain some insight into the effectiveness of three laboratory instruction methods: cooperative group instruction method, individualised instruction method and lecture demonstration method on biology achievement and retention. A Randomised subjects, Pre-test Post-test Comparative Methods Design was applied. Three groups of students from a year 11 class in Pakistan conducted experiments using the different laboratory instruction methods. Pre-tests, achievement tests after the experiments and retention tests one month later were administered. Results showed no significant difference between the groups on total achievement and retention, nor was there any significant difference on knowledge and comprehension test scores or skills performance. Future research investigating a similar problem is suggested.

The influence of achievement goals on the constructive activity of low achievers during collaborative problem solving.

PubMed

Gabriele, Anthony J

2007-03-01

Previous research on small-group learning has found that level of constructive activity (solving or explaining how to solve problems using ideas stated or implied in the explanation provided by a partner) was a better predictor of post-test achievement than either a student's prior achievement or the quality of help received (Webb, Troper, & Fall, 1995). The purpose of this study was to extend this research by examining the influence of additional factors, in particular, achievement goals and comprehension monitoring, on low achieving students' constructive activity after receiving help from a high achieving peer. Thirty-two low achieving upper elementary students from an urban school district in the mid-west of the United States were paired with high achieving partners. Videotape data from a previously reported study on peer collaboration were transcribed and reanalyzed. In that study, dyads were randomly assigned instructions designed to induce either a learning or performance goal and were videotaped as they worked together to solve a set of mathematical word problems. The following day, students were individually post-tested on problems similar to the ones worked on in pairs. Consistent with previous research, low achieving students' level of constructive activity predicted post-test performance. In addition, constructive activity was found to mediate the relationship between achievement goals and learning. However, achievement goals were not related to low achievers constructive use of help. Instead, achievement goals were related to low achievers' relative accuracy in comprehension monitoring, which in turn was related to level of constructive activity. The meaning of these results for understanding the processes by which low achievers learn from peer help and implications for classroom practice are discussed.

Aligning Items and Achievement Levels: A Study Comparing Expert Judgments

ERIC Educational Resources Information Center

Kaliski, Pamela; Huff, Kristen; Barry, Carol

2011-01-01

For educational achievement tests that employ multiple-choice (MC) items and aim to reliably classify students into performance categories, it is critical to design MC items that are capable of discriminating student performance according to the stated achievement levels. This is accomplished, in part, by clearly understanding how item design…

Determinants of Academic Achievement of Middle Schoolers in Turkey

ERIC Educational Resources Information Center

Börkan, Bengü; Bakis, Ozan

2016-01-01

The purpose of this study is to discuss student and school factors, including cross level interaction, that cause inequalities in seven and eighth grade students' achievement in Turkish context by using national achievement test scores with a multi-level statistical approach. Our results are in line with most other studies with similar purpose.…

Modifying Achievement Test Items: A Theory-Guided and Data-Based Approach for Better Measurement of What Students with Disabilities Know

ERIC Educational Resources Information Center

Kettler, Ryan J.; Elliott, Stephen N.; Beddow, Peter A.

2009-01-01

Federal regulations allow up to 2% of the student population of a state to achieve proficiency for adequate yearly progress by taking an alternate assessment based on modified academic achievement standards (AA-MAS). Such tests are likely to be easier, but as long as a test is considered a valid measure of grade level content, it is allowable as…

Performance Level Assessment: Developing Quality and Consistency through Research Partnerships.

ERIC Educational Resources Information Center

Sanderson, Kay; Pearce, Ron

Performance level assessment (PLA) is a type of supplementary evidence system for competency-based assessment that is being pilot tested at five technical and further education (TAFE) institutes throughout Queensland, Australia. The PLA system uses the following three levels of performance: competency achieved; competency achieved with credit; and…

Designing Cognitive Complexity in Mathematical Problem-Solving Items

ERIC Educational Resources Information Center

Daniel, Robert C.; Embretson, Susan E.

2010-01-01

Cognitive complexity level is important for measuring both aptitude and achievement in large-scale testing. Tests for standards-based assessment of mathematics, for example, often include cognitive complexity level in the test blueprint. However, little research exists on how mathematics items can be designed to vary in cognitive complexity level.…

Low and High Mathematics Achievement in Japanese, Chinese, and American Elementary-School Children.

ERIC Educational Resources Information Center

Uttal, David H.; And Others

1988-01-01

First and fifth grade students who scored high or low on a mathematics test were tested for intellectual ability and reading achievement. Students and their mothers were interviewed. Results indicated that factors associated with levels of achievement in mathematics operate in a similar fashion across three cultures that differ greatly in their…

The Concept of Performance Levels in Criterion-Referenced Assessment.

ERIC Educational Resources Information Center

Hewitson, Mal

The concept of performance levels in criterion-referenced assessment is explored by applying the idea to different types of tests commonly used in schools, mastery tests (including diagnostic tests) and achievement tests. In mastery tests, a threshold performance standard must be established for each criterion. Attainment of this threshold…

RS-25 Engines Powered to Highest Level Ever During Stennis Test

NASA Image and Video Library

2018-02-21

Operators powered NASA’s Space Launch System (SLS) engine to 113 percent thrust level, the highest RS-25 power level yet achieved, for 50 seconds of a 260-second test on February 21 at Stennis Space Center. This was the third full-duration test conducted on the A-1 Test Stand at Stennis this year.

RS-25 Engines Powered to Highest Level Ever during Stennis Test

NASA Image and Video Library

2018-02-21

Operators powered NASA’s Space Launch System (SLS) engine to 113 percent thrust level, the highest RS-25 power level yet achieved, for 50 seconds of a 260-second test on February 21 at Stennis Space Center. This was the third full-duration test conducted on the A-1 Test Stand at Stennis this year.

The Role of Pre-School Education on Learning Achievement at Primary Level in Bangladesh

ERIC Educational Resources Information Center

Nath, Samir Ranjan

2012-01-01

This paper examines the impact of pre-school education on learning achievement at primary level in Bangladesh. Evidence from learning achievement test and household and school-related data were obtained from 7093 pupils attending 440 primary schools in Bangladesh. Findings suggest that a small proportion (15.3%) of primary school pupils attended…

Comparisons between students' learning achievements of their conventional instruction and the science, technology and social conceptual instructional design on digestion system issue of secondary students at the 10th grade level

NASA Astrophysics Data System (ADS)

Wichalek, Supattra; Chayaburakul, Kanokporn; Santiboon, Toansakul

2018-01-01

The purposes of this action research study were 1) to develop learning activities according to the instructional designing model of science, technology, and social (STS) on Digestion Issue, 2) to compare students' learning achievements between their learning activities with the conventional instructional (CIM) and conceptual instructional designing methods of science, technology, and social (STS) on digestion system of secondary students at the 10th grade level with a sample size of 35 experimental student group of their STS learning method, and 91 controlling group in two classes in the first semester in academic year 2016. Using the 4-Instructional Innovative Lesson Plans, the Students' Learning Behaviour Observing Form, the Questionnaire on Teacher Behaviour Interaction (QTBI), the Researcher's Recording Form, the Learning Activity Form, and the Parallel Learning Achievement Test (LAT) were assessed. The results of this research have found that; the Index of Item Objective Congruence (IOC) value ranged from 0.67 to 1.00; the difficulty values were 0.47 and 0.79 for the CIM and STS methods, respectively, the discriminative validity for the LAT was ranged from 0.20 to 0.75. The reliability of the QTBI was 0.79. Students' responses of their learning achievements with the average means scores indicted of the normalized gain values of 0.79 for the STS group, and 0.50 and 0.36 for the CIM groups, respectively. Students' learning achievements of their post-test indicated that of a higher than pre-test, the pre-test and post-test assessments were also differentiated evidence at the 0.05 levels for the STS and CIM groups, significantly. The 22-students' learning outcomes from the STS group evidences at a high level, only of the 9-students' responses in a moderate level were developed of their learning achievements, responsibility.

High-Stakes Testing and Student Achievement: Updated Analyses with NAEP Data

ERIC Educational Resources Information Center

Nichols, Sharon L.; Glass, Gene V.; Berliner, David C.

2012-01-01

The present research is a follow-up study of earlier published analyses that looked at the relationship between high-stakes testing pressure and student achievement in 25 states. Using the previously derived Accountability Pressure Index (APR) as a measure of state-level policy pressure for performance on standardized tests, a series of…

Student Achievement in Turkey, According to Question Types Used in PISA 2003-2012 Mathematic Literacy Tests

ERIC Educational Resources Information Center

Özkan, Yesim Özer; Özaslan, Nesrin

2018-01-01

The aim of this study is to determine the level of achievement of students participating in Programme for International Student Assessment (PISA) 2003 and PISA 2012 tests in Turkey according to questions in the mathematical literacy test. This study is a descriptive survey. Within the scope of the study, the mathematical literacy test items were…

Single-parent households and children's educational achievement: A state-level analysis.

PubMed

Amato, Paul R; Patterson, Sarah; Beattie, Brett

2015-09-01

Although many studies have examined associations between family structure and children's educational achievement at the individual level, few studies have considered how the increase in single-parent households may have affected children's educational achievement at the population level. We examined changes in the percentage of children living with single parents between 1990 and 2011 and state mathematics and reading scores on the National Assessment of Educational Progress. Regression models with state and year fixed effects revealed that changes in the percentage of children living with single parents were not associated with test scores. Increases in maternal education, however, were associated with improvements in children's test scores during this period. These results do not support the notion that increases in single parenthood have had serious consequences for U.S. children's school achievement. Copyright © 2015 Elsevier Inc. All rights reserved.

Chameleon Effects in Homework Research: The Homework-Achievement Association Depends on the Measures Used and the Level of Analysis Chosen

ERIC Educational Resources Information Center

Trautwein, Ulrich; Schnyder, Inge; Niggli, Alois; Neumann, Marko; Ludtke, Oliver

2009-01-01

Using a data set specifically tailored to homework research, with a sample of 1275 students from 70 classes in Switzerland, the association between homework and achievement in French as a second language was tested at three levels (class level, between-student level, and within-student level). The strength and direction of the homework-achievement…

Targeted Support

ERIC Educational Resources Information Center

Simon, Gabe

2011-01-01

Heritage Oak Elementary School (Placer County, CA) has continuously achieved a high level of academic success as measured by the California Standards Test. However, after examining student testing data in depth, staff discovered a large achievement gap between the overall school population, socio-economically disadvantaged students, and students…

The Coopersmith Self-Esteem Inventory Related to Academic Achievement and School Behavior. Interim Research Report # 23.

ERIC Educational Resources Information Center

Rubin, Rosalyn; And Others

Scores on the Coopersmith Self-Esteem Inventory were related to scores on achievement and intelligence tests, and to socioeconomic level and to teachers' ratings of student behavior, in order to test the hypothesis that student self esteem would have a positive effect on academic achievement. There was a small but statistically significant…

The Attitudinal and Cognitive Effects of Planetarium Integration in Teaching Selected Astronomical Concepts to Fourth, Fifth, and Sixth-Grade Students

NASA Astrophysics Data System (ADS)

Twiest, Mark Gilbert

The purpose of this study was to investigate the attitudinal and cognitive differences among students in an astronomy curriculum which utilizes a planetarium in comparison to an astronomy curriculum which is presented solely in the classroom. The specific attitudes of interest in this study are those student attitudes toward science as a whole and toward astronomy in particular. Researcher developed attitude and astronomy achievement measures were developed and administered to 423 fourth, fifth, and sixth grade students in three schools. Pre and post test data were collected from students in this quasi-experimental design. Two way analysis of covariance techniques were used to analyze the independent variables of gender and treatment. Results revealed significant differences (p < .05) in student attitudes toward astronomy in the fourth grade favoring the control school students. No other significant differences in student attitudes were found with respect to treatment or gender. Achievement was analyzed at both the knowledge and comprehension levels. Significant differences (p <.05) in student achievement were found fourth and fifth grades with respect to knowledge level questions. In both instances these differences favored the control school setting. Significant differences (p <.05) in student achievement were found for comprehension level questions at every grade level. In this case the control school outperformed the experimental setting in the fourth and sixth grades. Fifth grade experimental setting students had significantly higher achievement on comprehension level questions. A significant interaction occurred between treatment and gender with respect to student attitudes toward astronomy in the fifth grade. A second significant interaction occurred between treatment and gender for knowledge level questions for sixth grade students. No other significant interactions were found between treatment and gender. Correlations between post test attitudes and achievement were also calculated for each grade level in both the control and experimental settings. Correlations remained below.2 in every instance except one. Post test correlations between attitudes overall and achievement in the control school's sixth grade were.54.

Using the TOEFL to measure the reading proficiency levels of deaf college applicants.

PubMed

LoMaglio, L J

1991-07-01

The TOEFL is widely used by colleges and universities in the United States and Canada to measure the English language proficiency levels of hearing international applicants. At the National Technical Institute for the Deaf, a faculty committee recommended that this popular test instrument be used to measure the English reading skills of deaf international applicants to the National Technical Institute for the Deaf. This study examined the merits of using the TOEFL to measure the English reading ability of hearing post-secondary international students seeking admission to English-based colleges and universities. Forty-one hearing foreign students were tested in the fall of 1989 at the English Language Institute at SUNY Buffalo. The instruments chosen were both the TOEFL and the California Achievement Test of reading ability. The majority of the research subjects who scored between 400 and 500 on the TOEFL achieved a grade level of less than 8.0 on the California Achievement Test.

Educational late effects in long-term survivors of childhood acute lymphocytic leukemia.

PubMed

Peckham, V C; Meadows, A T; Bartel, N; Marrero, O

1988-01-01

Records of levels of school achievement in long-term survivors of childhood acute lymphocytic leukemia were obtained for 23 children who had received 2,400-rad cranial irradiation and intrathecal methotrexate and standard chemotherapeutic agents 8 to 10 years previously. The children had been evaluated with standardized tests of intelligence at the time of diagnosis and periodically thereafter. Declines in IQ and cognitive dysfunctions have been previously described. School placements, educational histories, attendance records, learning strengths and weaknesses, social/emotional adjustments, and grade level achievements in reading and mathematics as measured by standardized achievement tests are reported here. Children achieved less than the expected levels in both reading and mathematics given both pretreatment and most recent IQ scores. Neither sex nor initial IQ were related to achievement scores. Children experienced difficulty with attention/concentration, memory, sequencing, and comprehension when performing school tasks. Individual children showed different degrees of dysfunction, but results of this study suggest that there are patterns of specific learning disabilities rather than global retardation. A small number of children achieved greater than expected levels, indicating that individualized instruction, tutoring, and parental support may reduce some learning deficits. Early educational intervention is recommended for similarly treated patients.

Effort Analysis: Individual Score Validation of Achievement Test Data

ERIC Educational Resources Information Center

Wise, Steven L.

2015-01-01

Whenever the purpose of measurement is to inform an inference about a student's achievement level, it is important that we be able to trust that the student's test score accurately reflects what that student knows and can do. Such trust requires the assumption that a student's test event is not unduly influenced by construct-irrelevant factors…

Level of Aspiration, Risk-Taking Behavior, and Projective Test Performance: A Search for Coherence

ERIC Educational Resources Information Center

Lefcourt, Herbert M.; Steffy, Richard A.

1970-01-01

Correlations were obtained between level of aspiration, gambling, and projective test variables. Achievement oriented behaviors in the level of aspiration task and in the gambling task were related to each other, and both were related to the adequacy of response to sexual stimuli in projective testing. Reprints from Herbert M. Lefcourt, Department…

Performance Assessment of High and Low Income Families through "Online RAW Achievement Battery Test" of Primary Grade Students

ERIC Educational Resources Information Center

Ahmed, Tamim; Hanif, Maria

2016-01-01

This study is intended to investigate student's achievement capability among two families i.e. Low and High income families and designed for primary level learners. A Reading, Arithmetic and Writing (RAW) Achievement test that was developed as a part of another research study (Tamim Ahmed Khan, 2015) was adopted for this study. Both English medium…

The Development and Evaluation of an Achievement Test for Measuring the Efficacy of Task-Based Writing Activities to Enhance Iranian EFL Learners' Reading Comprehension

ERIC Educational Resources Information Center

Nejad, Ferdows Mohsen; Khosravian, Fereshteh

2014-01-01

The present study examined the reliability of an achievement test to measure the efficacy of task-based writing activities to improve Iranian EFL learners' reading comprehension at the intermediate level in a private language institute in Ilam, Iran, namely Alefba language institute. To achieve the goal, the techniques for evaluating reliability…

Measuring more than we know? An examination of the motivational and situational influences in science achievement

NASA Astrophysics Data System (ADS)

Haydel, Angela Michelle

The purpose of this dissertation was to advance theoretical understanding about fit between the personal resources of individuals and the characteristics of science achievement tasks. Testing continues to be pervasive in schools, yet we know little about how students perceive tests and what they think and feel while they are actually working on test items. This study focused on both the personal (cognitive and motivational) and situational factors that may contribute to individual differences in achievement-related outcomes. 387 eighth grade students first completed a survey including measures of science achievement goals, capability beliefs, efficacy related to multiple-choice items and performance assessments, validity beliefs about multiple-choice items and performance assessments, and other perceptions of these item formats. Students then completed science achievement tests including multiple-choice items and two performance assessments. A sample of students was asked to verbalize both thoughts and feelings as they worked through the test items. These think-alouds were transcribed and coded for evidence of cognitive, metacognitive and motivational engagement. Following each test, all students completed measures of effort, mood, energy level and strategy use during testing. Students reported that performance assessments were more challenging, authentic, interesting and valid than multiple-choice tests. They also believed that comparisons between students were easier using multiple-choice items. Overall, students tried harder, felt better, had higher levels of energy and used more strategies while working on performance assessments. Findings suggested that performance assessments might be more congruent with a mastery achievement goal orientation, while multiple-choice tests might be more congruent with a performance achievement goal orientation. A variable-centered analytic approach including regression analyses provided information about how students, on average, who differed in terms of their teachers' ratings of their science ability, achievement goals, capability beliefs and experiences with science achievement tasks perceived, engaged in, and performed on multiple-choice items and performance assessments. Person-centered analyses provided information about the perceptions, engagement and performance of subgroups of individuals who had different motivational characteristics. Generally, students' personal goals and capability beliefs related more strongly to test perceptions, but not performance, while teacher ratings of ability and test-specific beliefs related to performance.

A Multi-Level Simultaneous Analysis of How Student and School Characteristics Are Related to Students' English Language Achievement

ERIC Educational Resources Information Center

Güvendir, Emre

2015-01-01

This study examines how student and school characteristics are related to Turkish students' English language achievement in Evaluation of Student Achievement Test (ÖBBS) of 2009. The participants of the study involve 43707 ninth year students who were required to take ÖBBS in 2009. For data analysis two level hierarchical linear modeling was…

Intelligence of Mexican American Children: A Field Study Comparing Neo-Piagetian and Traditional Capacity and Achievement Measures.

ERIC Educational Resources Information Center

de Avila, Edward A.; Havassy, Barbara

Approximately 1,225 Mexican American and Anglo American children in grades 1-6 (ages 6-14) from California, Colorado, New Mexico, and Texas were tested using school achievement and IQ standardized tests and four Piagetian-derived measures (Cartoon Conservation Scales, Water Level Task, Figural Intersection Test, and Serial Task). The field study's…

Using Growth Rate of Reading Fluency to Predict Performance on Statewide Achievement Tests

ERIC Educational Resources Information Center

Hinkle, Rachelle Whittaker

2011-01-01

Federal legislation has prescribed the increased use of statewide achievement tests as the culmination of a student's knowledge and ability at the end of a grade level; however, schools need to be able to predict those who are at-risk of performing poorly on these high-stakes tests. Three studies served to identify a means of predicting statewide…

Background Variables, Levels of Aggregation, and Standardized Test Scores

ERIC Educational Resources Information Center

Paulson, Sharon E.; Marchant, Gregory J.

2009-01-01

This article examines the role of student demographic characteristics in standardized achievement test scores at both the individual level and aggregated at the state, district, school levels. For several data sets, the majority of the variance among states, districts, and schools was related to demographic characteristics. Where these background…

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.

The results of STEM education methods for enhancing critical thinking and problem solving skill in physics the 10th grade level

NASA Astrophysics Data System (ADS)

Soros, P.; Ponkham, K.; Ekkapim, S.

2018-01-01

This research aimed to: 1) compare the critical think and problem solving skills before and after learning using STEM Education plan, 2) compare student achievement before and after learning about force and laws of motion using STEM Education plan, and 3) the satisfaction of learning by using STEM Education. The sample used were 37 students from grade 10 at Borabu School, Borabu District, Mahasarakham Province, semester 2, Academic year 2016. Tools used in this study consist of: 1) STEM Education plan about the force and laws of motion for grade 10 students of 1 schemes with total of 14 hours, 2) The test of critical think and problem solving skills with multiple-choice type of 5 options and 2 option of 30 items, 3) achievement test on force and laws of motion with multiple-choice of 4 options of 30 items, 4) satisfaction learning with 5 Rating Scale of 20 items. The statistics used in data analysis were percentage, mean, standard deviation, and t-test (Dependent). The results showed that 1) The student with learning using STEM Education plan have score of critical think and problem solving skills on post-test higher than pre-test with statistically significant level .01. 2) The student with learning using STEM Education plan have achievement score on post-test higher than pre-test with statistically significant level of .01. 3) The student'level of satisfaction toward the learning by using STEM Education plan was at a high level (X ¯ = 4.51, S.D=0.56).

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

ERIC Educational Resources Information Center

Rezazadeh, Mohsen; Tavakoli, Mansoor

2009-01-01

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

Rudimentary Cleaning Compared to Level 300A

NASA Technical Reports Server (NTRS)

Arpin, Christina Y. Pina; Stoltzfus, Joel

2012-01-01

A study was done to characterize the cleanliness level achievable when using a rudimentary cleaning process, and results were compared to JPR 5322.1G Level 300A. While it is not ideal to clean in a shop environment, some situations (e.g., field combat operations) require oxygen system hardware to be maintained and cleaned to prevent a fire hazard, even though it cannot be sent back to a precision cleaning facility. This study measured the effectiveness of basic shop cleaning. Initially, three items representing parts of an oxygen system were contaminated: a metal plate, valve body, and metal oxygen bottle. The contaminants chosen were those most likely to be introduced to the system during normal use: oil, lubricant, metal shavings/powder, sand, fingerprints, tape, lip balm, and hand lotion. The cleaning process used hot water, soap, various brushes, gaseous nitrogen, water nozzle, plastic trays, scouring pads, and a controlled shop environment. Test subjects were classified into three groups: technical professionals having an appreciation for oxygen hazards; professional precision cleaners; and a group with no previous professional knowledge of oxygen or precision cleaning. Three test subjects were in each group, and each was provided with standard cleaning equipment, a cleaning procedure, and one of each of the three test items to clean. The results indicated that the achievable cleanliness level was independent of the technical knowledge or proficiency of the personnel cleaning the items. Results also showed that achieving a Level 300 particle count was more difficult than achieving a Level A nonvolatile residue amount.

Teacher Use of Achievement Test Score Data

ERIC Educational Resources Information Center

Miller, Steven C.

2012-01-01

The Wyoming Department of Education (WDE) has invested time and money developing standardized achievement test score reports designed to give teachers data about each of their students' levels of mastery of particular concepts in order to differentiate their instruction. The purpose of this study was to determine the extent to which eighth-grade…

Does Manipulating Stereotype Threat Condition Change Performance Goal State

ERIC Educational Resources Information Center

Simmons, Cecil Max

2010-01-01

This study tested whether the Stereotype Threat effect is mediated by achievement goals, in particular performance-avoidance goals. Threat level was altered before a difficult math test to observe how the endorsement by females of various achievement goal dimensions was affected. 222 people (96 females) in a pre-calculus class at a Mid-Western…

MSU-Test: A Tool for Measuring Students' Achievement

ERIC Educational Resources Information Center

Chansirisira, Pacharawit; Nuangchalerm, Prasart; Morakot, Nongnit; Khamkong, Surasak

2011-01-01

The study aims to employ MSU-test as a tool to measure Mahasarakham student in secondary and high school levels to achieve their learning potential. The importance of this study will help university understanding school potential and provide information to increase students' score. Two thousand and seven hundred eight nine students participated in…

Using State or Study-Administered Achievement Tests in Impact Evaluations

ERIC Educational Resources Information Center

Olsen, Robert B.; Unlu, Fatih; Jaciw, Andrew P.

2010-01-01

This report, which has been prepared by Abt Associates for the Institute of Education Sciences' National Center for Education Evaluation and Regional Assistance, takes an important first step in sorting out the implications of relying on state tests for general, student-level measures of reading and math achievement in evaluations of educational…

Amount of Manifested Test Anxiety in the Heterogeneous Classroom.

ERIC Educational Resources Information Center

Gjesme, Torgrim

1982-01-01

The influence of achievement motives, future time orientation (FTO), level of ability (IQ), sex of subjects, and perceived intrinsic instrumentality of school activity were considered in relation to manifested test anxiety at school. Subjects were 507 sixth graders. Pupils' achievement motives and their future time orientation were found to be the…

Consensus on measurement properties and feasibility of performance tests for the exercise and sport sciences: a Delphi study.

PubMed

Robertson, Sam; Kremer, Peter; Aisbett, Brad; Tran, Jacqueline; Cerin, Ester

2017-12-01

Performance tests are used for multiple purposes in exercise and sport science. Ensuring that a test displays an appropriate level of measurement properties for use within a population is important to ensure confidence in test findings. The aim of this study was to obtain subject matter expert consensus on the measurement and feasibility properties that should be considered for performance tests used in the exercise and sport sciences and how these should be defined. This information was used to develop a checklist for broader dissemination. A two-round Delphi study was undertaken including 33 exercise scientists, academics and sport scientists. Participants were asked to rate the importance of a range of measurement properties relevant to performance tests in exercise and sport science. Responses were obtained in binary and Likert-scale formats, with consensus defined as achieving 67% agreement on each question. Consensus was reached on definitions and terminology for all items. Ten level 1 items (those that achieved consensus on all four questions) and nine level 2 items (those achieving consensus on ≥2 questions) were included. Both levels were included in the final checklist. The checklist developed from this study can be used to inform decision-making and test selection for practitioners and researchers in the exercise and sport sciences. This can facilitate knowledge sharing and performance comparisons across sub-disciplines, thereby improving existing field practice and research methodological quality.

Sex Differences in Mathematics: An Investigation of Sex Differentiated Attitudes Toward Mathematics and Sex-Differentiated Achievement in Mathematics on the Ninth Grade Level in Eight Schools in New Jersey.

ERIC Educational Resources Information Center

Merkel-Keller, Claudia

This study was undertaken: (1) to determine achievement in mathematics of ninth graders (general mathematics students and algebra students) in eight public schools in New Jersey as measured by an achievement test developed and tested by the author; (2) to determine attitudes toward mathematics of the students as measured by an attitude scale…

Development of inquiry-based learning activities integrated with the local learning resource to promote learning achievement and analytical thinking ability of Mathayomsuksa 3 student

NASA Astrophysics Data System (ADS)

Sukji, Paweena; Wichaidit, Pacharee Rompayom; Wichaidit, Sittichai

2018-01-01

The objectives of this study were to: 1) compare learning achievement and analytical thinking ability of Mathayomsuksa 3 students before and after learning through inquiry-based learning activities integrated with the local learning resource, and 2) compare average post-test score of learning achievement and analytical thinking ability to its cutting score. The target of this study was 23 Mathayomsuksa 3 students who were studying in the second semester of 2016 academic year from Banchatfang School, Chainat Province. Research instruments composed of: 1) 6 lesson plans of Environment and Natural Resources, 2) the learning achievement test, and 3) analytical thinking ability test. The results showed that 1) student' learning achievement and analytical thinking ability after learning were higher than that of before at the level of .05 statistical significance, and 2) average posttest score of student' learning achievement and analytical thinking ability were higher than its cutting score at the level of .05 statistical significance. The implication of this research is for science teachers and curriculum developers to design inquiry activities that relate to student's context.

Selection Bias in College Admissions Test Scores

ERIC Educational Resources Information Center

Clark, Melissa; Rothstein, Jesse; Schanzenbach, Diane Whitmore

2009-01-01

Data from college admissions tests can provide a valuable measure of student achievement, but the non-representativeness of test-takers is an important concern. We examine selectivity bias in both state-level and school-level SAT and ACT averages. The degree of selectivity may differ importantly across and within schools, and across and within…

Hispanics' SAT Scores: The Influences of Level of Parental Education, Performance-Avoidance Goals, and Knowledge about Learning

ERIC Educational Resources Information Center

Hannon, Brenda

2015-01-01

This study uncovers which learning (epistemic belief of learning), socioeconomic background (level of parental education, family income) or social-personality factors (performance-avoidance goals, test anxiety) mitigate the ethnic gap in SAT (Scholastic Assessment Test) scores. Measures assessing achievement motivation, test anxiety, socioeconomic…

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 evidence suggesting that formal childcare could represent a preventative means of attenuating effects of disadvantage on children’s early academic trajectory. PMID:20883519

Interdependence Revisited: Mathematics Achievement in an Intensified French Immersion Program.

ERIC Educational Resources Information Center

Bournot-Trites, Monique; Reeder, Kenneth

2001-01-01

Examines the effect of teaching mathematics in French on mathematics achievement evaluated in English. Analyzes the effect of increased intensity of bilingual education on mathematics achievement and the effects of language of testing in the context of French immersion at the intermediate level. (Author/VWL)

The Effect of the Type of Achievement Grouping on Students' Question Generation in Science

ERIC Educational Resources Information Center

Kaya, Sibel

2015-01-01

This study aimed to examine the influence of different types of achievement grouping on question generation. There were 46 participants from two Grade 5 classrooms. Students completed a test to determine their achievement levels. One of the classrooms was randomly assigned, to work in homogeneous achievement groups and the other one in…

Statewide Articulated Assessment System. 1994-1995 Summary Report.

ERIC Educational Resources Information Center

New Mexico State Dept. of Education, Santa Fe. Assessment and Evaluation Unit.

Results from the component tests of the New Mexico Statewide Articulated Assessment System, an elementary-level assessment, are presented. The New Mexico Achievement Assessment, uses the Iowa Tests of Basic Skills to assess the achievement of students in grades 3, 5 and 8. Score increases were seen for students in grade 3 in mathematics, in grade…

The Impact of Federally Tax Exempt Property Ownership on National County Poverty Rank and Student Achievement

ERIC Educational Resources Information Center

Kuessner, Sonia Shedd

2016-01-01

Education in the 21st century is subject to standardized testing with financial implications associated with testing. Under continued focus at the federal level to close the socioeconomic achievement gap, equitable distribution of funding is critical to ensure all schools have resources available to offset impacts of low socioeconomic status on…

High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act. Appendices

ERIC Educational Resources Information Center

Nichols, Sharon L.; Glass, Gene V.; Berliner, David C.

2005-01-01

This paper presents the appendices to the "High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act" report. It contains the following appendices: (1) Example of Context for Assessing State-Level Stakes Sheet--Connecticut; (2) Example of Completed Rewards and Sanctions Worksheet--Connecticut; (3) Directions…

Classroom Behavior and Achievement Test Performance at the Kindergarten and First Grade Level.

ERIC Educational Resources Information Center

Landsberger, Betty H.; And Others

This paper reports the results of a study which examined the longitudinal relationships between young children's classroom behavior and their performance on achievement tests. Subjects were 235 children who made up the first cohort to attend kindergarten in the public schools of North Carolina. Data were collected at four points: at the beginning…

Methodological Aspects of Evaluation in Primary Reading.

ERIC Educational Resources Information Center

Henry, G.; Grisay, A.

This paper develops a model for generating sets of replicable items for testing a range of reading skills in the primary grades. The procedure is particularly concerned with tests to identify a child's profile in reading achievement and to inform a teacher, principal, or district of the actual level of achievement in reading. Although the model is…

Print exposure, reading habits, and reading achievement among deaf and hearing college students.

PubMed

Marschark, Marc; Sarchet, Thomastine; Convertino, Carol M; Borgna, Georgianna; Morrison, Carolyn; Remelt, Sarah

2012-01-01

This study explored relations of print exposure, academic achievement, and reading habits among 100 deaf and 100 hearing college students. As in earlier studies, recognition tests for book titles and magazine titles were used as measures of print exposure, college entrance test scores were used as measures of academic achievement, and students provided self-reports of reading habits. Deaf students recognized fewer magazine titles and fewer book titles appropriate for reading levels from kindergarten through Grade 12 while reporting more weekly hours of reading. As in previous studies with hearing college students, the title recognition test proved a better predictor of deaf and hearing students' English achievement than how many hours they reported reading. The finding that the recognition tests were relatively more potent predictors of achievement for deaf students than hearing students may reflect the fact that deaf students often obtain less information through incidental learning and classroom presentations.

Investigating Mathematics Students' Use of Multiple Representations when Solving Linear Equations with One Unknown

ERIC Educational Resources Information Center

Beyranevand, Matthew L.

2010-01-01

Although it is difficult to find any current literature that does not encourage use of multiple representations in mathematics classrooms, there has been very limited research that compared such practice to student achievement level on standardized tests. This study examined the associations between students' achievement levels and their (a)…

Does Cultural Intelligence Matter? Effects of Principal and Teacher Cultural Intelligence on Latino Student Achievement

ERIC Educational Resources Information Center

Collins, Kathy S.; Duyar, Ibrahim; Pearson, Carolyn L.

2016-01-01

Purpose: The purpose of this study was to examine whether the levels of cultural intelligence (CQ) of principals and teachers influence Latino students' achievement. The study first tested the applicability of Ang and Van Dyne's (2008) Cultural Intelligence Questionnaire (CQS) for the measurement of principals and teachers' CQ levels by construct…

Organizational Health and Student Achievement in Tennessee Middle Level Schools

ERIC Educational Resources Information Center

Henderson, Christopher L.; Buehler, Alison E.; Stein, William L.; Dalton, John E.; Robinson, Teresa R.; Anfara, Vincent A., Jr.

2005-01-01

Although the successful middle level school was designed to address both the affective and cognitive development of young adolescents (NMSA 2003), academic achievement is the outcome of paramount importance in the current political context of accountability, high-stakes testing, and the No Child Left Behind Act of 2001. In their efforts to reform,…

Parental Influence on Academic Achievement among the Primary School Students in Trinidad

ERIC Educational Resources Information Center

Johnson, Emmanuel Janagan; Descartes, Christine H.

2017-01-01

The present study examined the level of parental influence on academic achievement in primary school students who prepare for the National-level test at standard five (grade 6), Secondary Entrance Examinations in Trinidad. A sample of 128 students studying standard five from primary schools was randomly selected. The data were analysed using SPSS.…

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

ERIC Educational Resources Information Center

Sajan, K. S.

2010-01-01

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

Academic Achievement and Transcendental Meditation: A Study with At-Risk Urban Middle School Students

ERIC Educational Resources Information Center

Nidich, Sanford; Mjasiri, Shujaa; Nidich, Randi; Rainforth, Maxwell; Grant, James; Valosek, Laurent; Chang, Walter; Zigler, Ronald L.

2011-01-01

The middle school level is of particular concern to educators because of poor standardized test performance. This study evaluated change in academic achievement in public middle school students practicing the Transcendental Meditation[R] program compared to controls. A total of 189 students who were below proficiency level at baseline in English…

Selection Bias in College Admissions Test Scores. NBER Working Paper No. 14265

ERIC Educational Resources Information Center

Clark, Melissa; Rothstein, Jesse; Schanzenbach, Diane Whitmore

2008-01-01

Data from college admissions tests can provide a valuable measure of student achievement, but the non-representativeness of test-takers is an important concern. We examine selectivity bias in both state-level and school-level SAT and ACT averages. The degree of selectivity may differ importantly across and within schools, and across and within…

Razalas' Grouping Method and Mathematics Achievement

ERIC Educational Resources Information Center

Salazar, Douglas A.

2015-01-01

This study aimed to raise the achievement level of students in Integral Calculus using Direct Instruction with Razalas' Method of Grouping. The study employed qualitative and quantitative analysis relative to data generated by the Achievement Test and Math journal with follow-up interview. Within the framework of the limitations of the study, the…

Effects of Poverty on Mathematics and Reading Achievement of Young Adolescents.

ERIC Educational Resources Information Center

Eamon, Mary Keegan

2002-01-01

A mediation model was used to test effects of poverty on the mathematics and reading achievement of young adolescents. A revised model indicated that poverty was associated with mathematics and reading achievement indirectly. Associations depended upon level of cognitively stimulating home environments, emotionally supportive home environments,…

The Effect of General Objectives Defined by Behavioral Objectives on Achievement in a College Zoology Course.

ERIC Educational Resources Information Center

Rushin, John W.; Baller, William

1981-01-01

Tests the effect of developmental level objectives on student achievement and efficiency in a zoology course. These objectives were found to have no significant effect on achievement, but they did significantly increase student efficiency in learning the content material of the module. (Author)

Early Childhood Lead Exposure and Academic Achievement: Evidence From Detroit Public Schools, 2008–2010

PubMed Central

Baker, Harolyn W.; Tufts, Margaret; Raymond, Randall E.; Salihu, Hamisu; Elliott, Michael R.

2013-01-01

Objectives. We assessed the long-term effect of early childhood lead exposure on academic achievement in mathematics, science, and reading among elementary and junior high school children. Methods. We linked early childhood blood lead testing surveillance data from the Detroit Department of Health and Wellness Promotion to educational testing data from the Detroit, Michigan, public schools. We used the linked data to investigate the effect of early childhood lead exposure on academic achievement among school-aged children, both marginally and adjusted for grade level, gender, race, language, maternal education, and socioeconomic status. Results. High blood lead levels before age 6 years were strongly associated with poor academic achievement in grades 3, 5, and 8. The odds of scoring less than proficient for those whose blood lead levels were greater than 10 micrograms per deciliter were more than twice the odds for those whose blood lead levels were less than 1 micrograms per deciliter after adjustment for potential confounders. Conclusions. Early childhood lead exposure was negatively associated with academic achievement in elementary and junior high school, after adjusting for key potential confounders. The control of lead poisoning should focus on primary prevention of lead exposure in children and development of special education programs for students with lead poisoning. PMID:23327265

The establisment of an achievement test for determination of primary teachers’ knowledge level of earthquake

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

Aydin, Süleyman, E-mail: yupul@hotmail.com; Haşiloğlu, M. Akif, E-mail: mehmet.hasiloglu@hotmail.com; Kunduraci, Ayşe, E-mail: ayse-kndrc@hotmail.com

In this study it was aimed to improve an academic achievement test to establish the students’ knowledge about the earthquake and the ways of protection from earthquakes. In the method of this study, the steps that Webb (1994) was created to improve an academic achievement test for a unit were followed. In the developmental process of multiple choice test having 25 questions, was prepared to measure the pre-service teachers’ knowledge levels about the earthquake and the ways of protection from earthquakes. The multiple choice test was presented to view of six academics (one of them was from geographic field andmore » five of them were science educator) and two expert teachers in science Prepared test was applied to 93 pre-service teachers studying in elementary education department in 2014-2015 academic years. As a result of validity and reliability of the study, the test was composed of 20 items. As a result of these applications, Pearson Moments Multiplication half-reliability coefficient was found to be 0.94. When this value is adjusted according to Spearman Brown reliability coefficient the reliability coefficient was set at 0.97.« less

Elementary Students' Effortful Control and Academic Achievement: The Mediating Role of Teacher-Student Relationship Quality

PubMed Central

Hernández, Maciel M.; Valiente, Carlos; Eisenberg, Nancy; Berger, Rebecca H.; Spinrad, Tracy L.; VanSchyndel, Sarah K.; Silva, Kassondra M.; Southworth, Jody; Thompson, Marilyn S.

2017-01-01

This study evaluated the association between effortful control in kindergarten and academic achievement one year later (N = 301), and whether teacher–student closeness and conflict in kindergarten mediated the association. Parents, teachers, and observers reported on children's effortful control, and teachers reported on their perceived levels of closeness and conflict with students. Students completed the passage comprehension and applied problems subtests of the Woodcock–Johnson tests of achievement, as well as a behavioral measure of effortful control. Analytical models predicting academic achievement were estimated using a structural equation model framework. Effortful control positively predicted academic achievement even when controlling for prior achievement and other covariates. Mediation hypotheses were tested in a separate model; effortful control positively predicted teacher–student closeness and strongly, negatively predicted teacher–student conflict. Teacher–student closeness and effortful control, but not teacher–student conflict, had small, positive associations with academic achievement. Effortful control also indirectly predicted higher academic achievement through its positive effect on teacher–student closeness and via its positive relation to early academic achievement. The findings suggest that teacher–student closeness is one mechanism by which effortful control is associated with academic achievement. Effortful control was also a consistent predictor of academic achievement, beyond prior achievement levels and controlling for teacher–student closeness and conflict, with implications for intervention programs on fostering regulation and achievement concurrently. PMID:28684888

Elementary Students' Effortful Control and Academic Achievement: The Mediating Role of Teacher-Student Relationship Quality.

PubMed

Hernández, Maciel M; Valiente, Carlos; Eisenberg, Nancy; Berger, Rebecca H; Spinrad, Tracy L; VanSchyndel, Sarah K; Silva, Kassondra M; Southworth, Jody; Thompson, Marilyn S

This study evaluated the association between effortful control in kindergarten and academic achievement one year later ( N = 301), and whether teacher-student closeness and conflict in kindergarten mediated the association. Parents, teachers, and observers reported on children's effortful control, and teachers reported on their perceived levels of closeness and conflict with students. Students completed the passage comprehension and applied problems subtests of the Woodcock-Johnson tests of achievement, as well as a behavioral measure of effortful control. Analytical models predicting academic achievement were estimated using a structural equation model framework. Effortful control positively predicted academic achievement even when controlling for prior achievement and other covariates. Mediation hypotheses were tested in a separate model; effortful control positively predicted teacher-student closeness and strongly, negatively predicted teacher-student conflict. Teacher-student closeness and effortful control, but not teacher-student conflict, had small, positive associations with academic achievement. Effortful control also indirectly predicted higher academic achievement through its positive effect on teacher-student closeness and via its positive relation to early academic achievement. The findings suggest that teacher-student closeness is one mechanism by which effortful control is associated with academic achievement. Effortful control was also a consistent predictor of academic achievement, beyond prior achievement levels and controlling for teacher-student closeness and conflict, with implications for intervention programs on fostering regulation and achievement concurrently.

A National Review of Scholastic Achievement in General Education. How Are We Doing and Why Should We Care? ERIC Digest.

ERIC Educational Resources Information Center

Osterlind, Steven J.

This digest summarizes what is known about scholastic achievement in general education at the college level, and is based on a study using the College Basic Academic Subjects Examination (College BASE), a criterion-referenced achievement test of general education skills and competencies. College BASE assesses achievement in four subject areas:…

Effects of Reflective Inquiry Instructional Technique on Students' Academic Achievement and Ability Level in Electronic Work Trade in Technical Colleges

ERIC Educational Resources Information Center

Ogbuanya, T. C.; Owodunni, A. S.

2015-01-01

This study was designed to determine the effect of reflective inquiry instructional technique on achievement of students in Technical Colleges. The study adopted a pre-test, post-test, non-equivalent control group, quasi-experimental research design which involved groups of students in their intact class assigned to experimental group and control…

The Effect of Scratch-Based Game Activities on Students' Attitudes, Self-Efficacy and Academic Achievement

ERIC Educational Resources Information Center

Korkmaz, Özgen

2016-01-01

The purpose of the present research is to designate the effects of Scratch-based game activities on students' attitudes towards learning computer programming, self-efficacy beliefs and levels of academic achievement. The research was conducted through a pre-test-post-test control group quasi-experimental study. The study group consists of 49…

Lead exposure and the 2010 achievement test scores of children in New York counties

PubMed Central

2012-01-01

Background Lead is toxic to cognitive and behavioral functioning in children even at levels well below those producing physical symptoms. Continuing efforts in the U.S. since about the 1970s to reduce lead exposure in children have dramatically reduced the incidence of elevated blood lead levels (with elevated levels defined by the current U.S. Centers for Disease Control threshold of 10 μg/dl). The current study examines how much lead toxicity continues to impair the academic achievement of children of New York State, using 2010 test data. Methods This study relies on three sets of data published for the 57 New York counties outside New York City: school achievement data from the New York State Department of Education, data on incidence of elevated blood lead levels from the New York State Department of Health, and data on income from the U.S. Census Bureau. We studied third grade and eighth grade test scores in English Language Arts and mathematics. Using the county as the unit of analysis, we computed bivariate correlations and regression coefficients, with percent of children achieving at the lowest reported level as the dependent variable and the percent of preschoolers in the county with elevated blood lead levels as the independent variable. Then we repeated those analyses using partial correlations to control for possible confounding effects of family income, and using multiple regressions with income included. Results The bivariate correlations between incidence of elevated lead and number of children in the lowest achievement group ranged between 0.38 and 0.47. The partial correlations ranged from 0.29 to 0.40. The regression coefficients, both bivariate and partial (both estimating the increase in percent of children in the lowest achievement group for every percent increase in the children with elevated blood lead levels), ranged from 0.52 to 1.31. All regression coefficients, when rounded to the nearest integer, were approximately 1. Thus, when the percent of children showing elevated lead increases by one percent, the percent of children in the lowest achievement group, according to the regression equations generated, also increases by about one percent. All associations were significant at the 0.05 level. Conclusion Despite public health advances, and despite the imprecision of measures, an association between the incidence of elevated blood lead and achievement in New York counties is still apparent, not attributable to confounding by income. Efforts to reduce lead exposure should persist with vigor. PMID:22269775

The effect of retesting on end-of-semester performance in high school chemistry at three levels of previous science achievement

NASA Astrophysics Data System (ADS)

Deboer, George E.

To determine the effect of retesting on student learning in chemistry, three questions were addressed by means of a 3 × 2 (achievement level X treatment) factorial design: (1) Does retesting affect differently the end-of-semester mastery of course objectives of students who are grouped according to their previous achievement in science? (2) Do students who are given an opportunity to take retests merely delay their studying and perform at a lower level on initial tests than nonretested students? (3) Is the procrastination of retested students (if it exists) affected by their achievement level? The results showed that for one of four units low ability students who were retested demonstrated greater learning gains than low ability students who were not retested, and that procrastination, if it was present, did not have significant effects on student learning at any achievement level. Results were discussed in terms of the students' room for improvement, motivation to improve, and ability to improve.

The Interaction of Selective Attention and Cognitive Development on Achievement in Nigerian Secondary School Genetics

ERIC Educational Resources Information Center

Okoye, Namdi N. S.

2009-01-01

The study tried to examine the interaction between two independent variables of selective attention and cognitive development on Achievement in Genetics at the Secondary School level. In looking at the problem of this study three null hypotheses were generated for testing at 0.05 level of significance. Factorial Analysis of Variance design with…

Level of Students' Achievement in Mathematics at the End of Elementary Education in Yemen

ERIC Educational Resources Information Center

Khair, Tarig Mohamed Ali Mohamed; Khairani, Ahmad Zamri; Elrofai, Tahra Aisa

2012-01-01

The main purpose of this study was to investigate the level of student's achievement in mathematics in Yemen. This study use a sample of 200 male students and 200 female students, chosen from eight government schools on the basis of diversified sampling techniques. A mathematics test which composed of seventy five items that covered geometrical…

School Factors Related to Reading Achievement in Rural Schools with and without High Poverty

ERIC Educational Resources Information Center

Miller, Seth W.

2013-01-01

This quantitative study identified how rural schools differ on five school-level factors related to student achievement according to their performance on Grade 3 reading. Through use of a MANOVA test, it was shown that principals of high-poverty rural schools that made AYP in Grade 3 reading reported significantly higher levels of guaranteed and…

Prospective Teachers' Comprehension Levels of Special Relativity Theory and the Effect of Writing for Learning on Achievement

ERIC Educational Resources Information Center

Yildiz, Ali

2012-01-01

In the present study, the comprehension levels of special relativity theory in prospective teachers who take the Introduction to Modern Physics lesson in the faculty of education science teaching department and the effect of writing for learning on their achievement is researched. In the research, a control group pre-test post-test…

Marian the Librarian Meets NCLB

ERIC Educational Resources Information Center

Reed, Donna

2005-01-01

Library media specialists can help achieve several goals of the No Child Left Behind Act. Of particular importance is helping students to achieve high test scores, as this would influence the level of federal funds meted out to schools.

Understanding Deaf Readers: An Interpretative Phenomenological Analysis

ERIC Educational Resources Information Center

Kelstone, Aaron Weir

2013-01-01

The development of reading skills, beyond a functional level, is difficult for most deaf readers. Standardized testing demonstrates a median 4th grade reading level that remains consistent even after national norming of the Stanford Achievement test on the population of deaf school children. Deaf education continues to generate various educational…

Association Between Transient Newborn Hypoglycemia and Fourth-Grade Achievement Test Proficiency: A Population-Based Study.

PubMed

Kaiser, Jeffrey R; Bai, Shasha; Gibson, Neal; Holland, Greg; Lin, Tsai Mei; Swearingen, Christopher J; Mehl, Jennifer K; ElHassan, Nahed O

2015-10-01

Prolonged neonatal hypoglycemia is associated with poor long-term neurocognitive function. However, little is known about an association between early transient newborn hypoglycemia and academic achievement. To determine if early (within the first 3 hours of life) transient hypoglycemia (a single initial low glucose concentration, followed by a second value above a cutoff) is associated with subsequent poor academic performance. A retrospective population-based cohort study of all infants born between January 1, 1998, and December 31, 1998, at the University of Arkansas for Medical Sciences who had at least 1 recorded glucose concentration (a universal newborn glucose screening policy was in effect) was conducted. Medical record data from newborns with normoglycemia or transient hypoglycemia were matched with their student achievement test scores in 2008 from the Arkansas Department of Education and anonymized. Logistic regression models were developed to evaluate the association between transient hypoglycemia and school-age achievement test proficiency based on perinatal factors. Common hypoglycemia cutoffs of a glucose level less than 35 mg/dL (primary) and less than 40 and 45 mg/dL (secondary) were investigated. All 1943 normoglycemic and transiently hypoglycemic infants (23-42 weeks' gestation) were eligible for inclusion in the study. Infants with prolonged hypoglycemia, congenital anomalies, or chromosomal abnormalities were excluded from the study. Hypoglycemia as a newborn. The primary outcome was proficiency on fourth-grade literacy and mathematics achievement tests at age 10 years. We hypothesized a priori that newborns with early transient hypoglycemia would be less proficient on fourth-grade achievement tests compared with normoglycemic newborns. Perinatal data were matched with fourth-grade achievement test scores in 1395 newborn-student pairs (71.8%). Transient hypoglycemia (glucose level <35, <40, and <45 mg/dL) was observed in 6.4% (89 of 1395), 10.3% (143 of 1395), and 19.3% (269 of 1395) of newborns, respectively. After controlling for gestational age group, race, sex, multifetal gestation, insurance status, maternal educational level and socioeconomic status, and gravidity, transient hypoglycemia was associated with decreased probability of proficiency on literacy and mathematics fourth-grade achievement tests. For the 3 hypoglycemia cutoffs, the adjusted odds ratios (95% CIs) for literacy were 0.49 (0.28-0.83), 0.43 (0.28-0.67), and 0.62 (0.45-0.85), respectively, and the adjusted odds ratios (95% CIs) for mathematics were 0.49 (0.29-0.82), 0.51 (0.34-0.78), and 0.78 (0.57-1.08), respectively. Early transient newborn hypoglycemia was associated with lower achievement test scores at age 10 years. Given that our findings are serious and contrary to expert opinion, the results need to be validated in other populations before universal newborn glucose screening should be adopted.

Spacelab scrubber analysis and test support

NASA Technical Reports Server (NTRS)

1979-01-01

Contaminants to be used in qualification and development tests of the add-on charcoal bed scrubber were established, along with rates and methods for their introduction. The contaminant levels to be achieved were predicted and test results were analyzed.

Criterion-Related Validity of the Nowicki-Strickland Locus of Control Scale with Academic Achievement.

ERIC Educational Resources Information Center

Nunn, Gary D.; And Others

1986-01-01

Investigated the relationships between student locus of control and academic achievement in grades five through eight. The Nowicki-Strickland Locus of Control Scale (NSLOCS) was used to measure motivation, and the Iowa Tests of Basic Skills (ITBS) to assess academic achievement. Results indicated moderate inverse relationships between level of…

Subgroup Achievement and Gap Trends: New Hampshire

ERIC Educational Resources Information Center

Center on Education Policy, 2009

2009-01-01

This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between…

Achievement and Intelligence in Primary and Elementary Classes for the Educable Mentally Retarded

ERIC Educational Resources Information Center

Sundean, David A.; Salopek, Thomas F.

1971-01-01

The Wide Range Achievement Test scores of educable mentally handicapped children in primary and elementary classes were correlated with their Binet or Wechsler IQ scores. It was found that the WISC was a better differential predictor of achievement in reading, spelling and arithmetic at the elementary level only. (Author)

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…

Middle Grades Student Achievement and Poverty Levels: Implications for Teacher Preparation

ERIC Educational Resources Information Center

Dotson, Lauren; Foley, Virginia

2016-01-01

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 the focus of this paper. Recognizing the impact of poverty on student achievement as measured by…

The Appropriateness of Consolidation in Illinois: A Study of the Impact of Poverty, District Type, and Size on Expenditures and Achievement

ERIC Educational Resources Information Center

Dunlap, James A.

2013-01-01

This study examined whether or not enrollment, poverty rate, and district type could be used to predict cost and achievement, as measured on the Illinois Standards Achievement Test and Prairie State Achievement Exam, at the building and district levels within the state of Illinois. This study provides quantitative data that will aid educational…

Extracurricular activities: Investigating the affects of participation-nonparticipation on the Georgia High School Science Graduation Test

NASA Astrophysics Data System (ADS)

Moran, Ray A.

Student achievement research suggests that participation in extracurricular activities has a positive impact on the academic and developmental outcomes for adolescents. Specifically, several studies reported that adolescents who participate in extra-curricular activities are more likely to experience increases in academic achievement, self-esteem, high school graduation rates, and pro-social behaviors. On the other hand, there is research suggesting that participation in extracurricular activities may distract students from their academic pursuits. The state of Georgia requires all eleventh grade students to participate in the Georgia High School Graduation Test (GHSGT). The GHSGT consists of five separate tests that include (a) English/language arts, (b) math, (c) writing, (d) social studies, and (e) science. Each comprehensive exam is worth 600 points. A high school diploma will be awarded if the student scores at least 500 points on each individual exam. Further, review of student outcomes on the GHSGT revealed that first-time test takers were failing the science portion of the test at a greater percentage than any other subject on the GHSGT. Specifically, the Governor's Office of Student Achievement (GOSA) reported that from 2002 through 2004, a total of 70,451 students or 30.3% of students that were first-time test takers failed the science portion of the GHSGT. As a result, investigating factors that potentially could increase student achievement in science became the impetus for this study. In particular, this study examined the relationships between the levels of student participation in school sponsored extracurricular activities in relation to the level of student achievement in the area of science.

High school students' science academic achievement: The effect of the Lemov positive framing trust-building technique

NASA Astrophysics Data System (ADS)

Gigliette, Linda Marie

The purpose of this research was to investigate the effect of a trust-building technique called "positive-framing" (Lemov, 2010, p. 204) on the level of student-teacher trust and students' science academic achievement. The existing literature was reviewed under the constructs of trust, types of trust, trust-building strategies, and student academic achievement. The identified problem is a lack of research into the effect of trust from the high school student perspective and the effect of trust on student academic achievement in science. In addition, there is no empirical evidence to support the effectiveness of the "positive-framing" (Lemov, 2010, p. 204) trust-building intervention. The study involved a volunteer, convenience sample of 9th-grade science students at one high school in Northern California (N=240). The study employed a quasi-experimental, pretest, posttest non-equivalent control group design to examine the level of student trust in the teacher, using the "Student trust in faculty scale" (Forsyth, Adams, & Hoy, 2011, p. 180), and the students' academic achievement, according to the Integrated Process Skills Test II (Okey, Wise, & Burns, 1982). The independent variable was the "positive-framing" (Lemov, 2010, p. 204) trust-building intervention; the two dependent variables were the level of student-teacher trust and student academic achievement. The composite data from the "Student trust in faculty scale" and the academic achievement test were evaluated by a multivariate analysis of covariance (MANCOVA). Results of this study indicated that the null hypothesis was accepted. The "positive-framing" (Lemov, 2010, p. 204) trust-building intervention did not have a significant effect on either the student-teacher trust level or academic achievement in science.

The Link Between Nutrition and Physical Activity in Increasing Academic Achievement.

PubMed

Asigbee, Fiona M; Whitney, Stephen D; Peterson, Catherine E

2018-06-01

Research demonstrates a link between decreased cognitive function in overweight school-aged children and improved cognitive function among students with high fitness levels and children engaging in regular physical activity (PA). The purpose of this study was to examine whether regular PA and proper nutrition together had a significant effect on academic achievement. Using the seventh wave of the Early Childhood Longitudinal Study, Kindergarten Class 1998-99 (ECLS-K) dataset, linear regression analysis with a Jackknife resampling correction was conducted to analyze the relationship among nutrition, PA, and academic achievement, while controlling for socioeconomic status, age, and sex. A nonactive, unhealthy nutrition group and a physically active, healthy nutrition group were compared on standardized tests of academic achievement. Findings indicated that PA levels and proper nutrition significantly predicted achievement scores. Thus, the active, healthy nutrition group scored higher on reading, math, and science standardized achievement tests scores. There is a strong connection between healthy nutrition and adequate PA, and the average performance within the population. Thus, results from this study suggest a supporting relationship between students' health and academic achievement. Findings also provide implications for school and district policy changes. © 2018, American School Health Association.

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.

Criterion Referenced Tests to Accompany "Artes Latinae," Level 1, Book 1. Tentative Edition.

ERIC Educational Resources Information Center

Masciantonio, Rudolph

These tests are designed to measure the achievement of each pupil at the approximate midpoint of each unit in "Artes Latinae," Level 1, Book 1. They were produced in response to the need expressed by many teachers to provide a means of more frequent evaluation of pupil progress. Tests for 13 units are provided. They supplement the unit tests…

Limb Symmetry Indexes Can Overestimate Knee Function After Anterior Cruciate Ligament Injury.

PubMed

Wellsandt, Elizabeth; Failla, Mathew J; Snyder-Mackler, Lynn

2017-05-01

Study Design Prospective cohort. Background The high risk of second anterior cruciate ligament (ACL) injuries after return to sport highlights the importance of return-to-sport decision making. Objective return-to-sport criteria frequently use limb symmetry indexes (LSIs) to quantify quadriceps strength and hop scores. Whether using the uninvolved limb in LSIs is optimal is unknown. Objectives To evaluate the uninvolved limb as a reference standard for LSIs utilized in return-to-sport testing and its relationship with second ACL injury rates. Methods Seventy athletes completed quadriceps strength and 4 single-leg hop tests before anterior cruciate ligament reconstruction (ACLR) and 6 months after ACLR. Limb symmetry indexes for each test compared involved-limb measures at 6 months to uninvolved-limb measures at 6 months. Estimated preinjury capacity (EPIC) levels for each test compared involved-limb measures at 6 months to uninvolved-limb measures before ACLR. Second ACL injuries were tracked for a minimum follow-up of 2 years after ACLR. Results Forty (57.1%) patients achieved 90% LSIs for quadriceps strength and all hop tests. Only 20 (28.6%) patients met 90% EPIC levels (comparing the involved limb at 6 months after ACLR to the uninvolved limb before ACLR) for quadriceps strength and all hop tests. Twenty-four (34.3%) patients who achieved 90% LSIs for all measures 6 months after ACLR did not achieve 90% EPIC levels for all measures. Estimated preinjury capacity levels were more sensitive than LSIs in predicting second ACL injuries (LSIs, 0.273; 95% confidence interval [CI]: 0.010, 0.566 and EPIC, 0.818; 95% CI: 0.523, 0.949). Conclusion Limb symmetry indexes frequently overestimate knee function after ACLR and may be related to second ACL injury risk. These findings raise concern about whether the variable ACL return-to-sport criteria utilized in current clinical practice are stringent enough to achieve safe and successful return to sport. Level of Evidence Prognosis, 2b. J Orthop Sports Phys Ther 2017;47(5):334-338. Epub 29 Mar 2017. doi:10.2519/jospt.2017.7285.

The Impact of Schools on Learning: Inner-City Children in Suburban Schools

ERIC Educational Resources Information Center

Mahan, Thomas W.; Mahan, Aline M.

1971-01-01

Hypotheses tested were that the average achievement level of the classroom is a determining factor in achievement of urban minority group children and that social acceptance of the urban minority child by white middle class peers is related to academic achievement. Results using urban and suburban schools supported the hypotheses. (Author/CG)

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

ERIC Educational Resources Information Center

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

2012-01-01

This investigation tested the importance of early academic achievement for later achievement trajectories among 18,011 students grouped by level of socioeconomic risk. Students considered to be at highest risk were those who experienced homelessness or high residential mobility (HHM). HHM students were compared with students eligible for free…

Sea-Level Flight Demonstration and Altitude Characterization of a LO2/LCH4 Based Accent Propulsion Lander

NASA Technical Reports Server (NTRS)

Collins, Jacob; Hurlbert, Eric; Romig, Kris; Melcher, John; Hobson, Aaron; Eaton, Phil

2009-01-01

A 1,500 lbf thrust-class liquid oxygen (LO2)/Liquid Methane (LCH4) rocket engine was developed and tested at both sea-level and simulated altitude conditions. The engine was fabricated by Armadillo Aerospace (AA) in collaboration with NASA Johnson Space Center. Sea level testing was conducted at Armadillo Aerospace facilities at Caddo Mills, TX. Sea-level tests were conducted using both a static horizontal test bed and a vertical take-off and landing (VTOL) test bed capable of lift-off and hover-flight in low atmosphere conditions. The vertical test bed configuration is capable of throttling the engine valves to enable liftoff and hover-flight. Simulated altitude vacuum testing was conducted at NASA Johnson Space Center White Sands Test Facility (WSTF), which is capable of providing altitude simulation greater than 120,000 ft equivalent. The engine tests demonstrated ignition using two different methods, a gas-torch and a pyrotechnic igniter. Both gas torch and pyrotechnic ignition were demonstrated at both sea-level and vacuum conditions. The rocket engine was designed to be configured with three different nozzle configurations, including a dual-bell nozzle geometry. Dual-bell nozzle tests were conducted at WSTF and engine performance data was achieved at both ambient pressure and simulated altitude conditions. Dual-bell nozzle performance data was achieved over a range of altitude conditions from 90,000 ft to 50,000 ft altitude. Thrust and propellant mass flow rates were measured in the tests for specific impulse (Isp) and C* calculations.

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-Determination Theory and strengthen the standpoint of athletics and academics in regards to self-regulation.

Mathematics creative thinking levels based on interpersonal intelligence

NASA Astrophysics Data System (ADS)

Kuncorowati, R. H.; Mardiyana; Saputro, D. R. S.

2017-12-01

Creative thinking ability was one of student’s ability to determine various alternative solutions toward mathematics problem. One of indicators related to creative thinking ability was interpersonal intelligence. Student’s interpersonal intelligence would influence to student’s creativity. This research aimed to analyze creative thinking ability level of junior high school students in Karanganyar using descriptive method. Data was collected by test, questionnaire, interview, and documentation. The result showed that students with high interpersonal intelligence achieved third and fourth level in creative thinking ability. Students with moderate interpersonal intelligence achieved second level in creative thinking ability and students with low interpersonal intelligence achieved first and zero level in creative thinking ability. Hence, students with high, moderate, and low interpersonal intelligence could solve mathematics problem based on their mathematics creative thinking ability.

The effect of differentiated curriculum enhancements on the achievement of at-risk and normally achieving students in 5th grade science

NASA Astrophysics Data System (ADS)

Simpkins, Pamela Mccrea

2007-12-01

At-risk students show consistent patterns of under achievement and social maladjustment in school which leads to their demise in high school (McMillian & Reed, 1994). Similarly, special education students are at increased risk of not completing high school and do not perform as well on national achievement tests than their nondisabled peers (Land & Legters, 2002). It is possible that students at-risk for academic failure will not meet graduation requirements unless interventions are put in place to alleviate this problem. It has been documented that science textbooks contain difficult vocabulary and high reading levels that are challenging for struggling students. Using approaches such as activities oriented instruction, which supports the cooperative learning/peer tutoring model is one approach that has been successful with normally achieving and special education students. This research examined the effect of differentiated curriculum enhancements with peer tutoring on the achievement of at-risk and normally achieving students in science. A crossover design was implemented in three fifth grade inclusive classes, consisting of typically achieving students, students at-risk, and students with learning disabilities. The participants included 16 at-risk students, three special education students and 44 normally achieving students. The science review activities were implemented during two consecutive science units. One unit covered Earth and Space science. The other unit covered Light and Sound. Each curriculum enhancement had identification and production level activities. The identification level provided prompts; the production level did not provide prompts. Pretest and posttest were administered. Overall findings of the study revealed a significant interaction between experimental condition and treatment order, suggesting an advantage for students using differentiated curriculum enhancements. Main effects analysis suggested that students performed better on one unit over the other, and that there was a difference between the achievements of the general education students over the at-risk/special education students. Findings also revealed a significant correlation between time on task and student test scores. There was a difference between student reports of engagement and teacher reports of allocated time. Results indicated that the use of the activities was a preferred method of review for quizzes and tests. Finally, taken as a whole, teachers' perceptions of the activities were positive.

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.

Pupils' Interest before, during, and after a Curriculum Dealing with Ecological Topics and Its Relationship with Achievement

ERIC Educational Resources Information Center

Randler, Christoph; Bogner, Franz X.

2007-01-01

We surveyed interest in ecology prior, during, and after an ecological unit of 14 lessons ("Ecosystem Lake"). Achievement was assessed in a pretest (T-1), a class test (T-2; used for grading), and a retention test (T-3). We found a main effect of stratification on the level of interest in ecology after the educational unit (pupils from…

A Comparison of an Audio-Lingual Program and an Audio-Lingual-Visual Program for Beginning French Instruction in Grade Eight.

ERIC Educational Resources Information Center

Di Francesco, Loretta; Smith, Philip D., Jr.

1971-01-01

This evaluation of two programs of materials used in introductory French classes tests two basic hypotheses: (1) pretests are good predictors of subsequent French achievement at the junior high school level, and (2) students in different programs will achieve to the same degree on a final French test. Results of the groups using the "audiolingual"…

Correlations among Six Learner Variables and the Performance of a Sample of Jamaican Eleventh-Graders on an Achievement Test on Respiration

ERIC Educational Resources Information Center

Soyibo, Kola; Pinnock, Jacqueline

2005-01-01

This study aimed at establishing if the level of performance of 500 Jamaican Grade 11 students on an achievement test on the concept of respiration was satisfactory (mean = 28 or 70% and above) or not (less than 70%); if there were statistically significant differences in their performance on the concept linked to their gender, cognitive abilities…

The Effectiveness of Problem-Based Learning Approach Based on Multiple Intelligences in Terms of Student’s Achievement, Mathematical Connection Ability, and Self-Esteem

NASA Astrophysics Data System (ADS)

Kartikasari, A.; Widjajanti, D. B.

2017-02-01

The aim of this study is to explore the effectiveness of learning approach using problem-based learning based on multiple intelligences in developing student’s achievement, mathematical connection ability, and self-esteem. This study is experimental research with research sample was 30 of Grade X students of MIA III MAN Yogyakarta III. Learning materials that were implemented consisting of trigonometry and geometry. For the purpose of this study, researchers designed an achievement test made up of 44 multiple choice questions with respectively 24 questions on the concept of trigonometry and 20 questions for geometry. The researcher also designed a connection mathematical test and self-esteem questionnaire that consisted of 7 essay questions on mathematical connection test and 30 items of self-esteem questionnaire. The learning approach said that to be effective if the proportion of students who achieved KKM on achievement test, the proportion of students who achieved a minimum score of high category on the results of both mathematical connection test and self-esteem questionnaire were greater than or equal to 70%. Based on the hypothesis testing at the significance level of 5%, it can be concluded that the learning approach using problem-based learning based on multiple intelligences was effective in terms of student’s achievement, mathematical connection ability, and self-esteem.

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.

Tests for Adult Basic Education Teachers. "28 Suggestions for Classroom Teachers".

ERIC Educational Resources Information Center

Vonderhaar, Kathleen; And Others

An updated and improved listing of test and measurement items useful in Adult Basic Education Classrooms is provided. Diagnostic, placement, achievement, and group and individual intelligence tests are reviewed. Information on test type and purpose, appropriate grade level, test time, number of forms, the manual, scoring, and format is included.…

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.

The Effects of Humor on Test Anxiety and Test Performance

ERIC Educational Resources Information Center

Tali, Glenda

2017-01-01

Testing in an academic setting provokes anxiety in all students in higher education, particularly nursing students. When students experience high levels of anxiety, the resulting decline in test performance often does not represent an accurate assessment of students' academic achievement. This quantitative, experimental study examined the effects…

How Does the Science Writing Heuristic Approach Affect Students' Performances of Different Academic Achievement Levels? A Case for High School Chemistry

ERIC Educational Resources Information Center

Kingir, Sevgi; Geban, Omer; Gunel, Murat

2012-01-01

This study investigates the effects of the Science Writing Heuristic (SWH), known as an argumentation-based science inquiry approach, on Grade 9 students' performance on a post-test in relation to their academic achievement levels. Four intact classes taught by 2 chemistry teachers from a Turkish public high school were selected for the study; one…

Use of response surface methodology in a fed-batch process for optimization of tricarboxylic acid cycle intermediates to achieve high levels of canthaxanthin from Dietzia natronolimnaea HS-1.

PubMed

Nasri Nasrabadi, Mohammad Reza; Razavi, Seyed Hadi

2010-04-01

In this work, we applied statistical experimental design to a fed-batch process for optimization of tricarboxylic acid cycle (TCA) intermediates in order to achieve high-level production of canthaxanthin from Dietzia natronolimnaea HS-1 cultured in beet molasses. A fractional factorial design (screening test) was first conducted on five TCA cycle intermediates. Out of the five TCA cycle intermediates investigated via screening tests, alfaketoglutarate, oxaloacetate and succinate were selected based on their statistically significant (P<0.05) and positive effects on canthaxanthin production. These significant factors were optimized by means of response surface methodology (RSM) in order to achieve high-level production of canthaxanthin. The experimental results of the RSM were fitted with a second-order polynomial equation by means of a multiple regression technique to identify the relationship between canthaxanthin production and the three TCA cycle intermediates. By means of this statistical design under a fed-batch process, the optimum conditions required to achieve the highest level of canthaxanthin (13172 + or - 25 microg l(-1)) were determined as follows: alfaketoglutarate, 9.69 mM; oxaloacetate, 8.68 mM; succinate, 8.51 mM. Copyright 2009 The Society for Biotechnology, Japan. Published by Elsevier B.V. All rights reserved.

Structural, Linguistic and Topic Variables in Verbal and Computational Problems in Elementary Mathematics.

ERIC Educational Resources Information Center

Beardslee, Edward C.; Jerman, Max E.

Five structural, four linguistic and twelve topic variables are used in regression analyses on results of a 50-item achievement test. The test items are related to 12 topics from the third-grade mathematics curriculum. The items reflect one of two cases of the structural variable, cognitive level; the two levels are characterized, inductive…

End-of-Grade (EOG) Multiple-Choice Test Results, 2008-09. Measuring Up. E&R Report No. 10.12

ERIC Educational Resources Information Center

McMillen, Brad

2010-01-01

In 2008-09, results from End-of-Grade (EOG) reading and mathematics tests in WCPSS continued to demonstrate an upward trend across grade levels and student subgroups. Disaggregation of results by ethnicity, income level, disability status, and English proficiency status showed that achievement gaps between historically underperforming subgroups…

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…

Differences in Mathematical Achievement Levels and in Attitudes for Girls and Boys in Twenty Countries.

ERIC Educational Resources Information Center

Hanna, Gila; Kuendiger, Erika

An assessment of sex-related differences in mathematics achievement and related attitude variables of 13-year-old students from 20 different countries is presented in this study. The analyses of student achievement were based on pretest and posttest data from seven of the participating countries and a single-test condition from the remaining l3…

An Alignment/Transfer Experiment with Low Socioeconomic Level Students.

ERIC Educational Resources Information Center

Elia, June Isaacs

1994-01-01

This study examined the amount of variance explained by alignment of testing to instruction among low socioeconomic level fourth graders, proposing two instructional alignment hypotheses. Results indicated that alignment had an unusually high effect. Low performing low socioeconomic level students achieved high success levels when conditions of…

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.

Elementary School Achievement Profiles, Portland Public Schools. A School-by-School Report of Basic Skills Test Results and School/Student/Staff Data. School Year 1985-86.

ERIC Educational Resources Information Center

Portland Public Schools, OR. Dept. of Research, Evaluation, and Testing.

This report contains Portland Achievement Levels Tests results for the 63 elementary schools, 16 middle schools, and 1 special program school in the Portland (Oregon) School District for the 1985-86 school year. Results in reading, language usage, and mathematics are reported for children in grades 3 to 8. Each school data page presents the…

Academic achievement of children and adolescents with oral clefts.

PubMed

Wehby, George L; Collet, Brent; Barron, Sheila; Romitti, Paul A; Ansley, Timothy N; Speltz, Matthew

2014-05-01

Previous studies of academic achievement of children with oral clefts have mostly relied on small, clinic-based samples prone to ascertainment bias. In the first study in the United States to use a population-based sample with direct assessment, we evaluated the academic achievement of children with oral clefts relative to their classmates. Children born with isolated oral clefts in Iowa from 1983 to 2003 were identified from the Iowa Registry for Congenital and Inherited Disorders and matched to unaffected classmates by gender, school/school district, and month and year of birth. Academic achievement was assessed by using standardized tests of academic progress developed by the Iowa Testing Programs. Iowa Testing Programs data were linked to birth certificates for all children. Regression models controlled for household demographic and socioeconomic factors. The analytical sample included 588 children with clefts contributing 3735 child-grade observations and 1874 classmates contributing 13 159 child-grade observations. Children with oral clefts had lower scores than their classmates across all domains and school levels, with a 5-percentile difference in the overall composite score. Children with clefts were approximately one-half grade level behind their classmates and had higher rates of academic underachievement and use of special education services by 8 percentage points. Group differences were slightly lower but remained large and significant after adjusting for many background characteristics. Children with oral clefts underperformed across all academic areas and grade levels compared with their classmates. The results support a model of early testing and intervention among affected children to identify and reduce academic deficits. Copyright © 2014 by the American Academy of Pediatrics.

A new standardized treadmill walking test requiring low motor skills in children aged 4-10 years.

PubMed

Wäffler-Kammermann, Nathalie; Lacorcia, Ruth Stauffer; Wettstein, Markus; Radlinger, Lorenz; Frey, Urs

2008-02-01

Exercise intolerance may be reported by parents of young children with respiratory diseases. There is, however, a lack of standardized exercise protocols which allow verification of these reports especially in younger children. Consequently the aims of this pilot study were to develop a standardized treadmill walking test for children aged 4-10 years demanding low sensorimotor skills and achieving high physical exhaustion. In a prospective experimental cross sectional pilot study, 33 healthy Caucasian children were separated into three groups: G1 (4-6 years, n = 10), G2 (7-8 years, n = 12), and G3 (9-10 years, n = 11). Children performed the treadmill walking test with increasing exercise levels up to peak condition with maximal exhaustion. Gas exchange, heart rate, and lactate were measured during the test, spirometry before and after. Parameters were statistically calculated at all exercise levels as well as at 2 and 4 mmol/L lactate level for group differences (Kruskal-Wallis H-test, alpha = 0.05; post hoc: Mann-Whitney U-test with Bonferroni correction alpha = 0.05/n) and test-retest differences (Wilcoxon-rank-sum test) with SPSS. The treadmill walking test could be demonstrated to be feasible with a good repeatability within groups for most of the parameters. All children achieved a high exhaustion level. At peak level under exhaustion condition only the absolute VO2 and VCO2 differed significantly between age groups. In conclusion this newly designed treadmill walking test indicates a good feasibility, safety, and repeatability. It suggests the potential usefulness of exercise capacity monitoring for children aged from early 4 to 10 years. Various applications and test modifications will be investigated in further studies. Copyright 2007 Wiley-Liss, Inc.

Attention Deficit Hyperactivity Disorder Symptoms and Low Educational Achievement: Evidence Supporting A Causal Hypothesis.

PubMed

de Zeeuw, Eveline L; van Beijsterveldt, Catharina E M; Ehli, Erik A; de Geus, Eco J C; Boomsma, Dorret I

2017-05-01

Attention Deficit Hyperactivity Disorder (ADHD) and educational achievement are negatively associated in children. Here we test the hypothesis that there is a direct causal effect of ADHD on educational achievement. The causal effect is tested in a genetically sensitive design to exclude the possibility of confounding by a third factor (e.g. genetic pleiotropy) and by comparing educational achievement and secondary school career in children with ADHD who take or do not take methylphenidate. Data on ADHD symptoms, educational achievement and methylphenidate usage were available in a primary school sample of ~10,000 12-year-old twins from the Netherlands Twin Register. A substantial group also had longitudinal data at ages 7-12 years. ADHD symptoms were cross-sectionally and longitudinally, associated with lower educational achievement at age 12. More ADHD symptoms predicted a lower-level future secondary school career at age 14-16. In both the cross-sectional and longitudinal analyses, testing the direct causal effect of ADHD on educational achievement, while controlling for genetic and environmental factors, revealed an association between ADHD symptoms and educational achievement independent of genetic and environmental pleiotropy. These findings were confirmed in MZ twin intra-pair differences models, twins with more ADHD symptoms scored lower on educational achievement than their co-twins. Furthermore, children with ADHD medication, scored significantly higher on the educational achievement test than children with ADHD who did not use medication. Taken together, the results are consistent with a direct causal effect of ADHD on educational achievement.

Energy Efficient Engine exhaust mixer model technology report addendum; phase 3 test program

NASA Technical Reports Server (NTRS)

Larkin, M. J.; Blatt, J. R.

1984-01-01

The Phase 3 exhaust mixer test program was conducted to explore the trends established during previous Phases 1 and 2. Combinations of mixer design parameters were tested. Phase 3 testing showed that the best performance achievable within tailpipe length and diameter constraints is 2.55 percent better than an optimized separate flow base line. A reduced penetration design achieved about the same overall performance level at a substantially lower level of excess pressure loss but with a small reduction in mixing. To improve reliability of the data, the hot and cold flow thrust coefficient analysis used in Phases 1 and 2 was augmented by calculating percent mixing from traverse data. Relative change in percent mixing between configurations was determined from thrust and flow coefficient increments. The calculation procedure developed was found to be a useful tool in assessing mixer performance. Detailed flow field data were obtained to facilitate calibration of computer codes.

Criterion-Referenced Job Proficiency Testing: A Large Scale Application. Research Report 1193.

ERIC Educational Resources Information Center

Maier, Milton H.; Hirshfeld, Stephen F.

The Army Skill Qualification Tests (SQT's) were designed to determine levels of competence in performance of the tasks crucial to an enlisted soldier's occupational specialty. SQT's are performance-based, criterion-referenced measures which offer two advantages over traditional proficiency and achievement testing programs: test content can be made…

The Test of Economic Literacy and an Evaluation of the DEEP System.

ERIC Educational Resources Information Center

Soper, John C.; Brenneke, Judith Staley

1981-01-01

Compares traditional and recent tests used to measure economic literacy at the secondary school level. Suggests that the new Test of Economic Literacy provides a badly needed replacement for previous tests such as the TEL and relates how the Developmental Economic Education Program (DEEP) affects academic achievement in economics. (Author/DB)

An ACC Design Method for Achieving Both String Stability and Ride Comfort

NASA Astrophysics Data System (ADS)

Yamamura, Yoshinori; Seto, Yoji; Nishira, Hikaru; Kawabe, Taketoshi

An investigation was made of a method for designing adaptive cruise control (ACC) so as to achieve a headway distance response that feels natural to the driver while at the same time obtaining high levels of both string stability and ride comfort. With this design method, the H∞ norm is adopted as the index of string stability. Additionally, two norms are introduced for evaluating ride comfort and natural vehicle behavior. The relationship between these three norms and headway distance response characteristics was analyzed, and an evaluation method was established for achieving high levels of the various performance characteristics required of ACC. An ACC system designed with this method was evaluated in driving tests conducted on a proving ground course, and the results confirmed that it achieved the targeted levels of string stability, ride comfort and natural vehicle behavior.

National differences in gender–science stereotypes predict national sex differences in science and math achievement

PubMed Central

Nosek, Brian A.; Smyth, Frederick L.; Sriram, N.; Lindner, Nicole M.; Devos, Thierry; Ayala, Alfonso; Bar-Anan, Yoav; Bergh, Robin; Cai, Huajian; Gonsalkorale, Karen; Kesebir, Selin; Maliszewski, Norbert; Neto, Félix; Olli, Eero; Park, Jaihyun; Schnabel, Konrad; Shiomura, Kimihiro; Tulbure, Bogdan Tudor; Wiers, Reinout W.; Somogyi, Mónika; Akrami, Nazar; Ekehammar, Bo; Vianello, Michelangelo; Banaji, Mahzarin R.; Greenwald, Anthony G.

2009-01-01

About 70% of more than half a million Implicit Association Tests completed by citizens of 34 countries revealed expected implicit stereotypes associating science with males more than with females. We discovered that nation-level implicit stereotypes predicted nation-level sex differences in 8th-grade science and mathematics achievement. Self-reported stereotypes did not provide additional predictive validity of the achievement gap. We suggest that implicit stereotypes and sex differences in science participation and performance are mutually reinforcing, contributing to the persistent gender gap in science engagement. PMID:19549876

Diagnostic Testing in Mathematics: An Extension of the PIAT?

ERIC Educational Resources Information Center

Algozzine, Bob; McGraw, Karen

1980-01-01

The article addresses the usefulness of the Peabody Individual Achievement Test (PIAT) in assessing various levels of arithmetic performance. The mathematics subtest of the PIAT is considered in terms of purpose; mathematical abilities subsections (foundations, basic facts, applications); diagnostic testing (the error analysis matrix); and poor…

The Talent Search Model: Past, Present, and Future

ERIC Educational Resources Information Center

Swiatek, Mary Ann

2007-01-01

Typical standardized achievement tests cannot provide accurate information about gifted students' abilities because they are not challenging enough for such students. Talent searches solve this problem through above-level testing--using tests designed for older students to raise the ceiling for younger, gifted students. Currently, talent search…

Candidate materials for advanced fire-resistant photovoltaic modules

NASA Technical Reports Server (NTRS)

Sugimura, R. S.; Otth, D. H.; Ross, R. G., Jr.; Arnett, J. C.; Samuelson, G.

1985-01-01

A cooperative, cost-sharing research effort to develop a technology base required to construct fire-ratable photovoltaic modules has resulted in the identification of several high-temperature, back-surface candidate materials capable of raising the fire-resistance of modules using hydrocarbon encapsulants to Class A and B levels. Advanced experimental module configurations have been developed using back surfaces consisting of Kapton, Tedlar laminates, metal-foils, and fiberglass materials with high-temperature coatings. Test results (October 1984; March 1985; May 1985; and October 1985) indicate that several of these advanced module configurations are capable of achieving Class B fire-resistance levels, while a few configurations can achieve Class A levels. The paper summarizes activities to date, discussing flammability failure mechanisms, time-temperature profiles, and results of Block V environmental exposure tests of a candidate material suitable for both Class B and Class A fire-resistance levels.

Preservice music teachers' predictions, perceptions, and assessment of students with special needs: the need for training in student assessment.

PubMed

VanWeelden, Kimberly; Whipple, Jennifer

2007-01-01

The purpose of the current study was to examine preservice teachers' predictions and perceptions of students with special needs' levels of mastery of specific music education concepts and actual grades achieved by these students using alternative assessments and testing accommodations within two subpopulations: students with emotional and/or behavior disorders (EDBD) and students with acute cognitive delays (ACD). The preservice teachers predicted students within the EDBD class would achieve a significantly higher level of mastery of the music concepts than students within the ACD classroom. After the field experience, however, the preservice teachers' perceptions of all students' levels of mastery increased from prediction scores overall. Additionally, preservice teachers were able to execute testing accommodations and implement successful alternative assessments which gave empirical data on the students' levels of mastery of the music education concepts within the curriculum. Implications for music therapists, as consultants in special education, are discussed.

Cohort versus Non-Cohort High School Students' Math Performance: Achievement Test Scores and Coursework

ERIC Educational Resources Information Center

Parke, Carol S.; Keener, Dana

2011-01-01

The purpose of this study is to compare multiple measures of mathematics achievement for 1,378 cohort students who attended the same high school in a district from 9th to 12th grade with non-cohort students in each grade level. Results show that mobility had an impact on math achievement. After accounting for gender, ethnicity, and SES, adjusted…

The Impact of Principal Perception on Student Academic Climate and Achievement in High School: How Does It Measure Up?

ERIC Educational Resources Information Center

Urick, Angela; Bowers, Alex J.

2014-01-01

The purpose of this study is to examine the independent direct effects of student and principal perceptions of academic climate on student achievement in high school. To date, few studies have considered the influence of principal perceptions of academic climate on student achievement. In the present study, we test a set of two-level hierarchical…

The effect of human sperm chromatin maturity on ICSI outcomes.

PubMed

Gill, Kamil; Rosiak, Aleksandra; Gaczarzewicz, Dariusz; Jakubik, Joanna; Kurzawa, Rafal; Kazienko, Anna; Rymaszewska, Anna; Laszczynska, Maria; Grochans, Elzbieta; Piasecka, Malgorzata

2018-03-29

Because sperm chromatin may play a key role in reproductive success, we verify the associations between sperm chromatin abnormalities, embryo development and the ability to achieve pregnancy. The evaluation of sperm chromatin maturity using aniline blue (AB), chromomycin A3 (CMA3) and toluidine blue (TB) staining were carried out in group of males from infertile couples that underwent ICSI. Low levels of sperm chromatin abnormalities (< 16%) were found in most subjects (> 50%). A higher percentage of TB-positive sperm cells were discovered in the men from couples who achieved ≤ 50% fertilized oocytes compared to men who achieved > 50%. No significant differences were discovered by the applied tests between the men from couples who achieved ≤ 50% and those who achieved > 50% high-quality embryos on the 3rd or 5th day after fertilization, nor between the men from couples who achieved pregnancy and those who failed. The sperm chromatin maturity did not correlate with the ICSI results. However, the ROC analysis revealed a significant predictive value of TB-positive spermatozoa only for fertilization. Therefore, the TB assay can be considered as a useful test for the prediction of fertilization. Our findings suggest that the level of sperm chromatin abnormalities of the examined men was not clinically significant. No found associations between sperm chromatin maturity and embryo development and the ability to achieve pregnancy. We could not exclude the effects of the repairing processes in the fertilized oocyte. The use of complementary tests that verify the status of the sperm chromatin seems justified.

Positive academic emotions moderate the relationship between self-regulation and academic achievement.

PubMed

Villavicencio, Felicidad T; Bernardo, Allan B I

2013-06-01

Research has shown how academic emotions are related to achievement and to cognitive/motivational variables that promote achievement. Mediated models have been proposed to account for the relationships among academic emotions, cognitive/motivational variables, and achievement, and research has supported such mediated models, particularly with negative emotions. The study tested the hypotheses: (1) self-regulation and the positive academic emotions of enjoyment and pride are positive predictors of achievement; and (2) enjoyment and pride both moderate the relationship between self-regulation and achievement. Participants were 1,345 students enrolled in various trigonometry classes in one university. Participants answered the Academic Emotions Questionnaire-Math (Pekrun, Goetz, & Frenzel, 2005) and a self-regulation scale (Pintrich, Smith, Garcia, & McKeachie, 1991) halfway through their trigonometry class. The students' final grades in the course were regressed to self-regulation, positive emotions, and the interaction terms to test the moderation effects. Enjoyment and pride were both positive predictors of grades; more importantly, both moderated the relationship between self-regulation and grades. For students who report higher levels of both positive emotions, self-regulation was positively associated with grades. However, for those who report lower levels of pride, self-regulation was not related to grades; and, for those who reported lower levels of enjoyment, self-regulation was negatively related to grades. The results are discussed in terms of how positive emotions indicate positive appraisals of task/outcome value, and thus enhance the positive links between cognitive/motivational variables and learning. ©2012 The British Psychological Society.

Group Differences in Test-Taking Behaviour: An Example from a High-Stakes Testing Program

ERIC Educational Resources Information Center

Stenlund, Tova; Eklöf, Hanna; Lyrén, Per-Erik

2017-01-01

This study investigated whether different groups of test-takers vary in their reported test-taking behaviour in a high-stakes test situation. A between-group design (N = 1129) was used to examine whether high and low achievers, as well as females and males, differ in their use of test-taking strategies, and in level of reported test anxiety and…

Does Video-Autotutorial Instruction Improve College Student Achievement?

ERIC Educational Resources Information Center

Fisher, K. M.; And Others

1977-01-01

Compares student achievement in an upper-division college introductory course taught by the video-autotutorial method with that in two comparable courses taught by the lecture-discussion method. Pre-post tests of 623 students reveal that video-autotutorial students outperform lecture/discussion participants at all ability levels and that in…

Longitudinal Relationships of Fitness, Physical Activity, and Weight Status With Academic Achievement in Adolescents.

PubMed

Suchert, Vivien; Hanewinkel, Reiner; Isensee, Barbara

2016-10-01

To examine associations of cardiorespiratory fitness, physical activity (PA) and weight status with academic achievement 1 year later. In addition, the mediating role of psychological variables was tested. Longitudinal analyses included 1011 German students (M = 14.1 years, SD = 0.6 years). Cardiorespiratory fitness was determined with the 20 m shuttle run test. Compliance with PA guidelines was assessed through questionnaire. Weight status was based on body mass index percentiles. As proxy of academic achievement students' self-reported grades in Mathematics and German in their midterm report were averaged. Mediation analyses were conducted at follow-up testing general self-efficacy, depressed affect, and attention/hyperactivity problems. High levels of cardiorespiratory fitness predicted higher educational attainment (p = .007), while we found no longitudinal association for PA and weight status (p > .253). However, students being insufficiently physically active at baseline but meet PA guidelines at follow-up showed a significant improvement in educational attainment. The cross-sectional association between PA and academic achievement was mediated by students' general self-efficacy. High fitness in adolescence is associated with higher subsequent academic achievement. The promotion of PA might benefit school performance because of enhanced fitness levels in the long-term and positive influences of PA in the shortterm. The association between weight status and educational attainment remains controversial. © 2016, American School Health Association.

Learning Machine Learning: A Case Study

ERIC Educational Resources Information Center

Lavesson, N.

2010-01-01

This correspondence reports on a case study conducted in the Master's-level Machine Learning (ML) course at Blekinge Institute of Technology, Sweden. The students participated in a self-assessment test and a diagnostic test of prerequisite subjects, and their results on these tests are correlated with their achievement of the course's learning…

Effects of Instruction and Stage-Fright on Intelligence Testing

ERIC Educational Resources Information Center

Meijer, Joost; Oostdam, Ron

2011-01-01

In the present research, it was tried to unravel the influence of various types of instruction on test anxiety levels and, in turn, its influence on intelligence test performance. Three types of instruction were compared: a stressful, achievement-orientated instruction; a reassuring, task-orientated instruction; and an ambiguous instruction.…

State Test Results Are Predictable

ERIC Educational Resources Information Center

Tienken, Christopher H.

2014-01-01

Out-of-school, community demographic and family-level variables have an important influence on student achievement as measured by large-scale standardized tests. Studies described here demonstrated that about half of the test score is accounted for by variables outside the control of teachers and school administrators. The results from these…

Manitoba Schools Fitness 1989.

ERIC Educational Resources Information Center

Manitoba Dept. of Education, Winnipeg.

This manual outlines physical fitness tests that may be used in the schools. The tests are based on criterion standards which indicate the levels of achievement at which health risk factors may be reduced. Test theory, protocols, and criterion charts are presented for: (1) muscle strength and endurance, (2) body composition, (3) flexibility, and…

Predict-share-observe-explain learning activity for the Torricelli's tank experiment

NASA Astrophysics Data System (ADS)

Panich, Charunya; Puttharugsa, Chokchai; Khemmani, Supitch

2018-01-01

The purpose of this research was to study the students' scientific concept and achievement on fluid mechanics before and after the predict-share-observe-explain (PSOE) learning activity for the Torricelli's tank experiment. The 24 participants, who were selected by purposive sampling, were students at grade 12 at Nannakorn School, Nan province. A one group pre-test/post-test design was employed in the study. The research instruments were 1) the lesson plans using the PSOE learning activity and 2) two-tier multiple choice question and subjective tests. The results indicated that students had better scientific concept about Torricelli's tank experiment and the post-test mean score was significantly higher than the pre-test mean score at a 0.05 level of significance. Moreover, the students had retention of knowledge after the PSOE learning activity for 4 weeks at a 0.05 level of significance. The study showed that the PSOE learning activity is suitable for developing students' scientific concept and achievement.

Development of Camera Electronics for the Advanced Gamma-ray Imaging System (AGIS)

NASA Astrophysics Data System (ADS)

Tajima, Hiroyasu

2009-05-01

AGIS, a next generation of atmospheric Cherenkov telescope arrays, aims to achieve a sensitivity level of a milliCrab for gamma-ray observations in in the energy band of 40 GeV to 100 TeV. Such improvement requires cost reduction of individual components with high reliability in order to equip the order of 100 telescopes necessary to achieve the sensitivity goal. We are exploring several design concepts to reduce the cost of camera electronics while improving their performance. We have developed test systems for some of these concepts and are testing their performance. Here we present test results of the test systems.

A study: Effect of Students Peer Assisted Learning on Magnetic Field Achievement

NASA Astrophysics Data System (ADS)

Mueanploy, Wannapa

2016-04-01

This study is the case study of Physic II Course for students of Pathumwan Institute of Technology. The purpose of this study is: 1) to develop cooperative learning method of peer assisted learning (PAL), 2) to compare the learning achievement before and after studied magnetic field lesson by cooperative learning method of peer assisted learning. The population was engineering students of Pathumwan Institute of Technology (PIT’s students) who registered Physic II Course during year 2014. The sample used in this study was selected from the 72 students who passed in Physic I Course. The control groups learning magnetic fields by Traditional Method (TM) and experimental groups learning magnetic field by method of peers assisted learning. The students do pretest before the lesson and do post-test after the lesson by 20 items achievement tests of magnetic field. The post-test higher than pretest achievement significantly at 0.01 level.

Observations of Effective Teacher–Student Interactions in Secondary School Classrooms: Predicting Student Achievement With the Classroom Assessment Scoring System—Secondary

PubMed Central

Allen, Joseph; Gregory, Anne; Mikami, Amori; Lun, Janetta; Hamre, Bridget; Pianta, Robert

2017-01-01

Multilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System—Secondary. After accounting for prior year test performance, qualities of teacher interactions with students predicted student performance on end-of-year standardized achievement tests. Classrooms characterized by a positive emotional climate, with sensitivity to adolescent needs and perspectives, use of diverse and engaging instructional learning formats, and a focus on analysis and problem solving were associated with higher levels of student achievement. Effects of higher quality teacher–student interactions were greatest in classrooms with fewer students. Implications for teacher performance assessment and teacher effects on achievement are discussed. PMID:28931966

Museum-based learning: Informal learning settings and their role in student motivation and achievement in science

NASA Astrophysics Data System (ADS)

Holmes, Julie Ann

This study examined changes in student motivation and achievement in science in relationship with a visit to the IDEA Place Experiment Gallery. The study was based on the pretest-posttest control comparison group design with four treatment groups: control, exhibit, lesson, and exhibit/lesson. The sample was 228 sixth grade students from a public north central Louisiana school who were randomly assigned to one of the four experimental groups. Pretest, posttest, and delayed posttest measures of intrinsic motivation and achievement in science were determined using the Children's Academic Intrinsic Motivation Inventory and an achievement test written to measure areas of science incorporated in the Experiment Gallery exhibits. The data were analyzed using a one way Analysis of Variance (ANOVA), dependent t tests, and Pearson r. Statistical analysis revealed: (a) no significant differences in motivation or achievement on pretest and posttest scores between groups and, (b) no significant relationships between motivation level and achievement between groups on the posttest. Significant differences were found within groups for (a) the lesson group in motivation, and (b) the exhibit group in achievement from pretest to posttest and from posttest to delayed posttest. A significant relationship between level of motivation and science achievement was revealed for the exhibit group on the delayed posttests. There were no other significant findings to support that the effects of the treatment led to any long term effects on motivation or achievement within any of the four experimental groups.

Using Separate Answer Sheets with Grade 3 Students

ERIC Educational Resources Information Center

Brooks, Thomas; O'Malley, Kimberly; Ragland, Shelley; Young, Michael; Kirkpatrick, Rob

2014-01-01

The authors compared the performance of third-grade students testing on answer sheets with those testing on machine-scored test booklets. The 1,832 students in the nationally representative sample were assigned at the campus level to complete the Stanford Achievement Test Series, Tenth Edition in 1 of 4 conditions: (a) Form A answer sheet, (b)…

A levels and intelligence as predictors of medical careers in UK doctors: 20 year prospective study

PubMed Central

McManus, I C; Smithers, Eleni; Partridge, Philippa; Keeling, A; Fleming, Peter R

2003-01-01

Objective To assess whether A level grades (achievement) and intelligence (ability) predict doctors' careers. Design Prospective cohort study with follow up after 20 years by postal questionnaire. Setting A UK medical school in London. Participants 511 doctors who had entered Westminster Medical School as clinical students between 1975 and 1982 were followed up in January 2002. Main outcome measures Time taken to reach different career grades in hospital or general practice, postgraduate qualifications obtained (membership/fellowships, diplomas, higher academic degrees), number of research publications, and measures of stress and burnout related to A level grades and intelligence (result of AH5 intelligence test) at entry to clinical school. General health questionnaire, Maslach burnout inventory, and questionnaire on satisfaction with career at follow up. Results 47 (9%) doctors were no longer on the Medical Register. They had lower A level grades than those who were still on the register (P < 0.001). A levels also predicted performance in undergraduate training, performance in postregistration house officer posts, and time to achieve membership qualifications (Cox regression, P < 0.001; b=0.376, SE=0.098, exp(b)=1.457). Intelligence did not independently predict dropping off the register, career outcome, or other measures. A levels did not predict diploma or higher academic qualifications, research publications, or stress or burnout. Diplomas, higher academic degrees, and research publications did, however, significantly correlate with personality measures. Conclusions Results of achievement tests, in this case A level grades, which are particularly used for selection of students in the United Kingdom, have long term predictive validity for undergraduate and postgraduate careers. In contrast, a test of ability or aptitude (AH5) was of little predictive validity for subsequent medical careers. PMID:12869457

Integrity monitoring of vehicle positioning in urban environment using RTK-GNSS, IMU and speedometer

NASA Astrophysics Data System (ADS)

El-Mowafy, Ahmed; Kubo, Nobuaki

2017-05-01

Continuous and trustworthy positioning is a critical capability for advanced driver assistance systems (ADAS). To achieve continuous positioning, methods such as global navigation satellite systems real-time kinematic (RTK), Doppler-based positioning, and positioning using low-cost inertial measurement unit (IMU) with car speedometer data are combined in this study. To ensure reliable positioning, the system should have integrity monitoring above a certain level, such as 99%. Achieving this level when combining different types of measurements that have different characteristics and different types of errors is a challenge. In this study, a novel integrity monitoring approach is presented for the proposed integrated system. A threat model of the measurements of the system components is discussed, which includes both the nominal performance and possible fault modes. A new protection level is presented to bound the maximum directional position error. The proposed approach was evaluated through a kinematic test in an urban area in Japan with a focus on horizontal positioning. Test results show that by integrating RTK, Doppler with IMU/speedometer, 100% positioning availability was achieved. The integrity monitoring availability was assessed and found to meet the target value where the position errors were bounded by the protection level, which was also less than an alert level, indicating the effectiveness of the proposed approach.

Confidence limits and sample size for determining nonhost status of fruits and vegetables to tephritid fruit flies as a quarantine measure.

PubMed

Follett, Peter A; Hennessey, Michael K

2007-04-01

Quarantine measures including treatments are applied to exported fruit and vegetable commodities to control regulatory fruit fly pests and to reduce the likelihood of their introduction into new areas. Nonhost status can be an effective measure used to achieve quarantine security. As with quarantine treatments, nonhost status can stand alone as a measure if there is high efficacy and statistical confidence. The numbers of insects or fruit tested during investigation of nonhost status will determine the level of statistical confidence. If the level of confidence of nonhost status is not high, then additional measures may be required to achieve quarantine security as part of a systems approach. Certain countries require that either 99.99 or 99.9968% mortality, as a measure of efficacy, at the 95% confidence level, be achieved by a quarantine treatment to meet quarantine security. This article outlines how the level of confidence in nonhost status can be quantified so that its equivalency to traditional quarantine treatments may be demonstrated. Incorporating sample size and confidence levels into host status testing protocols along with efficacy will lead to greater consistency by regulatory decision-makers in interpreting results and, therefore, to more technically sound decisions on host status.

Student-teacher relationship quality and academic adjustment in upper elementary school: the role of student personality.

PubMed

Zee, Marjolein; Koomen, Helma M Y; Van der Veen, Ineke

2013-08-01

This study tested a theoretical model considering students' personality traits as predictors of student-teacher relationship quality (closeness, conflict, and dependency), the effects of student-teacher relationship quality on students' math and reading achievement, and the mediating role of students' motivational beliefs on the association between student-teacher relationship quality and achievement in upper elementary school. Surveys and tests were conducted among a nationally representative Dutch sample of 8545 sixth-grade students and their teachers in 395 schools. Structural equation models were used to test direct and indirect effects. Support was found for a model that identified conscientiousness and agreeableness as predictors of close, nonconflictual relationships, and neuroticism as a predictor of dependent and conflictual relationships. Extraversion was associated with higher levels of closeness and conflict, and autonomy was only associated with lower levels of dependency. Students' motivational beliefs mediated the effects of dependency and student-reported closeness on reading and math achievement. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Constraints on LISA Pathfinder's Self-Gravity: Design Requirements, Estimates and Testing Procedures

NASA Technical Reports Server (NTRS)

Armano, M.; Audley, H.; Auger, G.; Baird, J.; Binetruy, P.; Born, M.; Bortoluzzi, M.; Brandt, Nico; Bursi, Alessandro; Slutsky. J.;

Family and personal correlates of academic achievement.

PubMed

García Bacete, F J; Rosel Remírez, J

2001-04-01

Researchers and educators raise the question of whether pupils' academic performance can be improved through parental involvement in academic activities. The main objective of the following study is to verify whether parental involvement in school activities and family socioeconomic status are associated with children's academic achievement. 150 Spanish seventh grade pupils completed intelligence tests, and their teachers assessed parents' involvement in the school and estimated parents' cultural levels. To measure academic achievement the pupil's overall grade was taken from the Pupils' Final Evaluation Registers. The education and professional level of the mother and father and home size were obtained from the Pupil Personal Register; these variables define the family socioeconomic status. The data, analyzed through application of structural equations, suggest that academic achievement is directly influenced by the cultural level of the family and the child's intelligence but is indirectly influenced by parental involvement in school activities and the socioeconomic status of the child's family.

The integrated learning management using the STEM education for improve learning achievement and creativity in the topic of force and motion at the 9th grade level

NASA Astrophysics Data System (ADS)

Kakarndee, Nampetch; Kudthalang, Nukool; Jansawang, Natchanok

2018-01-01

The aims of this research study were to investigate and analyze the processing performances and the performance results (E1/E2) efficiency at the determining criteria for planning students' improvements to their learning processes toward their scientific knowledge were investigated, carry out the investigations, gathering evidence, and proposing explanations were developed and predicted. Students' engagements to their needs in unambiguous and clearly content of science teaching onto the instructional processes were attempted for establishing a national approach with the STEM education instructional method were strategized. Research administrations were designed to a sample size consisted of 40 secondary students in science class at the 9th grade level in Borabu School with the purposive sampling technique was selected. Using the STEM Education instructional innovation's lesson plans were managed learning activities. Students' learning achievements were assessed with the Pre-Test and Post-Test designs of 30 items. Students' creative thinking abilities were determined of their perceptions that obtained of the 3-item Creative Thinking Ability Test. The results for the effectiveness of the innovative instructional lesson plans based on the STEM Education Method, the lessoning effectiveness (E1/E2) evidences of 78.95/76.58 over the threshold setting is 75/75. Pretest-posttest designs for assessing students' learning achievements that impact a student's ability to achieve and explains with the STEM education instructional method were differences, significantly (ρ<.001) and the posttest of the 3-item Creative Thinking Ability Test designs for assessing Students' creative thinking abilities that impact a student's ability to have a good skill level in originality, fluency and flexibility thinking with the STEM education instructional method were differences, significantly (ρ<.001).

Achievement goals as mediators of the relationship between competence beliefs and test anxiety.

PubMed

Putwain, David W; Symes, Wendy

2012-06-01

Previous work suggests that the expectation of failure is related to higher test anxiety and achievement goals grounded in a fear of failure. 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. Self-report data were collected from 275 students in post-compulsory education following courses in A Level Psychology. Competence beliefs were inversely related to the worry and tension components of test anxiety, both directly and indirectly through a performance-avoidance goal orientation. A mastery-avoidance goal orientation offered an indirect route from competence beliefs to worry only. These findings provide partial support for Elliot and Pekrun's (2007) model. Although significant mediating effects were found for mastery-avoidance and performance-avoidance goals, they were small and there may be other mechanisms to account for the relations between competence beliefs and test anxiety. ©2011 The British Psychological Society.

Microwave transmission system for space power

NASA Technical Reports Server (NTRS)

Dickinson, R. M.

1976-01-01

A small total system model and a large subsystem element similar to those that could be eventually used for wireless power transmission experiments in space have been successfully demonstrated by NASA. The short range, relatively low-power laboratory system achieved a dc-to-dc transmission efficiency of 54%. A separate high-power-level receiving subsystem, tested over a 1.54-km range at Goldstone, California, has achieved the transportation of over 30 kW of dc output power. Both tests used 12-cm wavelength microwaves.

Students classified as LD and the college foreign language requirement: a quantitative analysis.

PubMed

Sparks, R L; Philips, L; Ganschow, L; Javorsky, J

1999-01-01

This study was conducted to determine whether students classified as learning disabled (LD) who were permitted to substitute courses for the college foreign language (FL) requirement at one university would display significant cognitive and academic achievement differences when grouped by level of discrepancy between IQ and achievement, by discrepancy between achievement according to different measures, and by level of performance on phonological-orthographic processing measures, on the Modern Language Aptitude Test (MLAT), and in FL courses. Results showed that there were no differences among students with different levels of discrepancy (i.e., < 1.0 SD, 1.0-1.49 SD, and > 1.50 SD) on MLAT and American College Testing (ACT) scores, graduating grade point average (GPA) or college FL GPA. Results also showed that among students who scored below versus at or above the 25th percentile on phonological-orthographic processing measures, there were no differences on measures of IQ, ACT, MLAT, and GPA, as well as most measures of academic achievement. Implications for the use of the LD label to grant FL course substitutions or waivers, use of the MLAT in the diagnostic and course substitution/waiver process, and the validity and reliability of traditional criteria for the classification as LD are discussed.

Predicting Early School Achievement with the EDI: A Longitudinal Population-Based Study

ERIC Educational Resources Information Center

Forget-Dubois, Nadine; Lemelin, Jean-Pascal; Boivin, Michel; Dionne, Ginette; Seguin, Jean R.; Vitaro, Frank; Tremblay, Richard E.

2007-01-01

School readiness tests are significant predictors of early school achievement. Measuring school readiness on a large scale would be necessary for the implementation of intervention programs at the community level. However, assessment of school readiness is costly and time consuming. This study assesses the predictive value of a school readiness…

"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…

Use of Existing Data Bases in a Large Scale Correlational/Regression Study. for Period January 1977-January 1978.

ERIC Educational Resources Information Center

Greene, Jennifer C.; Kellogg, Theodore

Statewide assessment data available from two school years, two grade levels, and five sources (achievement tests; student, principal, and teacher questionnaires; and principal interviews), were aggregated to more closely investigate the relationship between student/school characteristics and student achievement. To organize this large number of…

Examining Gender and the Academic Achievement of Students with Emotional Disturbance

ERIC Educational Resources Information Center

Rice, Elisabeth Hess; Yen, Cherng-Jyh

2010-01-01

Students with emotional disturbance (ED) have significant academic deficits (Trout, Nordness, Pierce, & Epstein, 2003; Lane, 2004). Even after identification and school intervention, students with ED continue to demonstrate limited academic achievement and high rates of drop out and school failure, with 80-90% scoring below grade level on tests of…

An Enriched and Cooperative Reading Program for Achievers at the Sixth Grade Level.

ERIC Educational Resources Information Center

Central Arkansas Education Center, Little Rock.

An enrichment and cooperative reading program for high achievers in grade 6 involved participants in four reading classes who received supplementary reading instruction with the aid of teacher made cassette tapes, listening stations, current newspapers and magazines, and Reader's Digest skill builders. Testing at the end of the first year…

Gender Differences in Mathematical Achievement at the Norwegian Elementary-School Level.

ERIC Educational Resources Information Center

Manger, Terje

1995-01-01

The relationship between gender and mathematical achievement was investigated in 440 female and 480 male Norwegian third graders. Boys had higher test scores, but the effect size was small. Boys performed better in numeracy, mental arithmetic, and measurement problems. Marked gender differences were found at extreme tails of the distribution.…

The Effects of Cooperative Learning on Student Achievement in Algebra I

ERIC Educational Resources Information Center

Brandy, Travis D.

2013-01-01

It is a well-documented finding that high school students in schools across the nation, including California, fail to achieve at the proficient level in mathematics, based on standardized test scores. The purpose of this research study was to compare the findings of students taught using traditional instructional methodologies versus cooperative…

State Test Score Trends through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students? Maryland

ERIC Educational Resources Information Center

Center on Education Policy, 2011

2011-01-01

This paper profiles Maryland's test score trends through 2008-09. In 2004, 82% of non-Title I 4th graders and 61% of Title I 4th graders scored at the proficient level on the state reading test. In 2009, 90% of non-Title I 4th graders and 78% of Title I 4th graders scored at the proficient level in reading. Between 2004 and 2009, the percentage…

State Test Score Trends through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students? Massachusetts

ERIC Educational Resources Information Center

Center on Education Policy, 2011

2011-01-01

This paper profiles Massachusetts's test score trends through 2008-09. In 2006, 59% of non-Title I 4th graders and 29% of Title I 4th graders scored at the proficient level on the state reading test. In 2009, 64% of non-Title I 4th graders and 31% of Title I 4th graders scored at the proficient level in reading. Between 2006 and 2009, the…

School-Age Test Proficiency and Special Education after Congenital Heart Disease Surgery in Infancy

PubMed Central

Mulkey, Sarah B.; Bai, Shasha; Luo, Chunqiao; Cleavenger, Jordyn E.; Gibson, Neal; Holland, Greg; Mosley, Bridget S.; Kaiser, Jeffrey R.; Bhutta, Adnan T.

2016-01-01

Objective To evaluate test proficiency and the receipt of special education services in school-age children who had surgery for congenital heart disease (CHD) <1 year of age. Study design Data from Arkansas-born children who had CHD surgery at Arkansas Children's Hospital at <1 year of age from 1996–2004 were linked to state birth certificates and the Arkansas Department of Education longitudinal database containing achievement test scores in literacy and mathematics for grades 3-4 and special education codes. The primary negative outcome was not achieving grade-level proficiency on achievement tests. Logistic regression accounting for repeated measures associated achieving proficiency with demographics, maternal education, and clinical factors. Results 362 of 458 (79%) children who received surgery for CHD matched to the ADE database; 285 had grade 3 and/or 4 achievement tests scores. Fewer students with CHD achieved proficiency in literacy and mathematics (P < .05) compared with grade-matched state students. Higher 5-minute Apgar score, shorter hospitalization, and higher maternal education predicted proficiency in literacy (P < .05). White race, no cardiopulmonary bypass, and shorter hospitalization predicted proficiency in mathematics (P < .05). Sex, gestational age, age at surgery, CHD diagnosis, and type and number of surgeries did not predict test proficiency. Compared with all public school students, more children with CHD received special education services (26.9% vs 11.6%, P < .001). Conclusion Children with CHD had poorer academic achievement and were more likely to receive special education services than all state students. Results from this study support the need for neurodevelopmental evaluations as standard in children with CHD. PMID:27453376

Special Project Examination in Integrated Science - Ordinary Level.

ERIC Educational Resources Information Center

Wimpenny, David

A science achievement test for the General Certificate of Education (GCE, England) was developed for students enrolled in the curriculum of the Schools Council Integrated Science Project. This document contains discussions of the testing program and a copy of the 1973 test. After an overview of the curriculum project and issues related to…

Performance-based alternative assessments as a means of eliminating gender achievement differences on science tests

NASA Astrophysics Data System (ADS)

Brown, Norman Merrill

1998-09-01

Historically, researchers have reported an achievement difference between females and males on standardized science tests. These differences have been reported to be based upon science knowledge, abstract reasoning skills, mathematical abilities, and cultural and social phenomena. This research was designed to determine how mastery of specific science content from public school curricula might be evaluated with performance-based assessment models, without producing gender achievement differences. The assessment instruments used were Harcourt Brace Educational Measurement's GOALSsp°ler: A Performance-Based Measure of Achievement and the performance-based portion of the Stanford Achievement Testspcopyright, Ninth Edition. The identified independent variables were test, gender, ethnicity, and grade level. A 2 x 2 x 6 x 12 (test x gender x ethnicity x grade) factorial experimental design was used to organize the data. A stratified random sample (N = 2400) was selected from a national pool of norming data: N = 1200 from the GOALSsp°ler group and N = 1200 from the SAT9spcopyright group. The ANOVA analysis yielded mixed results. The factors of test, gender, ethnicity by grade, gender by grade, and gender by grade by ethnicity failed to produce significant results (alpha = 0.05). The factors yielding significant results were ethnicity, grade, and ethnicity by grade. Therefore, no significant differences were found between female and male achievement on these performance-based assessments.

Elementary school students visual spatial comprehension based on van Hiele Theory: the case in Madiun, East Java, Indonesia

NASA Astrophysics Data System (ADS)

Andini, S.; Fitriana, L.; Budiyono

2018-03-01

This study presents partial result from the project “Geometry in Flipbook Multimedia: A Technology Role in Improving Mathematical Learning Quality in Madiun”, which was undertaken to explore the skill of geometry and passing rate of van Hiele’s geometric thinking level, especially for the first three level. The material focus of the study is a two-dimensional figure and reviewed from basic skill aspect of geometry (visual, verbal, drawing, logic, and application). The participants were 30 students in the 6 grade of elementary school in Madiun, East Java. The data collecting technique for this study there are a test instrument of van Hiele geometry (VHG) and an interview’s instrument about characteristics geometry basic skill. After the test, twelve students from participants were randomly selected interviewed to determine their geometry basic skill. This study found that (1) most of the students of 6 grade can only reach the first level is about 69%, the passing rate at the second level test is about 49%, and at the third level, the average of students' achievement is 35%, (2) if viewed from five basic skills of geometry, most of the students have a low mastery, and (3) the achievement of grade six students are inclined high in first level and low in third level based on van Hiele’s Geometric Thinking Level.

System and component design and test of a 10 hp, 18,000 rpm AC dynamometer utilizing a high frequency AC voltage link, part 1

NASA Technical Reports Server (NTRS)

Lipo, Thomas A.; Alan, Irfan

1991-01-01

Hard and soft switching test results conducted with one of the samples of first generation MOS-controlled thyristor (MCTs) and similar test results with several different samples of second generation MCT's are reported. A simple chopper circuit is used to investigate the basic switching characteristics of MCT under hard switching and various types of resonant circuits are used to determine soft switching characteristics of MCT under both zero voltage and zero current switching. Next, operation principles of a pulse density modulated converter (PDMC) for three phase (3F) to 3F two-step power conversion via parallel resonant high frequency (HF) AC link are reviewed. The details for the selection of power switches and other power components required for the construction of the power circuit for the second generation 3F to 3F converter system are discussed. The problems encountered in the first generation system are considered. Design and performance of the first generation 3F to 3F power converter system and field oriented induction moter drive based upon a 3 kVA, 20 kHz parallel resonant HF AC link are described. Low harmonic current at the input and output, unity power factor operation of input, and bidirectional flow capability of the system are shown via both computer and experimental results. The work completed on the construction and testing of the second generation converter and field oriented induction motor drive based upon specifications for a 10 hp squirrel cage dynamometer and a 20 kHz parallel resonant HF AC link is discussed. The induction machine is designed to deliver 10 hp or 7.46 kW when operated as an AC-dynamo with power fed back to the source through the converter. Results presented reveal that the proposed power level requires additional energy storage elements to overcome difficulties with a peak link voltage variation problem that limits reaching to the desired power level. The power level test of the second generation converter after the addition of extra energy storage elements to the HF link are described. The importance of the source voltage level to achieve a better current regulation for the source side PDMC is also briefly discussed. The power levels achieved in the motoring mode of operation show that the proposed power levels achieved in the generating mode of operation can also be easily achieved provided that no mechanical speed limitation were present to drive the induction machine at the proposed power level.

Academic self-concept, learning motivation, and test anxiety of the underestimated student.

PubMed

Urhahne, Detlef; Chao, Sheng-Han; Florineth, Maria Luise; Luttenberger, Silke; Paechter, Manuela

2011-03-01

BACKGROUND. Teachers' judgments of student performance on a standardized achievement test often result in an overestimation of students' abilities. In the majority of cases, a larger group of overestimated students and a smaller group of underestimated students are formed by these judgments. AIMS. In this research study, the consequences of the underestimation of students' mathematical performance potential were examined. SAMPLE. Two hundred and thirty-five fourth grade students and their fourteen mathematics teachers took part in the investigation. METHOD. Students worked on a standardized mathematics achievement test and completed a self-description questionnaire about motivation and affect. Teachers estimated each individual student's potential with regard to mathematics test performance as well as students' expectancy for success, level of aspiration, academic self-concept, learning motivation, and test anxiety. The differences between teachers' judgments on students' test performance and students' actual performance were used to build groups of underestimated and overestimated students. RESULTS. Underestimated students displayed equal levels of test performance, learning motivation, and level of aspiration in comparison with overestimated students, but had lower expectancy for success, lower academic self-concept, and experienced more test anxiety. Teachers expected that underestimated students would receive lower grades on the next mathematics test, believed that students were satisfied with lower grades, and assumed that the students have weaker learning motivation than their overestimated classmates. CONCLUSION. Teachers' judgment error was not confined to test performance but generalized to motivational and affective traits of the students. © 2010 The British Psychological Society.

Preschool Preposition Test and Classroom Behavior Description: Eighth Grade Follow-Up of Head Start Program.

ERIC Educational Resources Information Center

Aaronson, May; And Others

Head Start children tested at 4 years of age on the Preschool Preposition Test (PPT) and the Classroom Behavior Description checklist (CBD) were assessed for academic achievement and scholastic aptitude at the third- and eighth-grade levels. The PPT is a receptive language test which examines the comprehension of verbal directions by using spatial…

Performance Assessment of a Large Scale Pulsejet- Driven Ejector System

NASA Technical Reports Server (NTRS)

Paxson, Daniel E.; Litke, Paul J.; Schauer, Frederick R.; Bradley, Royce P.; Hoke, John L.

2006-01-01

Unsteady thrust augmentation was measured on a large scale driver/ejector system. A 72 in. long, 6.5 in. diameter, 100 lb(sub f) pulsejet was tested with a series of straight, cylindrical ejectors of varying length, and diameter. A tapered ejector configuration of varying length was also tested. The objectives of the testing were to determine the dimensions of the ejectors which maximize thrust augmentation, and to compare the dimensions and augmentation levels so obtained with those of other, similarly maximized, but smaller scale systems on which much of the recent unsteady ejector thrust augmentation studies have been performed. An augmentation level of 1.71 was achieved with the cylindrical ejector configuration and 1.81 with the tapered ejector configuration. These levels are consistent with, but slightly lower than the highest levels achieved with the smaller systems. The ejector diameter yielding maximum augmentation was 2.46 times the diameter of the pulsejet. This ratio closely matches those of the small scale experiments. For the straight ejector, the length yielding maximum augmentation was 10 times the diameter of the pulsejet. This was also nearly the same as the small scale experiments. Testing procedures are described, as are the parametric variations in ejector geometry. Results are discussed in terms of their implications for general scaling of pulsed thrust ejector systems

The effect of concrete supplements on metacognitive regulation during learning and open-book test taking.

PubMed

Ackerman, Rakefet; Leiser, David

2014-06-01

Previous studies have suggested that when reading texts, lower achievers are more sensitive than their stronger counterparts to surface-level cues, such as graphic illustrations, and that even when uninformative, such concrete supplements tend to raise the text's subjective comprehensibility. We examined how being led astray by uninformative concrete supplements in expository texts affects achievement. We focused on the mediating role of metacognitive processes by partialling out the role of cognitive ability, as indicated by SAT scores, in accounting for the found differences between higher and lower achievers. Undergraduate students studied expository texts in their base versions or in concrete versions, including uninformative supplements, in a within-participant design. The procedure had three phases: Studying, open-book test taking, and reanswering questions of one's choice. Overall, judgements of comprehension (JCOMPs) were higher after participants studied the concrete than the base versions, and the participants benefited from the open-book test and the reanswering opportunity. An in-depth examination of time investment, JCOMP, confidence in test answers, choice of questions to reanswer, and test scores indicated that those whose metacognitive processes were more effective and goal driven achieved higher scores. The effectiveness of metacognitive processes during learning and test taking constitutes an important factor differentiating between higher and lower achievers when studying texts that include potentially misleading cues. © 2013 The British Psychological Society.

Math anxiety differentially affects WAIS-IV arithmetic performance in undergraduates.

PubMed

Buelow, Melissa T; Frakey, Laura L

2013-06-01

Previous research has shown that math anxiety can influence the math performance level; however, to date, it is unknown whether math anxiety influences performance on working memory tasks during neuropsychological evaluation. In the present study, 172 undergraduate students completed measures of math achievement (the Math Computation subtest from the Wide Range Achievement Test-IV), math anxiety (the Math Anxiety Rating Scale-Revised), general test anxiety (from the Adult Manifest Anxiety Scale-College version), and the three Working Memory Index tasks from the Wechsler Adult Intelligence Scale-IV Edition (WAIS-IV; Digit Span [DS], Arithmetic, Letter-Number Sequencing [LNS]). Results indicated that math anxiety predicted performance on Arithmetic, but not DS or LNS, above and beyond the effects of gender, general test anxiety, and math performance level. Our findings suggest that math anxiety can negatively influence WAIS-IV working memory subtest scores. Implications for clinical practice include the utilization of LNS in individuals expressing high math anxiety.

Claims, Evidence and Achievement Level Descriptors as a Foundation for Item Design and Test Specifications

ERIC Educational Resources Information Center

Hendrickson, Amy; Huff, Kristen; Luecht, Ric

2009-01-01

[Slides] presented at the Annual Meeting of National Council on Measurement in Education (NCME) in San Diego, CA in April 2009. This presentation describes how the vehicles for gathering student evidence--task models and test specifications--are developed.

High-Stakes Cheating

ERIC Educational Resources Information Center

Dessoff, Alan

2011-01-01

Administrators and teachers in several large districts nationwide have cheated on standardized tests to make achievement levels look better than they actually were. The offenses range from giving students advance answers to questions on standardized tests, to erasing and changing unsatisfactory answers. As a result of district and state…

49 CFR 555.6 - Basis for application.

Code of Federal Regulations, 2011 CFR

2011-10-01

... achieved either by design changes or termination of production of nonconforming vehicles; and (v) The total... failure to meet the standard, expressed as comparative performance levels; and (iv) Reasons why the... standard, expressed as comparative performance levels; (iv) The results of any tests conducted on the...

49 CFR 555.6 - Basis for application.

Code of Federal Regulations, 2013 CFR

2013-10-01

... achieved either by design changes or termination of production of nonconforming vehicles; and (v) The total... failure to meet the standard, expressed as comparative performance levels; and (iv) Reasons why the... standard, expressed as comparative performance levels; (iv) The results of any tests conducted on the...

49 CFR 555.6 - Basis for application.

Code of Federal Regulations, 2012 CFR

2012-10-01

... achieved either by design changes or termination of production of nonconforming vehicles; and (v) The total... failure to meet the standard, expressed as comparative performance levels; and (iv) Reasons why the... standard, expressed as comparative performance levels; (iv) The results of any tests conducted on the...

49 CFR 555.6 - Basis for application.

Code of Federal Regulations, 2010 CFR

2010-10-01

... achieved either by design changes or termination of production of nonconforming vehicles; and (v) The total... failure to meet the standard, expressed as comparative performance levels; and (iv) Reasons why the... standard, expressed as comparative performance levels; (iv) The results of any tests conducted on the...

49 CFR 555.6 - Basis for application.

Code of Federal Regulations, 2014 CFR

2014-10-01

... achieved either by design changes or termination of production of nonconforming vehicles; and (v) The total... failure to meet the standard, expressed as comparative performance levels; and (iv) Reasons why the... standard, expressed as comparative performance levels; (iv) The results of any tests conducted on the...

40 CFR 63.361 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-07-01

... glycol concentration means any concentration of ethylene glycol in the scrubber liquor of an acid-water scrubber control device established during a performance test when the scrubber achieves at least 99-percent control of ethylene oxide emissions. Maximum liquor tank level means any level of scrubber liquor...

Neural-Learning-Based Telerobot Control With Guaranteed Performance.

PubMed

Yang, Chenguang; Wang, Xinyu; Cheng, Long; Ma, Hongbin

2017-10-01

In this paper, a neural networks (NNs) enhanced telerobot control system is designed and tested on a Baxter robot. Guaranteed performance of the telerobot control system is achieved at both kinematic and dynamic levels. At kinematic level, automatic collision avoidance is achieved by the control design at the kinematic level exploiting the joint space redundancy, thus the human operator would be able to only concentrate on motion of robot's end-effector without concern on possible collision. A posture restoration scheme is also integrated based on a simulated parallel system to enable the manipulator restore back to the natural posture in the absence of obstacles. At dynamic level, adaptive control using radial basis function NNs is developed to compensate for the effect caused by the internal and external uncertainties, e.g., unknown payload. Both the steady state and the transient performance are guaranteed to satisfy a prescribed performance requirement. Comparative experiments have been performed to test the effectiveness and to demonstrate the guaranteed performance of the proposed methods.

Do High Flyers Maintain Their Altitude? Performance Trends of Top Students

ERIC Educational Resources Information Center

Xiang, Yun; Dahlin, Michael; Cronin, John; Theaker, Robert; Durant, Sarah

2011-01-01

This groundbreaking study is the first ever to examine the achievement of high-performing students over time "at the individual level". It poses--and seeks to answer--this straightforward question: Do students who outscore their peers on standardized achievement tests remain at the top of the pack year after year? Put differently, how many "high…

Relationships among Professional Learning Communities, Trust, and Their Perceived Effects on Student Achievement in Georgia

ERIC Educational Resources Information Center

Betts, Herbert Alexander, III

2012-01-01

The purpose of this study was to determine the relationship between professional learning community (PLC) characteristics and levels of trust, and their impact on student academic achievement in fifth and eighth grade mathematics, based on Georgia's state academic test. This research was designed to answer the following questions: is student…

Ability-Grouping and Academic Inequality: Evidence from Rule-Based Student Assignments. NBER Working Paper No. 14911

ERIC Educational Resources Information Center

Jackson, C. Kirabo

2009-01-01

In Trinidad and Tobago students are assigned to secondary schools after fifth grade based on achievement tests, leading to large differences in the school environments to which students of differing initial levels of achievement are exposed. Using both a regression discontinuity design and rule-based instrumental variables to address…

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…

THE RELATIONSHIP OF REACTIVE INHIBITION AND SCHOOL ACHIEVEMENT--THEORY, RESEARCH, AND IMPLICATIONS.

ERIC Educational Resources Information Center

OTTO, WAYNE

THE RELATIONSHIP OF REACTIVE INHIBITION TO TEST PERFORMANCE AND TO ACHIEVEMENT IN READING, SPELLING, AND HANDWRITING WAS STUDIED. IN THIS STUDY, AS IN PREVIOUS WORK DONE BY HALL (1943), REACTIVE INHIBITION IS DEFINED AS THE ACCUMULATION OF A GRADUAL DECREASE IN THE LEVEL OF PERFORMANCE THAT RESULTS FROM THE PERFORMANCE ITSELF. WHEN GIVEN A LOW…

Academic Achievement and Perceived Peer Support among Turkish Students: Gender and Preschool Education Impact

ERIC Educational Resources Information Center

Bursal, Murat

2017-01-01

This study was conducted to investigate the academic achievement and perceived peer support levels of 4th-8th grade Turkish elementary and middle school students at low socio-economic status. Factorial design analyses were used to test the statistical effects of gender and preschool education variables on the dependent variables. The findings…

Obama's Education Plan: The Theory of Action behind Turning Around America's Worst Schools

ERIC Educational Resources Information Center

Rogers-Chapman, M. Felicity

2015-01-01

Policy makers' attempts to improve low-achieving schools through reform measures are not new to the 21st century. Research asserts that this policy churn has done little, if anything, to change student achievement levels. Based on the research, I assert that policy reforms such as teacher evaluations and test-based assessment, and school…

Narrowing the Academic Achievement Gap among High School Latino Students through Parental Involvement

ERIC Educational Resources Information Center

Parry, Douglas L.

2010-01-01

The low academic achievement among Latino students in many inner city high schools leads to higher failure, dropout, and absenteeism rates, as well as lower standardized test scores and graduation rates. The purpose of this study was to explore whether Latino parental attitudes toward and perceptions, level of, and form of involvement may be…

What Is High School Economics? Factors Contributing to Student Achievement and Attitudes.

ERIC Educational Resources Information Center

Walstad, William B.; Soper, John C.

1989-01-01

Presents study which extends the analysis of economic understanding and attitudes of high school students using a national data set of the Test of Economic Literacy (TEL). Using matched pre- and posttest scores, the study investigated factors that explained level of posttest economic achievement or attitudes and analyzed reasons for gains in…

Science, Technology, Engineering, and Mathematics (STEM) Curriculum and Seventh Grade Mathematics and Science Achievement

ERIC Educational Resources Information Center

James, Jamie Smith

2014-01-01

The purpose of this quantitative research study was to evaluate to what degree Science, Technology, Engineering and Mathematics (STEM) education influenced mathematics and science achievement of seventh grade students in one Middle Tennessee school district. This research used an independent samples t test at the a = 0.05 level to evaluate…

Examining the Relationship between Students' Mathematics Test Scores and Computer Use at Home and at School

ERIC Educational Resources Information Center

O'Dwyer, Laura M.; Russell, Michael; Bebell, Damian; Seeley, Kevon

2008-01-01

Over the past decade, standardized test results have become the primary tool used to judge the effectiveness of schools and educational programs, and today, standardized testing serves as the keystone for educational policy at the state and federal levels. This paper examines the relationship between fourth grade mathematics achievement and…

Effects of Test-Taking Instruction on a Health Professional Certifying Examination: An Evaluation.

ERIC Educational Resources Information Center

Frierson, Henry T., Jr.

The intervention in this study focused upon effective test taking, defined as the capacity to use acquired subject matter knowledge to achieve test scores consistent with an individual's knowledge level. This approach also emphasized self-assessment and self-directed learning. The procedure was employed in efforts to enhance a class of medical…

Mathematics Curriculum Guide Algebra I. Bulletin 1987, No. 48.

ERIC Educational Resources Information Center

Alabama State Dept. of Education, Montgomery.

This guide is designed to help classroom teachers implement the Alabama Course of Study: Mathematics K-12. It is inclusive also of the objectives tested by the Stanford Achievement Tests and the Alabama Basic Competency Tests. One characteristic of the curriculum guide is that it clearly states what students should learn in each grade level. These…

Problems in the Pipeline: Stereotype Threat and Women's Achievement in High-Level Math Courses

ERIC Educational Resources Information Center

Good, Catherine; Aronson, Joshua; Harder, Jayne Ann

2008-01-01

It is well established that negative stereotypes can undermine women's performance on mathematics tests. Despite considerable laboratory evidence for the role of "stereotype threat" in girls' and women's math test performance, the relevance of such findings for the "real world" gender test-score gap remains unclear and debates about causes focus…

An Analysis of Fourth and Sixth Grade Reader Performance Using Cloze Tests, Group Reading Inventories, an Informal Reading Inventory, and a Standardized Reading Test.

ERIC Educational Resources Information Center

Davidson, Emma Sue

A study was conducted to explore the issue of testing to determine reading levels of students. A group of 624 fourth and sixth grade students from 13 schools participated in the study, which compared results from an informal reading inventory (IRI), a standardized achievement test, a group reading inventory (GRI), and a cloze test. Pupil…

A Physics-Based Temperature Stabilization Criterion for Thermal Testing

NASA Technical Reports Server (NTRS)

Rickman, Steven L.; Ungar, Eugene K.

2009-01-01

Spacecraft testing specifications differ greatly in the criteria they specify for stability in thermal balance tests. Some specify a required temperature stabilization rate (the change in temperature per unit time, dT/dt), some specify that the final steady-state temperature be approached to within a specified difference, delta T , and some specify a combination of the two. The particular values for temperature stabilization rate and final temperature difference also vary greatly between specification documents. A one-size-fits-all temperature stabilization rate requirement does not yield consistent results for all test configurations because of differences in thermal mass and heat transfer to the environment. Applying a steady-state temperature difference requirement is problematic because the final test temperature is not accurately known a priori, especially for powered configurations. In the present work, a simplified, lumped-mass analysis has been used to explore the applicability of these criteria. A new, user-friendly, physics-based approach is developed that allows the thermal engineer to determine when an acceptable level of temperature stabilization has been achieved. The stabilization criterion can be predicted pre-test but must be refined during test to allow verification that the defined level of temperature stabilization has been achieved.

School accountability and the black-white test score gap.

PubMed

Gaddis, S Michael; Lauen, Douglas Lee

2014-03-01

Since at least the 1960s, researchers have closely examined the respective roles of families, neighborhoods, and schools in producing the black-white achievement gap. Although many researchers minimize the ability of schools to eliminate achievement gaps, the No Child Left Behind Act (NCLB) increased pressure on schools to do so by 2014. In this study, we examine the effects of NCLB's subgroup-specific accountability pressure on changes in black-white math and reading test score gaps using a school-level panel dataset on all North Carolina public elementary and middle schools between 2001 and 2009. Using difference-in-difference models with school fixed effects, we find that accountability pressure reduces black-white achievement gaps by raising mean black achievement without harming mean white achievement. We find no differential effects of accountability pressure based on the racial composition of schools, but schools with more affluent populations are the most successful at reducing the black-white math achievement gap. Thus, our findings suggest that school-based interventions have the potential to close test score gaps, but differences in school composition and resources play a significant role in the ability of schools to reduce racial inequality. Copyright © 2013 Elsevier Inc. All rights reserved.

The results of STEM education methods in physics at the 11th grade level: Light and visual equipment lesson

NASA Astrophysics Data System (ADS)

Tungsombatsanti, A.; Ponkham, K.; Somtoa, T.

2018-01-01

This research aimed to: 1) To evaluate the efficiency of the process and the efficiency of the results (E1 / E2) of the innovative instructional lesson plan in the form of the STEM Education method in the field of physics of secondary students at the 10th grade level in physics class to determine the efficiency of the STEM based on criteria of the 70/70 standard level. 2) To study students' critical thinking skills of secondary students at the 11th grade level, and assessing skill in criteria 80 percentage 3) To compare learning achievements between students' pre-post testing after taught in STEM Education 4) To evaluate Student' Satisfaction after using STEM Education teaching by using mean compare to 5 points Likert Scale. The participant used were 40 students from grade 11 at Borabu School, Borabu District, Mahasarakham Province, semester 2, Academic year 2016. Tools used in this study consist of: 1) STEM Education plan about the force and laws of motion for grade 11 students of 1 schemes with total of 15 hours, 2) The test of critical think skills with essay type in amount of 30 items, 3) achievement test on Light and visual equipment with multiple-choice of 4 options of 30 items, 4) satisfaction learning with 5 Rating Scale of 16 items. The statistics used in data analysis were percentage, mean, standard deviation, and t-test (Dependent). The results showed that 1) The results of these findings revealed that the efficiency of the STEM based on criteria indicate that are higher than the standard level of the 70/70 at 71.51/75 2) Student has critical thinking scores that are higher than criteria 80 percentage as amount is 26 people. 3) Statistically significant of students' learning achievements to their later outcomes were differentiated between pretest and posttest at the .05 level, evidently. 4) The student' level of satisfaction toward the learning by using STEM Education plan was at a good level (X ¯ = 4.33, S.D = 0.64).

Developing Multiple Choice Tests: Tips & Techniques

ERIC Educational Resources Information Center

McCowan, Richard J.

1999-01-01

Item writing is a major responsibility of trainers. Too often, qualified staff who prepare lessons carefully and teach conscientiously use inadequate tests that do not validly reflect the true level of trainee achievement. This monograph describes techniques for constructing multiple-choice items that measure student performance accurately. It…

Evaluating Business School Undergraduates' Situation Analytical Ability.

ERIC Educational Resources Information Center

Lim, Ghee-Soon

2002-01-01

An instrument to test students' ability to analyze business situations was administered to 120 undergraduates. Level of study, achievement in business curriculum, and stress resilience were associated with test performance. Gender, age, family income, and high school results were not related to performance. (Contains 44 references.) (SK)

Teacher Competency: A Public Farce!

ERIC Educational Resources Information Center

Weitman, Catheryn J.

The current popularity of teacher testing allows for content, criterion, and construct validity to be assessed, as pertaining to achievement levels on basic knowledge examinations. Teacher competency is a complex issue that is inaccurately confused with or identified as measures derived from academic testing. The problems in addressing the…

Violence, bullying and academic achievement: a study of 15-year-old adolescents and their school environment.

PubMed

Strøm, Ida Frugård; Thoresen, Siri; Wentzel-Larsen, Tore; Dyb, Grete

2013-04-01

This study investigated academic achievement among adolescents exposed to violence, sexual abuse and bullying. Moreover, we sought to determine the individual and contextual influence of the adolescents' school environment in terms of bullying, classmate relationships and teacher support on academic achievement. Finally, we wished to assess whether school-level influence is different for the adolescents exposed to violence and sexual abuse versus the adolescents not exposed to these forms of abuse. This is a cross-sectional study of a sample of 7,343 adolescents between the ages of 15 and 16 from 56 schools in Oslo, Norway. We investigated associations between violence, sexual abuse, bullying, classmate relationships, teacher support and academic achievement. Linear regression was used to investigate associations on the individual level. Multilevel analyses were conducted to test for school level differences while controlling for both individual and contextual factors. On the individual level, all combinations of violence and sexual abuse categories were significantly associated with lower grades. This was also true for bullying, while teacher support resulted in better grades. At the school level, the analysis showed that students in schools with higher levels of bullying performed worse academically. Each unit of increment in bullying in school corresponded to an average 0.98 point decrease in grades (p<.01) when we controlled for sociodemographic characteristics. The association remained significant when the model was tested separately for the nonbullied students, with a small reduction in the coefficient value (-.84, p<.01). No overall significance was found for the interaction between the school environment and adolescent exposure to violence, indicating that the school environment affects all students. Factors on both levels can contribute to reduced grades. This stresses the need to investigate individual and contextual factors simultaneously when examining academic achievement. Our results indicated that students attending schools with higher levels of bullying may show poorer school performance. This was true for all students regardless of previous exposure to violence and sexual abuse. This emphasizes the need for preventive efforts that focus not only on vulnerable groups, but on all students and the school context. Copyright © 2012 Elsevier Ltd. All rights reserved.

The Impact of Internet Virtual Physics Laboratory Instruction on the Achievement in Physics, Science Process Skills and Computer Attitudes of 10th-Grade Students

NASA Astrophysics Data System (ADS)

Yang, Kun-Yuan; Heh, Jia-Sheng

2007-10-01

The purpose of this study was to investigate and compare the impact of Internet Virtual Physics Laboratory (IVPL) instruction with traditional laboratory instruction in physics academic achievement, performance of science process skills, and computer attitudes of tenth grade students. One-hundred and fifty students from four classes at one private senior high school in Taoyuan Country, Taiwan, R.O.C. were sampled. All four classes contained 75 students who were equally divided into an experimental group and a control group. The pre-test results indicated that the students' entry-level physics academic achievement, science process skills, and computer attitudes were equal for both groups. On the post-test, the experimental group achieved significantly higher mean scores in physics academic achievement and science process skills. There was no significant difference in computer attitudes between the groups. We concluded that the IVPL had potential to help tenth graders improve their physics academic achievement and science process skills.

Roles and Functions, Assessment of the Chairman of the Joint Chiefs Of Staff Report

DTIC Science & Technology

1993-07-01

investments . In October 1992, the Director, Defense Test and Evaluation, informed the Chairman of ... in draft form for the past few years, addressed future test investments as opposed to consolidation of test capabilities and a reduced test and...construction program, the improvements in quieting achieved by the Russian submarine fleet, the level of Russian See comment 10. investment in

School-Age Test Proficiency and Special Education After Congenital Heart Disease Surgery in Infancy.

PubMed

Mulkey, Sarah B; Bai, Shasha; Luo, Chunqiao; Cleavenger, Jordyn E; Gibson, Neal; Holland, Greg; Mosley, Bridget S; Kaiser, Jeffrey R; Bhutta, Adnan T

2016-11-01

To evaluate test proficiency and the receipt of special education services in school-age children who had undergone surgery for congenital heart disease (CHD) at age <1 year. Data from Arkansas-born children who underwent surgery for CHD at Arkansas Children's Hospital at age <1 year between 1996 and 2004 were linked to state birth certificates and the Arkansas Department of Education longitudinal database containing achievement test scores in literacy and mathematics for grades 3-4 and special education codes. The primary negative outcome was not achieving grade-level proficiency on achievement tests. Logistic regression accounting for repeated measures was used to evaluate for associations between achieving proficiency and demographic data, maternal education, and clinical factors. A total of 362 of 458 (79%) children who underwent surgery for CHD were matched to the Arkansas Department of Education database, 285 of whom had grade 3 and/or 4 achievement tests scores. Fewer students with CHD achieved proficiency in literacy and mathematics (P < .05) compared with grade-matched state students. Higher 5-minute Apgar score, shorter duration of hospitalization, and higher maternal education predicted proficiency in literacy (P < .05). White race, no cardiopulmonary bypass, and shorter hospitalization predicted proficiency in mathematics (P < .05). Sex, gestational age, age at surgery, CHD diagnosis, and type and number of surgeries did not predict test proficiency. Compared with all public school students, more children with CHD received special education services (26.9% vs 11.6%; P < .001). Children with CHD had poorer academic achievement and were more likely to receive special education services than all state students. Results from this study support the need for neurodevelopmental evaluations as standard practice in children with CHD. Copyright © 2016 Elsevier Inc. All rights reserved.

Student Teachers' Levels of Understanding and Model of Understanding about Newton's Laws of Motion

ERIC Educational Resources Information Center

Saglam-Arslan, Aysegul; Devecioglu, Yasemin

2010-01-01

This study was conducted to determine the level of student teachers' understandings of Newton's laws of motion and relating these levels to identify student teachers' models of understanding. An achievement test composed of two parts comprising 12 open ended questions was constructed and given to 45 pre-service classroom teachers. The first part…

The Death of Meritocracy: Exams and University Admissions in Crisis

ERIC Educational Resources Information Center

Fisher, Trevor

2010-01-01

The author argues that the debate on declining social mobility has neglected the role of the examination and testing system. At all levels of education working class children are failing and middle class children achieving whatever ability levels are involved. The article focusses on the A-Level examination and the controversy over the way the…

Cognitive-Developmental Hierarchies: A Search for Structure Using Item-Level Data.

ERIC Educational Resources Information Center

Martinez, Michael E.; Simpson, R. Scott

Item-level statistics from ability and achievement tests have been underutilized as sources of data for building models of cognitive development. How item data can be used to build a cognitive-developmental map of proportional reasoning is demonstrated. The product of the analysis is a cognitive hierarchy with levels corresponding to categories of…

The effect of inclusion classrooms on the science achievement of general education students

NASA Astrophysics Data System (ADS)

Dodd, Matthew Robert

General education and Special Education students from three high schools in Rutherford County were sampled to determine the effect on their academic achievement on the Tennessee Biology I Gateway Exam in Inclusion classrooms. Each student's predicted and actual Gateway Exam scores from the academic year 2006--2007 were used to determine the effect the student's classroom had on his academic achievement. Independent variables used in the study were gender, ethnicity, socioeconomic level, grade point average, type of classroom (general or Inclusion), and type student (General Education or Special Education). The statistical tests used in this study were a t-test and a Mann--Whitney U Test. From this study, the effect of the Inclusion classroom on general education students was not significant statistically. Although the Inclusion classroom allows the special education student to succeed in the classroom, the effect on general education students is negligible. This study also provided statistical data that the Inclusion classroom did not improve the special education students' academic performances on the Gateway Exam. Students in a general education classroom with a GPA above 3.000 and those from a household without a low socioeconomic status performed at a statistically different level in this study.

Comparison of the Effect of Sensory-Level and Conventional Motor-Level Neuromuscular Electrical Stimulations on Quadriceps Strength After Total Knee Arthroplasty: A Prospective Randomized Single-Blind Trial.

PubMed

Yoshida, Yosuke; Ikuno, Koki; Shomoto, Koji

2017-12-01

To compare sensory-level neuromuscular electrical stimulation (NMES) and conventional motor-level NMES in patients after total knee arthroplasty. Prospective randomized single-blind trial. Hospital total arthroplasty center: inpatients. Patients with osteoarthritis (N=66; mean age, 73.5±6.3y; 85% women) were randomized to receive either sensory-level NMES applied to the quadriceps (the sensory-level NMES group), motor-level NMES (the motor-level NMES group), or no stimulation (the control group) in addition to a standard rehabilitation program. Each type of NMES was applied in 45-minute sessions, 5d/wk, for 2 weeks. Data for the quadriceps maximum voluntary isometric contraction, the leg skeletal muscle mass determined using multiple-frequency bioelectrical impedance analysis, the timed Up and Go test, the 2-minute walk test, the visual analog scale, and the range of motion of the knee were measured preoperatively and at 2 and 4 weeks after total knee arthroplasty. The motor-level NMES (P=.001) and sensory-level NMES (P=.028) groups achieved better maximum voluntary isometric contraction results than did the control group. The motor-level NMES (P=.003) and sensory-level NMES (P=.046) groups achieved better 2-minute walk test results than did the control group. Some patients in the motor-level NMES group dropped out of the experiment because of discomfort. Motor-level NMES significantly improved muscle strength and functional performance more than did the standard program alone. Motor-level NMES was uncomfortable for some patients. Sensory-level NMES was comfortable and improved muscle strength and functional performance more than did the standard program alone. Copyright © 2017 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

Using rewards and penalties to obtain desired subject performance

NASA Technical Reports Server (NTRS)

Cook, M.; Jex, H. R.; Stein, A. C.; Allen, R. W.

1981-01-01

Operant conditioning procedures, specifically the use of negative reinforcement, in achieving stable learning behavior is described. The critical tracking test (CTT) a method of detecting human operator impairment was tested. A pass level is set for each subject, based on that subject's asymptotic skill level while sober. It is critical that complete training take place before the individualized pass level is set in order that the impairment can be detected. The results provide a more general basis for the application of reward/penalty structures in manual control research.

Developing Automatic Student Motivation Modeling System

NASA Astrophysics Data System (ADS)

Destarianto, P.; Etikasari, B.; Agustianto, K.

2018-01-01

Achievement motivation is one of the internal factors in encouraging a person to perform the best activity in achieving its goals. The importance of achievement motivation must be possessed as an incentive to compete so that the person will always strive to achieve success and avoid failure. Based on this, the system is developed to determine the achievement motivation of students, so that students can do self-reflection in improving achievement motivation. The test results of the system using Naïve Bayes Classifier showed an average rate of accuracy of 91,667% in assessing student achievement motivation. By modeling the students ‘motivation generated by the system, students’ achievement motivation level can be known. This class of motivation will be used to determine appropriate counseling decisions, and ultimately is expected to improve student achievement motivation.

Impact of Jigsaw on the Achievement and Attitudes of Saudi Arabian Male High School Science Students

NASA Astrophysics Data System (ADS)

Alghamdi, Abdulmonem

The aim of the study is to investigate the impact of cooperative learning instruction, specifically by using the Jigsaw instructional strategy on science achievement and attitudes towards science among 11th grade students. Based upon previous research literature, it was hypothesized that significant differences existed on gains between general science achievement of experimental group and control group. The quasi-experimental design was chosen for this study. The study sample consisted of 50 students of 11th grade class who were equally distributed among experimental group and control group, matched on the basic of their annual examination at general science scores. The students' achievement was measured through the implementation of 30-item achievement test used as a pretest, as well as a posttest and deferred (follow-up) test. The experiment group was taught through cooperative learning while control group was taught through the instructions of "traditional teaching". The material was used such as lesson plans, worksheets and quizzes, designed to implement Jigsaw as a cooperative learning methodology. For the attitude scale towards science, a published 30-item Likert scale called Test of Science Related Attitudes (TOSRA) has been translated to Arabic in order to determine the students' attitudes ranging between strongly agree to strongly disagree. The data were analyzed through repeated measure analysis and multivariate analysis of variance with a .05 selected level of significance. The results of this study showed that using Jigsaw as a cooperative learning strategy has improved the students' achievement for the benefit of the experimental group. However, there was no significant change on the students' attitudes towards science for both groups, where the scores of all the attitude subscales were at or near the neutral level.

Development Scaffolding for Construction of Evaluation Instrument Training Program on The Cognitive Domain For Senior High School Physics Teachers and The Same Level

NASA Astrophysics Data System (ADS)

Arif, W.; Suhandi, A.; Kaniawati, I.; Setiawan, A.

2017-02-01

The development of scaffolding for evaluation instrument construction training program on the cognitive domain for senior high school physics teacher and the same level that is specified in the test instrument has been done. This development was motivated by the low ability of the majority of physics teachers in constructing the physics learning achievement test. This situation not in accordance with the demands of Permendiknas RI no. 16 tahun 2007 concerning the standard of academic qualifications and competence of teachers, stating that teachers should have a good ability to develop instruments for assessment and evaluation of process and learning outcomes. Based on the preliminary study results, it can be seen that the main cause of the inability of teachers in developing physics achievement test is because they do not good understand of the indicators for each aspect of cognitive domains. Scaffolding development is done by using the research and development methods formulated by Thiagarajan which includes define, design and develope steps. Develop step includes build the scaffolding, validation of scaffolding by experts and the limited pilot implementations on the training activities. From the build scaffolding step, resulted the scaffolding for the construction of test instruments training program which include the process steps; description of indicators, operationalization of indicators, construction the itemsframework (items scenarios), construction the items stem, construction the items and checking the items. The results of the validation by three validator indicates that the built scaffolding are suitable for use in the construction of physics achievement test training program, especially for novice. The limited pilot implementation of the built scaffolding conducted in training activities attended by 10 senior high school physics teachers in Garut district. The results of the limited pilot implementation shows that the built scaffolding have a medium effectiveness in improving the ability of senior high school physics teachers in constructing the physic achievement test instrument that is characterized by more than 70% of trainees achieve scores of test instruments construction of about 80 or more.

Ability Level Estimation of Students on Probability Unit via Computerized Adaptive Testing

ERIC Educational Resources Information Center

Özyurt, Hacer; Özyurt, Özcan

2015-01-01

Problem Statement: Learning-teaching activities bring along the need to determine whether they achieve their goals. Thus, multiple choice tests addressing the same set of questions to all are frequently used. However, this traditional assessment and evaluation form contrasts with modern education, where individual learning characteristics are…

Test Anxiety and Performance of Adolescent Children of Divorced Parents.

ERIC Educational Resources Information Center

Guttmann, Joseph

1987-01-01

This study examined the level of test anxiety of adolescent children of divorced parents. It suggests such anxiety is a possible explanation of the lower scholastic achievement of such children. Results indicated children of divorced parents had significantly higher anxiety scores than did children of intact families. (Author/BSR)

7 CFR 15b.24 - Evaluation and placement.

Code of Federal Regulations, 2014 CFR

2014-01-01

... Education § 15b.24 Evaluation and placement. (a) Placement evaluation. A recipient that operates a public... speaking skills, the test results accurately reflect the student's aptitude or achievement level or..., manual or speaking skills (except where those skills are the factors that the test purports to measure...

7 CFR 15b.24 - Evaluation and placement.

Code of Federal Regulations, 2012 CFR

2012-01-01

... Education § 15b.24 Evaluation and placement. (a) Placement evaluation. A recipient that operates a public... speaking skills, the test results accurately reflect the student's aptitude or achievement level or..., manual or speaking skills (except where those skills are the factors that the test purports to measure...

Should Jose Be Tested In Spanish?

ERIC Educational Resources Information Center

Hardy, Roy

To prepare for the national norming of El Circo (the Spanish-language equivalent of the Circus Assessment Battery) three research questions were posed. First, will the presentation of test instructions in both English and Spanish significantly increase achievement? Second, what level of language competency is necessary for valid use of the various…

75 FR 43515 - National Assessment Governing Board; Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2010-07-26

... frameworks, developing appropriate student achievement levels for each grade and subject tested, developing... 12 economics, grades 4 and 8 reading, and grades 4 and 8 writing. The writing items are for the 2011 operational assessment; the reading items are for the 2013 pilot test; and the economics items are for the...

7 CFR 15b.24 - Evaluation and placement.

Code of Federal Regulations, 2010 CFR

2010-01-01

... Education § 15b.24 Evaluation and placement. (a) Placement evaluation. A recipient that operates a public... speaking skills, the test results accurately reflect the student's aptitude or achievement level or..., manual or speaking skills (except where those skills are the factors that the test purports to measure...

7 CFR 15b.24 - Evaluation and placement.

Code of Federal Regulations, 2011 CFR

2011-01-01

... Education § 15b.24 Evaluation and placement. (a) Placement evaluation. A recipient that operates a public... speaking skills, the test results accurately reflect the student's aptitude or achievement level or..., manual or speaking skills (except where those skills are the factors that the test purports to measure...

The impact of teacher preparation on student achievement in rural secondary schools

NASA Astrophysics Data System (ADS)

Barnes, Shontier Prescott

The primary purpose of this study was to examine significant differences, if any, in student achievement in the area of math and science of students taught by traditionally certified teachers and alternatively certified teachers. This study examined alternatively certified teachers, as identified from through the Georgia TAPP (Teacher Alternative Preparation Program), and traditionally certified teachers in rural high schools in the Central Savannah River Area of Georgia. Student achievement was measured by student scores on the Algebra I and Physical Science End-Of-Course Test, a criterion-referenced test aligned with state adopted curriculum standards. The study utilized frequency distributions, correlations, descriptive statistics, and univariate analysis of variance (ANOVA) to examine the data. Univariate tests were done to find individual differences for each dependent variable. The ANOVA was used for the single dependent (student achievement) and formed comparisons and tracked the effect of the independent variable (teacher preparation), each of which (traditional and alternative) may have a number of levels and may interact to affect the dependent variable. The covariates, the independent variables not manipulated, but still affecting the response, are students' ethnicity, gender, and school socioeconomic status were also analyzed to predict student achievement. KEY WORDS. Teacher Preparation, Student Achievement, Math, Science, Traditionally certified teachers, Alternatively certified teachers, Georgia TAPP (Teacher Alternative Preparation Program), End-Of-Course Test (EOCT), Performance standard.

Student achievement in science and mathematics on campuses that have implemented the CSCOPE curriculum model

NASA Astrophysics Data System (ADS)

Wilson, Emily R.

The purpose of this study was to determine whether differences in student achievement exist between school campuses which followed a specific standards-based curriculum model (CSCOPE) and school campuses which followed a non-CSCOPE or traditional curriculum model. One-hundred and sixty CSCOPE curriculum campuses and 160 non-CSCOPE curriculum campuses were used in the study. Achievement data were collected on students in the fifth, eighth, and eleventh grades using the campuses percentage passing on the Texas Assessment of Knowledge and Skills (TAKS) for both science and mathematics. The TAKS is the state-mandated assessment system used to comply with federal testing guidelines. Data for the 2007-2008 school year were used for the elementary level while data from 2006-2007 and 2007-2008 were used for junior high (middle school) and high school levels. Data were analyzed by overall class as well as aggregated by ethnic classifications. Descriptive statistics were used to summarize achievement results and t-tests were utilized to analyze achievement differences between the two curriculum models. Overall fifth grade students in CSCOPE schools outperformed (p < .05) non-CSCOPE counterparts in science and mathematics. Also, fifth grade Hispanic students using CSCOPE curriculum scored higher (p < .05) than those in traditional curricula. Eighth grade students in CSCOPE schools performed better (p < .05) in science than students in non-CSCOPE schools. Finally, eighth grade Hispanic and White subgroups using CSCOPE curriculum outperformed ( p < .05) their ethnic counterparts using traditional curriculum models. The only statistically significant finding at the eleventh grade level was the African-American subgroup in science, but this subgroup had too small of a sample to infer the findings to the population. Thus, the results would tend to support use of the standardized curriculum model (CSCOPE) at lower levels whereas achievement in high school may not be differentially affected by the standardized model.

Evaluation of the impact of noise metrics on tiltrotor aircraft design

NASA Technical Reports Server (NTRS)

Sternfeld, H.; Spencer, R.; Ziegenbein, P.

1995-01-01

A subjective noise evaluation was conducted in which the test participants evaluated the annoyance of simulated sounds representative of future civil tiltrotor aircraft. The subjective responses were correlated with the noise metrics of A-weighted sound pressure level, overall sound pressure level, and perceived level. The results indicated that correlation between subjective response and A-weighted sound pressure level is considerably enhanced by combining it in a multiple regression with overall sound pressure level. As a single metric, perceived level correlated better than A-weighted sound pressure level due to greater emphasis on low frequency noise components. This latter finding was especially true for indoor noise where the mid and high frequency noise components are attenuated by typical building structure. Using the results of the subjective noise evaluation, the impact on tiltrotor aircraft design was also evaluated. While A-weighted sound pressure level can be reduced by reduction in tip speed, an increase in number of rotor blades is required to achieve significant reduction of low frequency noise as measured by overall sound pressure level. Additional research, however, is required to achieve comparable reductions in impulsive noise due to blade-vortex interaction, and also to achieve reduction in broad band noise.

The Read 180 Program: Analysis of Program Effect on the Reading Achievement, Motivation, Engagement, and Self-Efficacy of Sixth Grade Middle School Students

ERIC Educational Resources Information Center

Lawson, Sylvia

2011-01-01

National testing standards have increased pressure on school personnel to identify and implement instructional practices that facilitate the academic achievement of at-risk students. No Child Left Behind legislation currently mandates that reading programs at the middle school level receiving federal funding must use scientifically validated…

Determining the Numeracy and Algebra Errors of Students in a Two-Year Vocational School

ERIC Educational Resources Information Center

Akyüz, Gözde

2015-01-01

The goal of this study was to determine the mathematics achievement level in basic numeracy and algebra concepts of students in a two-year program in a technical vocational school of higher education and determine the errors that they make in these topics. The researcher developed a diagnostic mathematics achievement test related to numeracy and…

The Effects of Diagnosis, Remediation and Locus of Control on Achievement, Retention, and Attitudes of Middle School Science Students.

ERIC Educational Resources Information Center

Saunders, Ramona L.; Yeany, Russell H.

Reported is a study designed to determine the effects of diagnostic testing followed by prescribed remediation on the immediate and retained science achievement of middle school students, and to determine if effects of treatment were consistent across students' race and locus of control (LOC) levels. Three intact seventh-grade science classes were…

Helping Struggling Adolescent Readers: Is Implementation of Different Components of Scholastic's READ 180 Associated with Differences in Student Achievement Gains?

ERIC Educational Resources Information Center

Coffey, Debra J.

2013-01-01

This dissertation uses data from the evaluation of a Striving Readers project to examine the associations between levels of implementation of different components of Scholastic's "READ 180" and student achievement as measured on the Iowa Test of Basic Skills (ITBS) reading assessment. The approach was hierarchical linear modeling using…

Stressful Life Events, Social Support, and Achievement: A Study of Three Grade Levels in a Multicultural Environment.

ERIC Educational Resources Information Center

Levitt, Mary J.; And Others

This study assessed the extent to which support exerts direct or indirect effects on child and adolescent achievement (grade point average and Statistical Aptitude Test scores). Personal interviews were conducted with 120 African American, 101 Anglo-European American, and 112 Latin American students (151 males and 182 females) in grades 1-2,…

The Impacts of Grade Retention: Benefits and Challenges Perceived by Retained Middle School Students

ERIC Educational Resources Information Center

Rand, Lauren E.

2013-01-01

No Child Left Behind legislation and high stakes testing have increased the pressure for public schools to ensure academic achievement for all students. Each year, a large number of students do not demonstrate adequate achievement and are retained to repeat the grade level. The large number of students retained is an indication that the system…

The Perceptions of Principals and Teachers Regarding Mental Health Providers' Impact on Student Achievement in High Poverty Schools

ERIC Educational Resources Information Center

Perry, Teresa

2012-01-01

This study examined the perceptions of principals and teachers regarding mental health provider's impact on student achievement and behavior in high poverty schools using descriptive statistics, t-test, and two-way ANOVA. Respondents in this study shared similar views concerning principal and teacher satisfaction and levels of support for the…

Trends in Academic Achievement Gaps in the Era of No Child Left Behind

ERIC Educational Resources Information Center

Reardon, Sean F.; Greenberg, Erica; Kalogrides, Demetra; Shores, Kenneth A.; Valentino, Rachel A.

2012-01-01

The authors' goals in this study are to use both the National Assessment of Educational Progress (NAEP) and state accountability test score data to (1) provide a detailed description of the magnitude and trends of state-level academic achievement gaps among cohorts of students entering school in the 1990s and 2000s; (2) investigate the extent to…

A Comparison of the Achievement Levels of Eighth Graders from One Parent Homes with Those from Two-Parent Homes.

ERIC Educational Resources Information Center

Taylor, Dollie Walton

This study tested whether a significant difference exists between academic performance scores of eighth grade students from one-parent homes and those from two-parent homes in the areas of reading, mathematics, science, social studies, and English. School records pertaining to academic achievement, and free-lunch applications were used to collect…

The Relationship between the Rigor of a State's Proficiency Standard and Student Achievement in the State

ERIC Educational Resources Information Center

Stoneberg, Bert D.

2015-01-01

The National Center of Education Statistics conducted a mapping study that equated the percentage proficient or above on each state's NCLB reading and mathematics tests in grades 4 and 8 to the NAEP scale. Each "NAEP equivalent score" was labeled according to NAEP's achievement levels and used to compare state proficiency standards and…

Decreasing the Gap: Understanding the Role of READ 180 in Helping to Decrease the Achievement Gap for Middle School Students

ERIC Educational Resources Information Center

Neubert, Emily Sarah

2017-01-01

As federal mandates continue to emphasize the use of standardized tests, academic research is needed to determine if reading intervention programs are helping to close the achievement gap between struggling readers and their grade level peers. Although previous research indicated that reading intervention can be an effective tool for increasing…

Reliability and Validity Evidence for Achievement Goal Models in High School Physical Education Settings

ERIC Educational Resources Information Center

Guan, Jianmin; McBride, Ron; Xiang, Ping

2007-01-01

Although empirical research in academic areas provides support for both a 3-factor as well as a 4-factor achievement goal model, both models were proposed and tested with a collegiate sample. Little is known about the generalizability of either model with high school level samples. This study was designed to examine whether the 3-factor model…

Relationships between Student and Instructional Factors and Algebra Achievement of Students in the United States and Japan: An Analysis of TIMSS 2003 Data

ERIC Educational Resources Information Center

House, J. Daniel; Telese, James A.

2008-01-01

Algebra knowledge is a critical part of middle-school mathematics achievement, and success in algebra is necessary for taking higher level mathematics courses and leads to higher scores on standardized tests. The purpose of this study was to simultaneously examine relationships between mathematics beliefs, classroom instructional strategies, and…

Mathematics Achievement in the Middle School Years. IEA's Third International Mathematics and Science Study (TIMSS).

ERIC Educational Resources Information Center

Beaton, Albert E.; And Others

The Third International Mathematics and Science Study (TIMSS) is the largest and most ambitious study undertaken by the International Association for the Evaluation of Educational Achievement. Forty-five countries collected data in more than 30 languages. Five grade levels were tested in the two subject areas, so that more than half a million…

Intellectual Development of Students at the Secondary-College Interface in Lebanon.

ERIC Educational Resources Information Center

Za'rour, George I.; Gholam, Ghada K.

1981-01-01

Assesses the level of intellectual development in proportional, combinatorial, and correlational reasoning and the ability to control variables in beginning sophomore students (N=207) at the American University of Beirut, Lebanon. Compares this level with their performance on achievement tests in mathematics, biology, chemistry, and physics. (CS)

Effect of Computer-Delivered Testing on Achievement in a Mastery Learning Course of Study with Partial Scoring and Variable Pacing.

ERIC Educational Resources Information Center

Evans, Richard M.; Surkan, Alvin J.

The recent arrival of portable computer systems with high-level language interpreters now makes it practical to rapidly develop complex testing and scoring programs. These programs permit undergraduates access, at arbitrary times, to testing as an integral part of a mastery learning strategy. Effects of introducing the computer were studied by…

Idaho Percentile Results for the SBAC English Language Arts and Mathematics Tests, 2015-2017, Grades 3-8 and 10

ERIC Educational Resources Information Center

Stoneberg, Bert D.

2018-01-01

Idaho uses the English Language Arts and Mathematics tests from the Smarter Balanced Assessment Consortium (SBAC) for the Idaho Standard Achievement Tests. ISAT results have been reported almost exclusively as "percent proficient or above" statistics (i.e., the percentage of Idaho students who performed at the "A" level). This…

Content-Related Evidence for Validity for Mathematics Tests: Teacher Review. Technical Report # 42

ERIC Educational Resources Information Center

Martinez, Martha I.; Ketterlin-Geller, Leanne; Tindal, Gerald

2007-01-01

Behavioral Research and Teaching (BRT) has developed a series of mathematics tests to assist local school districts in identifying students in grades 1-8 who may be at risk of not meeting year-end mathematics achievement goals. The tests were developed using the state mathematics standards for the relevant grade levels and administered to students…

Testing Math or Testing Language? The Construct Validity of the KeyMath-Revised for Children with Intellectual Disability and Language Difficulties

ERIC Educational Resources Information Center

Rhodes, Katherine T.; Branum-Martin, Lee; Morris, Robin D.; Romski, MaryAnn; Sevcik, Rose A.

2015-01-01

Although it is often assumed that mathematics ability alone predicts mathematics test performance, linguistic demands may also predict achievement. This study examined the role of language in mathematics assessment performance for children with intellectual disability (ID) at less severe levels, on the KeyMath-Revised Inventory (KM-R) with a…

Predictors of competitive achievement among pubescent synchronized swimmers: an analysis of the solo-figure competition.

PubMed

Peric, M; Cavar, M; Zenic, N; Sekulic, D; Sajber, D

2014-02-01

This study examined the applicability of sport-specific fitness tests (SSTs), anthropometrics, and respiratory parameters in predicting competitive results among pubescent synchronized swimmers. A total of 25 synchronized swimmers (16-17 years; 166.2 ± 5.4 cm; and 58.4 ± 4.3 kg) volunteered for this study. The independent variables were body mass, body height, Body Mass Index (BMI), body fat percentage (BF%), lean body mass percentage, respiratory variables, and four SSTs (two specific power tests plus one aerobic- and one anaerobic-endurance test). The dependent variable was competitive achievement in the solo figure competition. The reliability analyses, Pearson's correlation coefficient and forward stepwise regression were calculated. The SSTs were reliable for testing fitness status among pubescent synchronized swimmers. The forward stepwise regression retained two SSTs, BF% and forced vital capacity (FVC, relative for age and stature) in a set of predictors of competitive achievement. Significant Beta coefficients are found for aerobic-endurance, SST and FVC. The sport-specific measure of aerobic endurance and FVC appropriately predicted competitive achievement with regard to the figures used in the competition when competitive results (the dependent variable) were obtained. Athletes and coaches should be aware of the probable negative influence of very low body fat levels on competitive achievement.

The impact of selected educational factors on the academic achievement of secondary students

NASA Astrophysics Data System (ADS)

Epps, Bernethia Mechelle

The purpose of this study was to examine the impact of related educational factors on the mathematics and science achievement of secondary students. The researcher compared the variables of instructional design, economic status and retention against the exit level scores on the mathematics and science Texas Assessment of Knowledge and Skills (TAKS) test of 11th grade students. The technique used for this investigation was a Three-Way Analysis of Variance (ANOVA). Three hundred thirty five students from an urban school district in a metropolitan area in southeast Texas participated in this study. Ex-post facto data obtained from the district's student information system was utilized. Based on the results, the following conclusions were drawn. (1) Instructional design does impact mathematics and science achievement of students at the secondary level. (2) Retention during a student's ninth grade year does impact mathematics and science achievement. (3) The interaction of instructional design and retention does impact the mathematics and science achievement of students at the secondary level. (4) Economic status as a main effect or as an interaction effect does not impact mathematics and science achievement of students at the secondary level. For those seeking to explore this topic in greater depth, recommendations for further investigations might consider the study of teacher perceptions and attitudes toward students who attend school in the alternative setting. Additionally, future investigations might look into the level of experience and the reasons teachers choose to teach in the alternative setting.

Study of The Vector Product using Three Dimensions Vector Card of Engineering in Pathumwan Institute of Technology

NASA Astrophysics Data System (ADS)

Mueanploy, Wannapa

2015-06-01

The objective of this research was to offer the way to improve engineering students in Physics topic of vector product. The sampling of this research was the engineering students at Pathumwan Institute of Technology during the first semester of academic year 2013. 1) Select 120 students by random sampling are asked to fill in a satisfaction questionnaire scale, to select size of three dimensions vector card in order to apply in the classroom. 2) Select 60 students by random sampling to do achievement test and take the test to be used in the classroom. The methods used in analysis of achievement test by the Kuder-Richardson Method (KR- 20). The results show that 12 items of achievement test are appropriate to be applied in the classroom. The achievement test gets Difficulty (P) = 0.40-0.67, Discrimination = 0.33-0.73 and Reliability (r) = 0.70.The experimental in the classroom. 3) Select 60 students by random sampling divide into two groups; group one (the controlled group) with 30 students was chosen to study in the vector product lesson by the regular teaching method. Group two (the experimental group) with 30 students was chosen to learn the vector product lesson with three dimensions vector card. 4) Analyzed data between the controlled group and the experimental group, the result showed that experimental group got higher achievement test than the controlled group significant at .01 level.

Maternal employment and children's achievement in context: a meta-analysis of four decades of research.

PubMed

Goldberg, Wendy A; Prause, Joann; Lucas-Thompson, Rachel; Himsel, Amy

2008-01-01

This meta-analysis of 68 studies (770 effect sizes) used random effects models to examine whether children's achievement differed depending on whether their mothers were employed. Four achievement outcomes were emphasized: formal tests of achievement and intellectual functioning, grades, and teacher ratings of cognitive competence. When all employment was compared with nonemployment for combined and separate achievement outcomes without moderators, effects were nonsignificant. Small beneficial effects of part-time compared with full-time employment were apparent for all achievement outcomes combined and for each individual achievement outcome. Significant sample-level moderators of the associations between maternal employment and achievement for all outcomes combined included family structure, race/ethnicity, and socioeconomic status; associations were positive when samples were majority 1-parent families and mixed 1- and 2-parent families, racially/ethnically diverse or international in composition, and not middle-upper class. Analyses of child gender indicated more positive effects for girls. Children's age was a significant moderator for the outcome of intellectual functioning. The identification of sample-level moderators of the relationship between maternal employment and children's achievement highlights the importance of social context in understanding work-family linkages. Copyright (c) 2008 APA.

ENHANCED PRACTICAL PHOTOSYNTHETIC CO2 MITIGATION

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

Dr. Gregory Kremer; Dr. David J. Bayless; Dr. Morgan Vis

2001-07-25

This quarterly report documents significant achievements in the Enhanced Practical Photosynthetic CO{sub 2} Mitigation project during the period from 4/03/2001 through 7/02/2001. Most of the achievements are milestones in our efforts to complete the tasks and subtasks that constitute the project objectives. Note that this version of the quarterly technical report is a revision to add the reports from subcontractors Montana State and Oak Ridge National Laboratories The significant accomplishments for this quarter include: Development of an experimental plan and initiation of experiments to create a calibration curve that correlates algal chlorophyll levels with carbon levels (to simplify future experimentalmore » procedures); Completion of debugging of the slug flow reactor system, and development of a plan for testing the pressure drop of the slug flow reactor; Design and development of a new bioreactor screen design which integrates the nutrient delivery drip system and the harvesting system; Development of an experimental setup for testing the new integrated drip system/harvesting system; Completion of model-scale bioreactor tests examining the effects of CO{sub 2} concentration levels and lighting levels on Nostoc 86-3 growth rates; Completion of the construction of a larger model-scale bioreactor to improve and expand testing capabilities and initiation of tests; Substantial progress on construction of a pilot-scale bioreactor; and Preliminary economic analysis of photobioreactor deployment. Plans for next quarter's work are included in the conclusions. A preliminary economic analysis is included as an appendix.« less

Relevance of Item Analysis in Standardizing an Achievement Test in Teaching of Physical Science in B.Ed Syllabus

ERIC Educational Resources Information Center

Marie, S. Maria Josephine Arokia; Edannur, Sreekala

2015-01-01

This paper focused on the analysis of test items constructed in the paper of teaching Physical Science for B.Ed. class. It involved the analysis of difficulty level and discrimination power of each test item. Item analysis allows selecting or omitting items from the test, but more importantly item analysis is a tool to help the item writer improve…

Classroom learning and achievement: how the complexity of classroom interaction impacts students' learning

NASA Astrophysics Data System (ADS)

Podschuweit, Sören; Bernholt, Sascha; Brückmann, Maja

2016-05-01

Background: Complexity models have provided a suitable framework in various domains to assess students' educational achievement. Complexity is often used as the analytical focus when regarding learning outcomes, i.e. when analyzing written tests or problem-centered interviews. Numerous studies reveal negative correlations between the complexity of a task and the probability of a student solving it. Purpose: Thus far, few detailed investigations explore the importance of complexity in actual classroom lessons. Moreover, the few efforts made so far revealed inconsistencies. Hence, the present study sheds light on the influence the complexity of students' and teachers' class contributions have on students' learning outcomes. Sample: Videos of 10 German 8th grade physics courses covering three consecutive lessons on two topics each (electricity, mechanics) have been analyzed. The sample includes 10 teachers and 290 students. Design and methods: Students' and teachers' verbal contributions were coded manual-based according to the level of complexity. Additionally, pre-post testing of knowledge in electricity and mechanics was applied to assess the students' learning gain. ANOVA analysis was used to characterize the influence of the complexity on the learning gain. Results: Results indicate that the mean level of complexity in classroom contributions explains a large portion of variance in post-test results on class level. Despite this overarching trend, taking classroom activities into account as well reveals even more fine-grained patterns, leading to more specific relations between the complexity in the classroom and students' achievement. Conclusions: In conclusion, we argue for more reflected teaching approaches intended to gradually increase class complexity to foster students' level of competency.

Neuroanatomical correlates of performance in a state-wide test of math achievement.

PubMed

Wilkey, Eric D; Cutting, Laurie E; Price, Gavin R

2018-03-01

The development of math skills is a critical component of early education and a strong indicator of later school and economic success. Recent research utilizing population-normed, standardized measures of math achievement suggest that structural and functional integrity of parietal regions, especially the intraparietal sulcus, are closely related to the development of math skills. However, it is unknown how these findings relate to in-school math learning. The present study is the first to address this issue by investigating the relationship between regional differences in grey matter (GM) volume and performance in grade-level mathematics as measured by a state-wide, school-based test of math achievement (TCAP math) in children from 3rd to 8th grade. Results show that increased GM volume in the bilateral hippocampal formation and the right inferior frontal gyrus, regions associated with learning and memory, is associated with higher TCAP math scores. Secondary analyses revealed that GM volume in the left angular gyrus had a stronger relationship to TCAP math in grades 3-4 than in grades 5-8 while the relationship between GM volume in the left inferior frontal gyrus and TCAP math was stronger for grades 5-8. These results suggest that the neuroanatomical architecture related to in-school math achievement differs from that related to math achievement measured by standardized tests, and that the most related neural structures differ as a function of grade level. We suggest, therefore, that the use of school-relevant outcome measures is critical if neuroscience is to bridge the gap to education. © 2017 John Wiley & Sons Ltd.

Fadeout in an Early Mathematics Intervention: Constraining Content or Pre-existing Differences?

PubMed Central

Bailey, Drew H.; Nguyen, Tutrang; Jenkins, Jade Marcus; Domina, Thurston; Clements, Douglas H.; Sarama, Julie S.

2016-01-01

A robust finding across research on early childhood educational interventions is that the treatment effect diminishes over time, with children not receiving the intervention eventually catching up to children who did. One popular explanation for fadeout of early mathematics interventions is that elementary school teachers may not teach the kind of advanced content that children are prepared for after receiving the intervention, so lower-achieving children in the control groups of early mathematics interventions catch up to the higher-achieving children in the treatment groups. An alternative explanation is that persistent individual differences in children’s long-term mathematical development result more from relatively stable pre-existing differences in their skills and environments than from the direct effects of previous knowledge on later knowledge. We tested these two hypotheses using data from an effective preschool mathematics intervention previously known to show a diminishing treatment effect over time. We compared the intervention group to a matched subset of the control group with a similar mean and variance of scores at the end of treatment. We then tested the relative contributions of factors that similarly constrain learning in children from treatment and control groups with the same level of post-treatment achievement and pre-existing differences between these two groups to the fadeout of the treatment effect over time. We found approximately 72% of the fadeout effect to be attributable to pre-existing differences between children in treatment and control groups with the same level of achievement at post-test. These differences were fully statistically attenuated by children’s prior academic achievement. PMID:27505700

Reliability of the Kinetics of British Army Foot Drill in Untrained Personnel.

PubMed

Rawcliffe, Alex J; Simpson, Richard J; Graham, Scott M; Psycharakis, Stelios G; Moir, Gavin L; Connaboy, Chris

2017-02-01

Rawcliffe, AJ, Simpson, RJ, Graham, SM, Psycharakis, SG, Moir, GL, and Connaboy, C. Reliability of the kinetics of British Army foot drill in untrained personnel. J Strength Cond Res 31(2): 435-444, 2017-The purpose of this study was to quantify the reliability of kinetic variables of British Army foot drill performance within untrained civilians and report the magnitude of vertical ground reaction force (vGRF) and vertical rate of force development (RFD) of foot drills. Fifteen recreational active males performed 3 testing sessions across a 1-week period, with each session separated by 24 hours. Within each testing session participants (mean ± SD; age 22.4 ± 1.7 years; height 177 ± 5.6 cm; weight 83 ± 8.7 kg) completed 10 trials of stand-at-attention (SaA), stand-at-ease (SaE), Halt, quick-march (QM) and a normal walking gait, with vGRF and vertical RFD measured on a force plate. Between-session and within-session reliability was calculated as systematic bias, coefficient of variation calculated from the typical error (CVte%), and intraclass correlation coefficient (ICC). Significant (p ≤ 0.05) between-session differences were found for the vGRF SaA and SaE, and vertical RFD SaA and SaE conditions. Significant (p ≤ 0.05) within-session differences were found for the vGRF SaA and SaE conditions. A mean vGRF CVte% ≤10% was observed across all foot drills. However, the mean vertical RFD CVte% observed was ≥10% (excluding SaE) across all foot drills. The ICC analyses indicated that the vGRF Halt, QM, SaA, and Walk condition achieved moderate to large levels of test-retest reliability, with only SaE failing to achieve an ICC value ≥0.75. The vertical RFD QM, SaE, and Walk condition achieved moderate levels of test-retest reliability, with Halt and SaA failing to achieve an ICC value ≥0.75. It was determined that a single familiarization session and using the mean of 8 trials of vGRF are required to achieve acceptable levels of reliability.

Amnesia for electric dental pulp stimulation and picture recall test under different levels of propofol or midazolam sedation.

PubMed

Matsuki, Y; Ichinohe, T; Kaneko, Y

2007-01-01

To compare the amnesic effect of propofol and midazolam to electric dental pulp stimulation (invasive) and picture recall test (non-invasive) at two sedation levels with the aid of bispectral index (BIS) monitoring. The subjects were 10 male volunteers (24-34 years) classified as ASA physical status I. Propofol was administered to achieve a sedation score of three with a target-controlled infusion technique; it was then regulated to give a sedation score of two (P group). Midazolam was administered by a titration dosage to achieve a sedation score of three (M group). It then gradually decreased to give a sedation score of two. The BIS score, sedation score, plasma/serum concentration of propofol and midazolam, blood pressure, pulse rate, respiratory rate, end-tidal CO(2) tension and arterial oxygen saturation were observed at each sedation level in both groups. Amnesic effects were evaluated using a picture recall test and electric dental pulp stimulation. No difference was observed in the amnesic effect evaluated by picture recall test at the two sedation levels. Likewise, there was no difference at a sedation score of three when the amnesic effect was evaluated by electric dental pulp stimulation. In contrast, a significant difference was observed at a sedation score of two; midazolam produced amnesia in more subjects than did propofol. Propofol and midazolam did not show any significant difference in amnesic effects to non-invasive stimuli. For invasive stimuli, midazolam showed a stronger amnesic effect at the moderate sedation level, but not at the deeper sedation level.

Development and Validation of a Novel Vancomycin Dosing Nomogram for Achieving High-Target Trough Levels at 2 Canadian Teaching Hospitals

PubMed Central

Thalakada, Rosanne; Legal, Michael; Lau, Tim T Y; Luey, Tiffany; Batterink, Josh; Ensom, Mary H H

2012-01-01

Background: Recent guidelines recommend a vancomycin trough (predose) level between 15 and 20 mg/L in the treatment of invasive gram-positive infections, but most initial dosing nomograms are designed to achieve lower targets (5–15 mg/L). Clinicians need guidance about appropriate initial dosing to achieve the higher target. Objective: To develop and validate a high-target vancomycin dosing nomogram to achieve trough levels of 15–20 mg/L. Methods: A retrospective study was conducted at 2 teaching hospitals, St Paul’s Hospital and Vancouver General Hospital in Vancouver, British Columbia. Patients who were treated with vancomycin between January 2008 and June 2010 and who had achieved a trough level of 14.5–20.5 mg/L were identified. Demographic and clinical data were collected. Multiple linear regression was used to develop a vancomycin dosing nomogram for each hospital site. An integrated nomogram was constructed by merging the data from the 2 hospitals. A unique set of patients at each institution was used for validating their respective nomograms and a pooled group of patients for validating the integrated nomogram. Predictive success was evaluated, and a nomogram was deemed significantly different from another nomogram if p < 0.05 via “χ2 testing. Results: Data from 78 patients at one hospital and 91 patients at the other were used in developing the respective institutional nomograms. For each hospital’s data set, both age and initial serum creatinine were significantly associated with the predicted dosing interval (p < 0.001). Validation in a total of 105 test patients showed that the integrated nomogram had a predictive success rate of 56%. Conclusions: A novel vancomycin dosing nomogram was developed and validated at 2 Canadian teaching hospitals. This integrated nomogram is a tool that clinicians can use in selecting appropriate initial vancomycin regimens on the basis of age and serum creatinine, to achieve high-target levels of 15–20 mg/L. The nomogram should not replace clinical judgment for patients with unstable and/or reduced renal function. PMID:22783028

The effects of a test-taking strategy intervention for high school students with test anxiety in advanced placement science courses

NASA Astrophysics Data System (ADS)

Markus, Doron J.

Test anxiety is one of the most debilitating and disruptive factors associated with underachievement and failure in schools (Birenbaum, Menucha, Nasser, & Fadia, 1994; Tobias, 1985). Researchers have suggested that interventions that combine multiple test-anxiety reduction techniques are most effective at reducing test anxiety levels (Ergene, 2003). For the current study, involving 62 public high school students enrolled in advanced placement science courses, the researcher designed a multimodal intervention designed to reduce test anxiety. Analyses were conducted to assess the relationships among test anxiety levels, unit examination scores, and irregular multiple-choice error patterns (error clumping), as well as changes in these measures after the intervention. Results indicate significant, positive relationships between some measures of test anxiety and error clumping, as well as significant, negative relationships between test anxiety levels and student achievement. In addition, results show significant decreases in holistic measures of test anxiety among students with low anxiety levels, as well as decreases in Emotionality subscores of test anxiety among students with high levels of test anxiety. There were no significant changes over time in the Worry subscores of test anxiety. Suggestions for further research include further confirmation of the existence of error clumping, and its causal relationship with test anxiety.

Student performance on levels 1 and 2-CE of COMLEX-USA: do elective upper-level undergraduate science courses matter?

PubMed

Wong, Stanley K; Ramirez, Juan R; Helf, Scott C

2009-11-01

The effect of a variety of preadmission variables, including the number of elective preadmission upper-level science courses, on academic achievement is not well established. To investigate the relationship between number of preadmission variables and overall student academic achievement in osteopathic medical school. Academic records of osteopathic medical students in the 2008 and 2009 graduating classes of Western University of Health Sciences College of Osteopathic Medicine of the Pacific in Pomona, California, were analyzed. Multivariate linear regression analyses were performed to identify predictors of academic achievement based on Medical College Admission Test (MCAT) subscores, undergraduate grade point average (GPA), GPA in medical school basic science (preclinical GPA) and clinical clerkship (clinical GPA), and scores on the Comprehensive Osteopathic Medical Licensing Examination-USA (COMLEX-USA) Level 1 and Level 2-Cognitive Evaluation (CE). Records of 358 osteopathic medical students were evaluated. Analysis of beta coefficients suggested that undergraduate science GPA was the most important predictor of overall student academic achievement (P<.01). Biological sciences MCAT subscore was a more modest but still statistically significant predictor of preclinical GPA and COMLEX-USA Level 1 score (P<.01). Physical sciences MCAT subscore was also a statistically significant predictor of preclinical GPA, and verbal reasoning MCAT subscore was a statistically significant predictor of COMLEX-USA Level 2-CE score (both P<.01). Women had statistically significantly higher preclinical GPA and COMLEX-USA Level 2-CE scores than men (P<.05). Differences in some outcome variables were also associated with racial-ethnic background and age. Number of preadmission elective upper-level science courses taken by students before matriculation was not significantly correlated with any academic achievement variable. Although undergraduate science GPA and MCAT biological sciences subscore were significant predictors of overall academic achievement for osteopathic medical students, the number of elective upper-level science courses taken preadmission had no predictive value.

Student’s profile about science literacy in Surakarta

NASA Astrophysics Data System (ADS)

Nur’aini, D.; Rahardjo, S. B.; Elfi Susanti, V. H.

2018-05-01

This research was conducted to find out student’s initial profile of science literacy. The method used was descriptive with 46 students as subjects. The instrument used is science literacy question referring to PISA 2015. Data processing technique used are scoring on each question, changing the score values, grouping the level subjects obtain based on the value and conclusion. Competencies measure in this test are explaining scientific phenomena, interpretation of data and evidence scientifically, and evaluate and design scientific inquiry. The results of the three competencies are 30,87%, 40,20% and 24,90%. Achievement level of science literacy achieved by students in level 1 47,82%, level 2 33,82%, level 3 42,93%, level 4 26,50%, level 5 21,73%. Based on the result of research, it can be concluded that the ability of science literacy students in Surakarta relatively low.

Assessing for Achievement

ERIC Educational Resources Information Center

Creghan, Kathleen Adair; Creghan, Casey

2013-01-01

Nothing satisfies a teacher more than seeing a smile of delight on students' faces when they turn over their test paper to reveal a successful score. In today's world of standardized testing, some elementary science teachers may struggle to help students move from active engagement in hands-on science experiences to high levels of…

Neutralization of Home Made Explosives (HME) Hazards

DTIC Science & Technology

2015-04-28

Octob previous wo nding levels n achieving neral . More B – Explosiv September rch Centre HME Threa ing CIED/EO . ED Disrupte e Test & Ev 1-120, 201...testing ar 204RD, and he choice of mixtures us neral observ hosen mixtu lations. are large a y of water je se of veloci ction. consistency tability

Classroom Tests and Achievement in Problem Solving in Physical Geography

ERIC Educational Resources Information Center

Monk, Janice J.; Stallings, William M.

1975-01-01

Two hundred students in an undergraduate physical geography course were assigned to a group which received either factually oriented quizzes or quizzes which stressed higher level behaviors such as application and analysis. Evaluation of the results indicated that the variation in testing procedures had no discernable effect on student scores in…

"'Sink or Swim': Buoyancy and Coping in the Cognitive Test Anxiety--Academic Performance Relationship"

ERIC Educational Resources Information Center

Putwain, David W.; Daly, Anthony L.; Chamberlain, Suzanne; Sadreddini, Shireen

2016-01-01

This study explores the relationship between students' self-report levels of cognitive test anxiety (worry), academic buoyancy (withstanding and successfully responding to routine school challenges and setbacks), coping processes and their achieved grades in high-stakes national examinations at the end of compulsory schooling. The sample comprised…

Linking School Goals and Learning Standards to Teacher Evaluation and Compensation.

ERIC Educational Resources Information Center

Mathis, William J.

It is possible to tie teacher compensation to professional growth, without reference to standardized test scores. Tying pay to students' achievement scores does not account for the different levels of students, and teacher testing does not separate good teachers from bad. In Rutland Northeast, Vermont, each school has its own locally elected…

A Glimpse into the Thinking of Young New Zealanders.

ERIC Educational Resources Information Center

Lamb, Hilary

In 1984, New Zealand tested 12- and 13- year-old and 15- and 16-year old students as part of the International Evaluation of Educational Achievement (IEA) tests. Although weaknesses appeared at both age levels in the organization of material, particularly in argumentative and expository writing, students could write functional letters competently…

A Molecular- and Nano-Electronics Test (MONET) platform fabricated using extreme ultraviolet lithography.

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

Dentinger, Paul M.; Cardinale, Gregory F.; Hunter, Luke L.

2003-12-01

We describe the fabrication and characterization of an electrode array test structure, designed for electrical probing of molecules and nanocrystals. We use Extreme Ultraviolet Lithography (EUVL) to define the electrical test platform features. As fabricated, the platform includes nominal electrode gaps of 0 nm, 40 nm, 60 nm, and 80 nm. Additional variation in electrode gap is achieved by controlling the exposure conditions, such as dose and focus. To enable EUVL based nanofabrication, we develop a novel bi-level photoresist process. The bi-level photoresist consists of a combination of a commercially available polydimethylglutarimide (PMGI) bottom layer and an experimental EUVL photoresistmore » top (imaging) layer. We measure the sensitivity of PMGI to EUV exposure dose as a function of photoresist pre-bake temperature, and using this data, optimize a metal lift-off process. Reliable fabrication of 700 Angstrom thick Au structures with sub-1000 Angstrom critical dimensions is achieved, even without the use of a Au adhesion layer, such as Ti. Several test platforms are used to characterize electrical properties of organic molecules deposited as self assembled monolayers.« less

An investigation into the validity of specifying 5 "O' levels in the General Certificate of Education as an entry requirement for the education and training of district nurses.

PubMed

Jarvis, P; Gibson, S J

1981-11-01

District nursing, like many other professionalizing occupations, has stipulated that possession of five ordinary level GCE passes might constitute one criterion of entry. This paper reports a longitudinal study over four intakes of district nurse students in one teaching centre and examines the relationship between selection criteria, in particular educational achievement prior to entry to the course, and the students' achievement during this. The research explored the relationship between educational achievement prior to commencing their course of study and the level of academic and practical performance during it. Additionally other factors, including the results of aptitude and personality tests, were examined to see if they would provide indication of the level of the students; grades during training. No factors were discovered that might provide an adequate basis for selection, which raises questions about trying to specify any pre-requisite for selection other than state registration and appropriate professional experience until further research has been undertaken.

Direct spectrophotometric measurement of supra-physiological levels of ascorbate in plasma.

PubMed

Witmer, Jordan R; Wetherell, Bailey J; Wagner, Brett A; Du, Juan; Cullen, Joseph J; Buettner, Garry R

2016-08-01

Supra-physiological concentrations of ascorbate, vitamin C, in blood, greater than 1mM, achieved through intravenous administration (IV), are being tested in clinical trials to treat human disease, e.g. cancer. These trials need information on the high levels of ascorbate achieved in blood upon IV administration of pharmacological ascorbate so appropriate clinical decisions can be made. Here we demonstrate that in the complex matrix of human blood plasma supra-physiological levels of ascorbate can be quantified by direct UV spectroscopy with use of a microvolume UV-vis spectrophotometer. Direct quantitation of ascorbate in plasma in the range of 2.9mM, lower limit of detection, up to at least 35mM can be achieved without any sample processing, other than centrifugation. This approach is rapid, economical, and can be used to quantify supraphysiological blood levels of ascorbate associated with the use of IV administration of pharmacological ascorbate to treat disease. Copyright © 2016 The Authors. Published by Elsevier B.V. All rights reserved.

The relationship between twelve-month home stimulation and school achievement.

PubMed

van Doorninck, W J; Caldwell, B M; Wright, C; Frankenburg, W K

1981-09-01

Home Observation for Measurement of the Environment (HOME) was designed to reflect parental support of early cognitive and socioemotional development. 12-month HOME scores were correlated with elementary school achievement, 5--9 years later. 50 low-income children were rank ordered by a weighted average of centile estimates of achievement test scores, letter grades, and curriculum levels in reading and math. 24 children were classified as having significant school achievement problems. The HOME total score correlated significantly, r = .37, with school centile scores among the low-income families. The statistically more appropriate contingency table analysis revealed a 68% correct classification rate and a significantly reduced error rate over random or blanket prediction. The results supported the predictive value of the 12-month HOME for school achievement among low-income families. In an additional sample of 21 middle-income families, there was insufficient variability among HOME scores to allow prediction. The HOME total scores were highly correlated, r = .86, among siblings tested at least 10 months apart.

Predictive Power of School Based Assessment Scores on Students' Achievement in Junior Secondary Certificate Examination (JSCE) in English and Mathematics

ERIC Educational Resources Information Center

Opara, Ijeoma M.; Onyekuru, Bruno U.; Njoku, Joyce U.

2015-01-01

The study investigated the predictive power of school based assessment scores on students' achievement in Junior Secondary Certificate Examination (JSCE) in English and Mathematics. Two hypotheses tested at 0.05 level of significance guided the study. The study adopted an ex-post facto research design. A sample of 250 students were randomly drawn…

THE EFFECTS OF SONIC ENVIRONMENT OF INDIVIDUALIZED INSTRUCTION IN LEARNING DIFFICULT AND EASY TASKS BY HIGH ACHIEVERS.

ERIC Educational Resources Information Center

MCCARTHY, EDWARD H.

THE SIXTH-GRADE STUDENTS OBTAINING THE 80 HIGHEST MEAN SCORES ON THE METROPOLITAN ACHIEVEMENT TEST FORM D WERE RANDOMLY ASSIGNED TO GROUPS OF EASY OR DIFFICULT TASKS WITHIN EACH OF FIVE DECIBEL LEVEL GROUPS. THE LEARNING TASKS WERE TAKEN FROM THE MEANINGFULNESS OF ALL POSSIBLE CVC TRIGRAMS (ARCHER, 1960). THE APPARATUS INCLUDED A TAPE RECORDING OF…

Teacher Self-Efficacy Enhancement and School Location: Implication for Students' Achievement in Economics in Senior Secondary School in Ibadan, Oyo State, Nigeria

ERIC Educational Resources Information Center

Durowoju, Esther O.; Onuka, Adams O. U.

2015-01-01

The paper investigated the effect of teacher self-efficacy enhancement and school location on students' achievement in Economics in Senior Secondary School in Ibadan Metropolis of Oyo State, Nigeria. Three hypotheses were tested at 0.05 level of significance. Multi-stage sampling technique was adopted in the study. Four Local Government Areas (two…

A Comparison of Grade Level Scores on the Wide Range Achievement Test (WRAT) and the Comprehensive Test of Basic Skills (CTBS).

ERIC Educational Resources Information Center

Myers, Douglas D.

Regression analysis was employed to determine if there were any similarities between the tests administered to participants of the Mountain-Plains program, a residential, family-based education program developed to improve the economic potential and lifestyle of selected student families in a six-state area. The study compared the Wide Range…

Assessment accommodations on tests of academic achievement for students who are deaf or hard of hearing: a qualitative meta-analysis of the research literature.

PubMed

Cawthon, Stephanie; Leppo, Rachel

2013-01-01

The authors conducted a qualitative meta-analysis of the research on assessment accommodations for students who are deaf or hard of hearing. There were 16 identified studies that analyzed the impact of factors related to student performance on academic assessments across different educational settings, content areas, and types of assessment accommodations. The meta-analysis found that the results of analyses of group effects of accommodated versus unaccommodated test formats are often not significant, test-level factors exist that can affect how students perceive the assessments, and differences exist in how test items function across different conditions. Student-level factors, including educational context and academic proficiency, influence accommodations' role in assessment processes. The results of this analysis highlight the complexity of and intersections between student-level factors, test-level factors, and larger policy contexts. Findings are discussed within the context of larger changes in academic assessment, including computer-based administration and high-stakes testing.

Effects of metacognitive instruction on the academic achievement of students in the secondary sciences

NASA Astrophysics Data System (ADS)

Bianchi, Gregory A.

The purpose of this study was to investigate the effects of reflective assessment in the form of situated metacognitive prompts on student achievement in the secondary sciences. A second goal was to determine whether specific gender differences existed in terms of student responsiveness to the metacognitive interventions. Participants in the study consisted of a convenience sample from a population of ninth-grade honors biology students in a large suburban school district located near Seattle, Washington. Beyond answering the specific research questions raised in this study, an additional aim was to broaden the growing body of research pertaining to the effect of metacognition on student achievement. A quasi-experimental, non-equivalent control group design was employed in this study. Descriptive and inferential statistics were computed to address the specific research questions raised. Specifically, a three-way repeated-measures ANOVA was performed. For this purpose, a single within-subjects factor, termed Testing, was defined. Three levels were allocated to this factor, and quantitative data from the Pretest, Posttest, and Retention Test were assigned to the levels, respectively. Group and Gender were defined as between-subjects factors, and both were allocated two levels; the two Group levels were Reflective and Non-Reflective. The effects of Group and Gender on each of the three quantitative measures were examined singly and in interaction with each other. Tests of statistical significance were analyzed at the .05 level. There was a statistically significant effect for Group (Reflective, Non-Reflective) by Testing (Pretest, Posttest, Retention Test). A three-way repeated-measures ANOVA procedure revealed that students in the Reflective group outperformed students in the Non-Reflective group (F = 10.258, p = .002, Partial eta 2 = .088). According to the effect size estimate, almost 9% of variance in the Testing variable was attributable to the Group variable. There was not a significant interaction effect for Gender. A three-way repeated-measures ANOVA procedure revealed that Testing X Group X Gender did not yield a statistically significant F ratio (F = 1.471, p = .228, Partial eta2 = .014). Students in the Reflective group outperformed students in the Non-Reflective group, regardless of gender. The findings of this study offer modest evidence that reflective assessment in the form of situated metacognitive prompts may improve student academic outcomes at the secondary level. This study failed to provide a significant finding regarding gender-related variation in a metacognitive learning cycle.

Development program on a cold cathode electron gun

NASA Technical Reports Server (NTRS)

Spindt, C. A.

1979-01-01

A prototype electron gun with a field emitter cathode capable of producing 95 mA in a 1/4 mm diameter beam at 12 kV was produced. Achievement of this goal required supporting studies in cathode fabrication, cathode performance, gun design, cathode mounting and gun fabrication. A series of empirical investigations advanced fabrication technology: More stable emitters were produced and multiple cone failure caused by chain reaction discharges were reduced. The cathode is capable of producing well over 95 mA, but a substantial collector development effort was required to demonstrate emission levels in the 100 mA region. Space charge problems made these levels difficult to achieve. Recommendations are made for future process and materials investigation. Electron gun designs were modeled and tested. A pair of two-electrode gun structures were fabricated and tested; one gun was delivered to NASA. Cathodes were pretested up to 100 mA at SRI and delivered to NASA for test in the gun structure.

Setting goals, not just roles: Improving teamwork through goal-focused debriefing.

PubMed

Gardner, Aimee K; Kosemund, Matthew; Hogg, Deborah; Heymann, Abraham; Martinez, Joseph

2017-02-01

The role of goal setting within post-simulation debriefing is not well known. This study sought to examine how inclusion of group-level goals, individual-level goals, or no goals in the debriefing process impacts teamwork. Students participated in two high-fidelity team training scenarios. Between scenarios, teams were assigned to one of three debriefing groups: jointly creating five teamwork goals for the group to achieve (group-level goals); independently creating five teamwork goals for each individual to attain (individual-level goals); or no goals. Paired-samples t tests and one-way ANOVA with post-hoc Tukey tests were used to examine performance improvements and differences between groups. 86 MS3s participated in the training program across 22 groups. Percentage of items achieved on the teamwork tool from first to second scenario were 61.7±20.4 to 60.2±8.8 (no goals; ns), 59.8±14.0 to 76.8±7.0 (individual goals; p<0.01), and 62.5±9.5 to 67.0±10.0 (group goals; ns). Performance improvement in the individual goals group was significantly higher than the no goals group (p<0.05). Debriefing facilitators should encourage learners to focus on creating and achieving personal goals contributing to teamwork. Copyright © 2016 Elsevier Inc. All rights reserved.

Self-reported adherence by MARS-CZ reflects LDL cholesterol goal achievement among statin users: validation study in the Czech Republic.

PubMed

Ladova, Katerina; Matoulkova, Petra; Zadak, Zdenek; Macek, Karel; Vyroubal, Pavel; Vlcek, Jiri; Morisky, Donald E

2014-10-01

Measuring self-reported adherence may contribute to minimizing the risk of therapy failure. Hence, the main aim of the study was to assess the psychometric properties of the Czech version of Medication Adherence Report Scale (MARS-CZ) and its appropriateness for use in long-term statin therapy where goal levels of low-density lipoprotein cholesterol (LDL-c) should be achieved. Anonymous structured interview was performed to determine self-reported adherence by MARS-CZ in outpatients chronically treated with statins. At the same time, medication records were reviewed for inclusion of patients into groups of those who achieved and do not achieved LDL-c goal according to cardiovascular risk level. Reliability and validity of MARS-CZ were tested as well as the relationship between adherence and LDL-c goal achievement was examined. A total of 136 (86.6%) patients completed the interview; mean age was 66.1 years; 49.3% were male. The mean score of MARS-CZ was 24.4 and showed positive skewing. Satisfactory internal consistency (Cronbach's α=0.54), strong test-retest reliability (r=0.83, P<0.001; intra-class correlation=0.63, 95% confidence interval: 0.35-0.81) and positive correlation with eight-item Morisky Medication Adherence Scale (r=0.62, P<0.001) were indicated. Low validity values were found between MARS-CZ and 12-item Short Form Health Survey mental and physical subscales. MARS-CZ score significantly correlated with LDL-c goal achievement (P<0.05) when all patients who achieved LDL-c goal (35%) reported high adherence to statin. MARS-CZ score also correlated with cardiovascular risk level and doctor's judgments on adjusting treatment targets for each patient. This study proved MARS-CZ as an acceptable self-reported adherence measure. In routine clinical practice, MARS-CZ could be helpful to reveal medication non-adherence before the alteration of drug regimen and thereby contributing to enhancement of statin therapy management. © 2014 John Wiley & Sons, Ltd.

Drink Specials and the Intoxication Levels of Patrons Exiting College Bars

ERIC Educational Resources Information Center

Thombs, Dennis L.; Dodd, Virginia; Porkorny, Steven B.; Omli, Morrow R.; O'Mara, Ryan; Webb, Monica C.; Lacaci, Diana M.; Werch, Chad

2008-01-01

Objectives: To determine whether drink specials independently increase patrons' risk of achieving a high level of intoxication upon exiting drinking establishments. Methods: In a campus community, data were collected from exiting patrons (N=291) via sidewalk interviews and breath tests on 6 nights of 2 consecutive semesters. Results: A…

Initial Teacher Education: Does Self-Efficacy Influence Candidate Teacher Academic Achievement and Future Career Performance?

ERIC Educational Resources Information Center

Shawer, Saad F.

2013-01-01

This quantitative investigation examined the influence of low and high self-efficacy on candidate teacher academic performance in a foreign language teaching methodology course through testing the speculation that high self-efficacy levels would improve pedagogical-content knowledge (PCK). Positivism guided the research design at the levels of…

Effects of traditional and discovery instructional approaches on learning outcomes for learners of different intellectual development: A study of chemistry students in Zambia

NASA Astrophysics Data System (ADS)

Mulopo, Moses M.; Seymour Fowler, H.

This study examined the differential effectiveness of traditional and discovery methods of instruction for the teaching of science concepts, understandings about science, and scientific attitudes, to learners at the concrete and formal level of cognitive development. The dependent variables were achievement, understanding science, and scientific attitude; assessed through the use of the ACS Achievement Test (high school chemistry, Form 1979), the Test on Understanding Science (Form W), and the Test on Scientific Attitude, respectively. Mode of instruction and cognitive development were the independent variables. Subjects were 120 Form IV (11th grade) males enrolled in chemistry classes in Lusaka, Zambia. Sixty of these were concrete reasoners (mean age = 18.23) randomly selected from one of the two schools. The remaining 60 subjects were formal reasoners (mean age 18.06) randomly selected from a second boys' school. Each of these two groups was randomly split into two subgroups with 30 subjects. Traditional and discovery approaches were randomly assigned to the two subgroups of concrete reasoners and to the two subgroups of formal reasoners. Prior to instruction, the subjects were pretested using the ACS Achievement Test, the Test on Understanding Science, and the Test on Scientific Attitude. Subjects received instruction covering eight chemistry topics during approximately 10 weeks. Posttests followed using the same standard tests. Two-way analysis of covariance, with pretest scores serving as covariates was used and 0.05 level of significant was accepted. Tukey WSD technique was used as a follow-up test where applicable. It was found that (1) for the formal reasoners, the discovery group earned significantly higher understanding science scores than the traditional group. For the concrete reasoners mode of instruction did not make a difference; (2) overall, formal reasoners earned significantly higher achievement scores than concrete reasoners; (3) in general, subjects taught by the discovery approach earned significantly higher scientific attitude scores than those taught by the traditional approach. The traditional group outperformed the discovery group in achievement scores. It was concluded that the traditional approach might be an efficient instructional mode for the teaching of scientific facts and principles to high school students, while the discovery approach seemed to be more suitable for teaching scientific attitudes and for promoting understanding about science and scientists among formal operational learners.

Peering beyond the horizon with standard sirens and redshift drift

NASA Astrophysics Data System (ADS)

Jimenez, Raul; Raccanelli, Alvise; Verde, Licia; Matarrese, Sabino

2018-04-01

An interesting test on the nature of the Universe is to measure the global spatial curvature of the metric in a model independent way, at a level of |Ωk|<10‑4, or, if possible, at the cosmic variance level of the amplitude of the CMB fluctuations |Ωk|≈10‑5. A limit of |Ωk|<10‑4 would yield stringent tests on several models of inflation. Further, improving the constraint by an order of magnitude would help in reducing "model confusion" in standard parameter estimation. Moreover, if the curvature is measured to be at the value of the amplitude of the CMB fluctuations, it would offer a powerful test on the inflationary paradigm and would indicate that our Universe must be significantly larger than the current horizon. On the contrary, in the context of standard inflation, measuring a value above CMB fluctuations will lead us to conclude that the Universe is not much larger than the current observed horizon; this can also be interpreted as the presence of large fluctuations outside the horizon. However, it has proven difficult, so far, to find observables that can achieve such level of accuracy, and, most of all, be model-independent. Here we propose a method that can in principle achieve that; this is done by making minimal assumptions and using distance probes that are cosmology-independent: gravitational waves, redshift drift and cosmic chronometers. We discuss what kind of observations are needed in principle to achieve the desired accuracy.

Development and Testing of a High Level Axial Array Duct Sound Source for the NASA Flow Impedance Test Facility

NASA Technical Reports Server (NTRS)

Johnson, Marty E.; Fuller, Chris R.; Jones, Michael G. (Technical Monitor)

2000-01-01

In this report both a frequency domain method for creating high level harmonic excitation and a time domain inverse method for creating large pulses in a duct are developed. To create controllable, high level sound an axial array of six JBL-2485 compression drivers was used. The pressure downstream is considered as input voltages to the sources filtered by the natural dynamics of the sources and the duct. It is shown that this dynamic behavior can be compensated for by filtering the inputs such that both time delays and phase changes are taken into account. The methods developed maximize the sound output while (i) keeping within the power constraints of the sources and (ii) maintaining a suitable level of reproduction accuracy. Harmonic excitation pressure levels of over 155dB were created experimentally over a wide frequency range (1000-4000Hz). For pulse excitation there is a tradeoff between accuracy of reproduction and sound level achieved. However, the accurate reproduction of a pulse with a maximum pressure level over 6500Pa was achieved experimentally. It was also shown that the throat connecting the driver to the duct makes it difficult to inject sound just below the cut-on of each acoustic mode (pre cut-on loading effect).

Organizational health and the achievement level of students in science at the secondary-level schools in Sri Lanka

NASA Astrophysics Data System (ADS)

Pakkeer-Jaufar, Pakkeer Cadermohideen

This study sought to identify those organizational health factors that might have overriding influence on the achievement level of students in science in Sri Lankan secondary schools. This study involved 752 students, 33 science teachers, and 10 principals from two different districts, Ampara and Colombo, in Sri Lanka. Ten Tamil medium, secondary level, public schools were selected to participate in this study. Data were collected using four types of instruments: a questionnaire for pupils; interview schedules for science teachers and principals; checklists for classroom/school facilities, science laboratory facilities, and science practicals; and a science achievement test. The analysis focused on the collective perceptions of students, science teachers, and principals. Regression and path analyses were used as major analysis techniques, and the qualitative data provided by science teachers and principals were considered for a crosschecking of the quantitative inferences. The researcher found teacher affiliation, academic emphasis, and instructional leadership of the principal, in descending order, were the overriding influential factors on the achievement level of students in science in Sri Lankan secondary schools. At the same time a similar descending order was found in their mean values and qualities. The researcher concluded that increasing the quality of the organizational health factors in Sri Lankan secondary schools would result in improved better achievement in science. The findings further indicate that instructional leadership of the principal had both direct and indirect effects on students' achievement in science when academic emphasis and teacher affiliation were taken into account. In addition, the resource support of the principal did not make any difference in students' science achievement and the findings stress the availability of the resources for individual students instead of assuming the general facilities of the school are available to all students of the school.

An application of belief-importance theory in the domain of academic achievement.

PubMed

Petrides, K V; Frederickson, Norah

2011-03-01

BACKGROUND. Belief-importance (belimp; Petrides, 2010a,b) theory posits that personality traits confer on the individual a propensity to perceive convergences and divergences between their belief that they can attain goals and the importance that they place on these goals. The theory suggests that these convergences and divergences have important implications for affect, motivation, and action. AIMS. To test belimp theory using performance-based criteria relating to academic achievement and constructs from the personality domain. SAMPLES. Two hundred and forty-two students, of whom 121 were male and 117 were female (4 unreported). They were approximately 18 years old at the time of testing. METHODS. Data were collected on the belief and importance of academic achievement, the Giant Three personality dimensions, and trait emotional intelligence (trait EI). Academic achievement was operationalized via Key Stage 3 and A-level assessment results. RESULTS. Four hypotheses concerning academic achievement were tested and confirmed, with the Motivation quadrant scoring higher than the other three belimp quadrants (Hubris, Depression, and Apathy). Four hypotheses concerning personality were tested, of which two were confirmed, with the Hubris quadrant scoring highest on psychoticism and the Depression quadrant scoring highest on neuroticism. Four hierarchical regressions demonstrated the incremental validity of the belief and importance belimp coordinates over the Giant Three personality dimensions in the prediction of academic achievement. CONCLUSIONS. The results are encouraging for belimp theory and complement similarly supportive findings in Petrides (2010b,c). ©2010 The British Psychological Society.

Ethnic identity, school connectedness, and achievement in standardized tests among Mexican-origin youth.

PubMed

Santos, Carlos E; Collins, Mary Ann

2016-07-01

The aim of this study was to investigate the association between school connectedness and performance in standardized test scores and whether this association was moderated by ethnic private regard. The study combines self-report data with school district reported data on standardized test scores in reading and math and free and reduced lunch status. Participants included 436 Mexican-origin youth attending a middle school in a southwestern U.S. state. Participants were on average 12.34 years of age (SD = .95) and 51.8% female and 48.2% male. After controlling for age, gender, free and reduced lunch status, and generational status, school connectedness and ethnic private regard were both positive predictors of standardized test scores in reading and math. Results also revealed a significant interaction between school connectedness and ethnic private regard in predicting standardized test scores in reading, such that participants who were low on ethnic private regard and low on school connectedness reported lower levels of achievement compared to participants who were low on ethnic private regard but high on school connectedness. At high levels of ethnic private regard, high or low levels of school connectedness were not associated with higher or lower standardized test scores in reading. The findings in this study provide support for the protective role that ethnic private regard plays in the educational experiences of Mexican-origin youth and highlights how the local school context may play a role in shaping this finding. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Flexible or leaky attention in creative people? Distinct patterns of attention for different types of creative thinking.

PubMed

Zabelina, Darya; Saporta, Arielle; Beeman, Mark

2016-04-01

Creativity has been putatively linked to distinct forms of attention, but which aspects of creativity and which components of attention remains unclear. Two experiments examined how divergent thinking and creative achievement relate to visual attention. In both experiments, participants identified target letters (S or H) within hierarchical stimuli (global letters made of local letters), after being cued to either the local or global level. In Experiment 1, participants identified the targets more quickly following valid cues (80% of trials) than following invalid cues. However, this smaller validity effect was associated with higher divergent thinking, suggesting that divergent thinking was related to quicker overcoming of invalid cues, and thus to flexible attention. Creative achievement was unrelated to the validity effect. Experiment 2 examined whether divergent thinking (or creative achievement) is related to "leaky attention," so that when cued to one level of a stimulus, some information is still processed, or leaks in, from the non-cued level. In this case, the cued stimulus level always contained a target, and the non-cued level was congruent, neutral, or incongruent with the target. Divergent thinking did not relate to stimulus congruency. In contrast, high creative achievement was related to quicker responses to the congruent than to the incongruent stimuli, suggesting that real-world creative achievement is indeed associated with leaky attention, whereas standard laboratory tests of divergent thinking are not. Together, these results elucidate distinct patterns of attention for different measures of creativity. Specifically, creative achievers may have leaky attention, as suggested by previous literature, whereas divergent thinkers have selective yet flexible attention.

Measuring and Specifying Combinatorial Coverage of Test Input Configurations

PubMed Central

Kuhn, D. Richard; Kacker, Raghu N.; Lei, Yu

2015-01-01

A key issue in testing is how many tests are needed for a required level of coverage or fault detection. Estimates are often based on error rates in initial testing, or on code coverage. For example, tests may be run until a desired level of statement or branch coverage is achieved. Combinatorial methods present an opportunity for a different approach to estimating required test set size, using characteristics of the test set. This paper describes methods for estimating the coverage of, and ability to detect, t-way interaction faults of a test set based on a covering array. We also develop a connection between (static) combinatorial coverage and (dynamic) code coverage, such that if a specific condition is satisfied, 100% branch coverage is assured. Using these results, we propose practical recommendations for using combinatorial coverage in specifying test requirements. PMID:28133442

Achievement Emotions as Predictors of High School Science Success Among African-American and European American Students

NASA Astrophysics Data System (ADS)

Bowe, Marilyn Louise Simmons

The literature includes few studies of the interrelations of achievement goals and achievement emotions with respect to minority students and science achievement. The objective of this study was to test the control-value theory (CVT) of achievement emotions to determine if the eight discrete achievement emotions would be predictive of test scores on the High School Graduation Test (GHSGT)-Science for African-American compared to European-American science students. Convenience cluster sampling was employed to select 160 students who were all juniors in the same public high school at the time that they took the GHSGT-Science. The central research question for this study aimed to uncover whether any of the eight achievement emotions identified in CVT would contribute significantly to the predictability of science achievement as measured by GHSGT-Science scores. Data were collected using a nonexperimental, cross sectional design survey. Data were analyzed using a hierarchal, forced entry, multiple regression analysis. Key results indicated that the eight achievement emotions were predictive of GHSGT-Science score outcomes. Positive social change at the individual level could reflect a boost in confidence for African American science students and help decrease the achievement gap in science, technology, engineering, and mathematics (STEM) endeavors between European Americans and African-American students. Educators may consider the importance of achievement emotions in science outcomes by including social emotional learning (SEL) as a part of the regular science curriculum. Future researchers should repeat the study in a school district where the population is available to support the desired cluster sample of equal parts European Americans to African Americans and male to female students.

Reducing the racial achievement gap: a social-psychological intervention.

PubMed

Cohen, Geoffrey L; Garcia, Julio; Apfel, Nancy; Master, Allison

2006-09-01

Two randomized field experiments tested a social-psychological intervention designed to improve minority student performance and increase our understanding of how psychological threat mediates performance in chronically evaluative real-world environments. We expected that the risk of confirming a negative stereotype aimed at one's group could undermine academic performance in minority students by elevating their level of psychological threat. We tested whether such psychological threat could be lessened by having students reaffirm their sense of personal adequacy or "self-integrity." The intervention, a brief in-class writing assignment, significantly improved the grades of African American students and reduced the racial achievement gap by 40%. These results suggest that the racial achievement gap, a major social concern in the United States, could be ameliorated by the use of timely and targeted social-psychological interventions.

Increasing prosocial behavior and academic achievement among adolescent African American males.

PubMed

Martin, Don; Martin, Magy; Gibson, Suzanne Semivan; Wilkins, Jonathan

2007-01-01

African American adolescents disproportionately perform poorly compared to peers in both behavioral and academic aspects of their educational experience. In this study, African American male students participated in an after-school program involving tutoring, group counseling, and various enrichment activities. All students were assessed regarding their behavioral changes using attendance, discipline referrals, suspensions, and expulsions reports. The Kaufman Brief Intelligence Test (KBIT) and the Kaufman Test of Educational Achievement (KTEA) were used to assess the adolescents' improvement in their skills in reading and mathematics. After the end of the two-year program, initial results showed that the adolescents had increased their daily attendance, decreased discipline referrals, and had no suspensions or expulsions. These results also indicated that although the students entered the program at different skill levels, they were assessed to have the ability to function at their appropriate grade level. Their average improvement in basic skills was at least two grade levels. Implications drawn from the findings include: (a) there is a need to emphasize appropriate assessment prior to beginning a skill improvement program; (b) a need to emphasize the use of individualized learning plans and tutors; and (c) a need to further investigate the role of assessment and intervention in after-school programming in order to close the achievement gap.

Learning Objectives and Testing: An Analysis of Six Principles of Economics Textbooks, Using Bloom's Taxonomy.

ERIC Educational Resources Information Center

Karns, James M. L.; And Others

1983-01-01

Significant differences were found between the stated objectives of most college level economics textbooks and the instruments included in the instructor's manuals to measure student achievement. (Author/RM)

Does the choice of mobile C-arms lead to a reduction of the intraoperative radiation dose?

PubMed

Richter, P H; Steinbrener, J; Schicho, A; Gebhard, F

2016-08-01

Mobile C-arm imaging is commonly used in operating rooms worldwide. Especially in orthopaedic surgery, intraoperative C-arms are used on a daily basis. Because of new minimally-invasive surgical procedures a development in intraoperative imaging is required. The purpose of this article is investigate if the choice of mobile C-arms with flat panel detector technology (Siemens Cios Alpha and Ziehm Vision RFD) influences image quality and dose using standard, commercially available test devices. For a total of four clinical application settings, two zoom formats, and all dose levels provided, the transmission dose was measured and representative images were recorded for each test device. The data was scored by four observers to assess low contrast and spatial resolution performance. The results were converted to a relative image quality figure allowing for a direct image quality and dose comparison of the two systems. For one test device, the Cios Alpha system achieved equivalent (within the inter-observer standard error) or better low contrast resolution scores at significantly lower dose levels, while the results of the other test device suggested that both systems achieved similar image quality at the same dose. The Cios Alpha system achieved equivalent or better spatial resolution at significantly lower dose for all application settings except for Cardiac, where a comparable spatial resolution was achieved at the same dose. The correct choice of a mobile C-arm is very important, because it can lead to a reduction of the intraoperative radiation dose without negative effects on image quality. This can be a big advantage to reduce intraoperative radiation not only for the patient but also for the entire OR-team. Copyright © 2016. Published by Elsevier Ltd.

The effectiveness of constructivist science instructional methods on middle school students' student achievement and motivation

NASA Astrophysics Data System (ADS)

Brooks, John

A problem facing science educators is determining the most effective means of science instruction so that students will meet or exceed the new rigorous standards. The theoretical framework for this study was based on reform and research efforts that have informed science teachers that using constructivism is the best method of science instruction. The purpose of this study was to investigate how the constructivist method of science instruction affected student achievement and student motivation in a sixth grade science classroom. The guiding research question involved understanding which method of science instruction would be most effective at improving student achievement in science. Other sub-questions included the factors that contribute to student motivation in science and the method of science instruction students receive that affects motivation to learn science. Quantitative data were collected using a pre-test and post-test single group design. T-test and ANCOVA were used to test quantitative hypotheses. Qualitative data were collected using student reflective journals and classroom discussions. Students' perspectives were transcribed, coded and used to further inform quantitative findings. The findings of this study supported the recommendations made by science reformists that the best method of science instruction was a constructivist method. This study also found that participant comments favored constructivist taught classes. The implications for social change at the local level included potential increases in student achievement in science and possibly increased understanding that can facilitate similar changes at other schools. From a global perspective, constructivist-oriented methods might result in students becoming more interested in majoring in science at the college level and in becoming part of a scientifically literate work force.

AutoBD: Automated Bi-Level Description for Scalable Fine-Grained Visual Categorization.

PubMed

Yao, Hantao; Zhang, Shiliang; Yan, Chenggang; Zhang, Yongdong; Li, Jintao; Tian, Qi

Compared with traditional image classification, fine-grained visual categorization is a more challenging task, because it targets to classify objects belonging to the same species, e.g. , classify hundreds of birds or cars. In the past several years, researchers have made many achievements on this topic. However, most of them are heavily dependent on the artificial annotations, e.g., bounding boxes, part annotations, and so on . The requirement of artificial annotations largely hinders the scalability and application. Motivated to release such dependence, this paper proposes a robust and discriminative visual description named Automated Bi-level Description (AutoBD). "Bi-level" denotes two complementary part-level and object-level visual descriptions, respectively. AutoBD is "automated," because it only requires the image-level labels of training images and does not need any annotations for testing images. Compared with the part annotations labeled by the human, the image-level labels can be easily acquired, which thus makes AutoBD suitable for large-scale visual categorization. Specifically, the part-level description is extracted by identifying the local region saliently representing the visual distinctiveness. The object-level description is extracted from object bounding boxes generated with a co-localization algorithm. Although only using the image-level labels, AutoBD outperforms the recent studies on two public benchmark, i.e. , classification accuracy achieves 81.6% on CUB-200-2011 and 88.9% on Car-196, respectively. On the large-scale Birdsnap data set, AutoBD achieves the accuracy of 68%, which is currently the best performance to the best of our knowledge.Compared with traditional image classification, fine-grained visual categorization is a more challenging task, because it targets to classify objects belonging to the same species, e.g. , classify hundreds of birds or cars. In the past several years, researchers have made many achievements on this topic. However, most of them are heavily dependent on the artificial annotations, e.g., bounding boxes, part annotations, and so on . The requirement of artificial annotations largely hinders the scalability and application. Motivated to release such dependence, this paper proposes a robust and discriminative visual description named Automated Bi-level Description (AutoBD). "Bi-level" denotes two complementary part-level and object-level visual descriptions, respectively. AutoBD is "automated," because it only requires the image-level labels of training images and does not need any annotations for testing images. Compared with the part annotations labeled by the human, the image-level labels can be easily acquired, which thus makes AutoBD suitable for large-scale visual categorization. Specifically, the part-level description is extracted by identifying the local region saliently representing the visual distinctiveness. The object-level description is extracted from object bounding boxes generated with a co-localization algorithm. Although only using the image-level labels, AutoBD outperforms the recent studies on two public benchmark, i.e. , classification accuracy achieves 81.6% on CUB-200-2011 and 88.9% on Car-196, respectively. On the large-scale Birdsnap data set, AutoBD achieves the accuracy of 68%, which is currently the best performance to the best of our knowledge.

The Oceanography Concept Inventory: A Semicustomizable Assessment for Measuring Student Understanding of Oceanography

ERIC Educational Resources Information Center

Arthurs, Leilani; Hsia, Jennifer F.; Schweinle, William

2015-01-01

We developed and evaluated an Oceanography Concept Inventory (OCI), which used a mixed-methods approach to test student achievement of 11 learning goals for an introductory-level oceanography course. The OCI was designed with expert input, grounded in research on student (mis)conceptions, written with minimal jargon, tested on 464 students, and…

Applied Cognition: Testing the Effects of Independent Silent Reading on Secondary Students' Achievement and Attribution

ERIC Educational Resources Information Center

Cuevas, Joshua A.; Irving, Miles A.; Russell, L. Roxanne

2014-01-01

This study implemented an independent silent reading (ISR) program with 145 10th grade students. Students were measured on total reading ability, vocabulary, reading comprehension, a state-mandated high stakes end-of-course test (EOCT), and reading attribution. After controlling for initial skill and disposition levels, the results indicated that…

Diagnostic Classification Models and Multidimensional Adaptive Testing: A Commentary on Rupp and Templin

ERIC Educational Resources Information Center

Frey, Andreas; Carstensen, Claus H.

2009-01-01

On a general level, the objective of diagnostic classifications models (DCMs) lies in a classification of individuals regarding multiple latent skills. In this article, the authors show that this objective can be achieved by multidimensional adaptive testing (MAT) as well. The authors discuss whether or not the restricted applicability of DCMs can…

When Errors Count: An EEG Study on Numerical Error Monitoring under Performance Pressure

ERIC Educational Resources Information Center

Schillinger, Frieder L.; De Smedt, Bert; Grabner, Roland H.

2016-01-01

In high-stake tests, students often display lower achievements than expected based on their skill level--a phenomenon known as choking under pressure. This imposes a serious problem for many students, especially for test-anxious individuals. Among school subjects, mathematics has been shown to be particularly vulnerable to choking. To succeed in a…

To What Extent is Drinking Water Tested in Sub-Saharan Africa? A Comparative Analysis of Regulated Water Quality Monitoring.

PubMed

Peletz, Rachel; Kumpel, Emily; Bonham, Mateyo; Rahman, Zarah; Khush, Ranjiv

2016-03-02

Water quality information is important for guiding water safety management and preventing water-related diseases. To assess the current status of regulated water quality monitoring in sub-Saharan Africa, we evaluated testing programs for fecal contamination in 72 institutions (water suppliers and public health agencies) across 10 countries. Data were collected through written surveys, in-person interviews, and analysis of microbial water quality testing levels. Though most institutions did not achieve the testing levels specified by applicable standards or World Health Organization (WHO) Guidelines, 85% of institutions had conducted some microbial water testing in the previous year. Institutions were more likely to meet testing targets if they were suppliers (as compared to surveillance agencies), served larger populations, operated in urban settings, and had higher water quality budgets (all p < 0.05). Our results indicate that smaller water providers and rural public health offices will require greater attention and additional resources to achieve regulatory compliance for water quality monitoring in sub-Saharan Africa. The cost-effectiveness of water quality monitoring should be improved by the application of risk-based water management approaches. Efforts to strengthen monitoring capacity should pay greater attention to program sustainability and institutional commitment to water safety.

To What Extent is Drinking Water Tested in Sub-Saharan Africa? A Comparative Analysis of Regulated Water Quality Monitoring

PubMed Central

Peletz, Rachel; Kumpel, Emily; Bonham, Mateyo; Rahman, Zarah; Khush, Ranjiv

2016-01-01

Water quality information is important for guiding water safety management and preventing water-related diseases. To assess the current status of regulated water quality monitoring in sub-Saharan Africa, we evaluated testing programs for fecal contamination in 72 institutions (water suppliers and public health agencies) across 10 countries. Data were collected through written surveys, in-person interviews, and analysis of microbial water quality testing levels. Though most institutions did not achieve the testing levels specified by applicable standards or World Health Organization (WHO) Guidelines, 85% of institutions had conducted some microbial water testing in the previous year. Institutions were more likely to meet testing targets if they were suppliers (as compared to surveillance agencies), served larger populations, operated in urban settings, and had higher water quality budgets (all p < 0.05). Our results indicate that smaller water providers and rural public health offices will require greater attention and additional resources to achieve regulatory compliance for water quality monitoring in sub-Saharan Africa. The cost-effectiveness of water quality monitoring should be improved by the application of risk-based water management approaches. Efforts to strengthen monitoring capacity should pay greater attention to program sustainability and institutional commitment to water safety. PMID:26950135

Differences in Academic Achievement of Students Involved in Extracurricular Activities in Seventh-Day Adventist Schools in the United States and Bermuda

ERIC Educational Resources Information Center

Sandiford, Anderson P.

2013-01-01

This study examined differences in the academic performance of students in grades 6, 7, 8, 9, and 11 in Seventh-day Adventist schools in the United States and Bermuda based on their level of involvement in school music organizations--band or choir--and school sports--varsity or intramural--as measured by standardized achievement and ability tests.…

An Evaluation of the Relationship among State Accountability Reading Test Scores and Levels of Language Proficiency of English Language Learners

ERIC Educational Resources Information Center

Greene, Dana Huffman

2015-01-01

Growing numbers of English Language Learners (ELLs) in the United States have become a trend in recent years; and North Carolina, including the region of this study, is no exception to this trend. As a result of the national rise in ELLs, NCLB was enacted with the goal of increasing academic achievement and closing the achievement gap between…

Boundary Layer Transition Protuberance Tests at NASA JSC Arc-Jet Facility

NASA Technical Reports Server (NTRS)

Larin, Max E.; Marichalar, Jeremiah J.; Kinder, Gerald R.; Campbell, Charles H.; Riccio, Joseph R.; Nguyen, Tien Q.; Del Papa, Steven V.; Pulsonetti, Maria V.

2010-01-01

A series of tests conducted recently at the NASA JSC arc -jet test facility demonstrated that a protruding tile material can survive the exposure to the high enthalpy flows characteristic of the Space Shuttle Orbiter re-entry environments. The tests provided temperature data for the protuberance and the surrounding smooth tile surfaces, as well as the tile bond line. The level of heating needed to slump the protuberance material was achieved. Protuberance failure mode was demonstrated.

Qualification testing of flat-plate photovoltaic modules

NASA Technical Reports Server (NTRS)

Hoffman, A. R.; Griffith, J. S.; Ross, R. G., Jr.

1982-01-01

The placement of photovoltaic modules in various applications, in climates and locations throughout the world, results in different degrees and combinations of environmental and electrical stress. Early detection of module reliability deficiencies via laboratory testing is necessary for achieving long, satisfactory field service. This overview paper describes qualification testing techniques being used in the US Department of Energy's flat-plate terrestrial photovoltaic development program in terms of their significance, rationale for specified levels and durations, and test results.

Test Review: Woodcock, R. W., Schrank, F. A., Mather, N., & McGrew, K. S. 2007). "Woodcock-Johnson III Tests of Achievement, Form C/Brief Battery." Rolling Meadows, IL: Riverside

ERIC Educational Resources Information Center

Grenwelge, Cheryl H.

2009-01-01

The Woodcock Johnson III Brief Assessment is a "maximum performance test" (Reynolds, Livingston, Willson, 2006) that is designed to assess the upper levels of knowledge and skills of the test taker using both power and speed to obtain a large amount of information in a short period of time. The Brief Assessment also provides an adequate…

Evaluation of bilirubin interference and accuracy of six creatinine assays compared with isotope dilution-liquid chromatography mass spectrometry.

PubMed

Nah, Hyunjin; Lee, Sang-Guk; Lee, Kyeong-Seob; Won, Jae-Hee; Kim, Hyun Ok; Kim, Jeong-Ho

2016-02-01

The aim of this study was to estimate bilirubin interference and accuracy of six routine methods for measuring creatinine compared with isotope dilution-liquid chromatography mass spectrometry (ID-LC/MS). A total of 40 clinical serum samples from 31 patients with serum total bilirubin concentration >68.4μmol/L were collected. Serum creatinine was measured using two enzymatic reagents and four Jaffe reagents as well as ID-LC/MS. Correlations between bilirubin concentration and percent difference in creatinine compared with ID-LC/MS were analyzed to investigate bilirubin interference. Bias estimations between the six reagents and ID-LC/MS were performed. Recovery tests using National Institute of Standards and Technology (NIST) Standard Reference Material (SRM) 967a were also performed. Both the enzymatic methods showed no bilirubin interference. However, three of the four Jaffe methods demonstrated significant bilirubin concentration-dependent interference in samples with creatinine levels <53μmol/L, and two of them showed significant bilirubin interference in samples with creatinine levels ranging from 53.0 to 97.2μmol/L. Comparison of these methods with ID-LC/MS using patients' samples with elevated bilirubin revealed that the tested methods failed to achieve the bias goal at especially low levels of creatinine. In addition, recovery test using NIST SRM 967a showed that bias in one Jaffe method and two enzymatic methods did not achieve the bias goal at either low or high level of creatinine, indicating they had calibration bias. One enzymatic method failed to achieve all the bias goals in both comparison experiment and recovery test. It is important to understand that both bilirubin interference and calibration traceability to ID-LC/MS should be considered to improve the accuracy of creatinine measurement. Copyright © 2015 The Canadian Society of Clinical Chemists. Published by Elsevier Inc. All rights reserved.

Experiences of violence and deficits in academic achievement among urban primary school children in Jamaica.

PubMed

Baker-Henningham, Helen; Meeks-Gardner, Julie; Chang, Susan; Walker, Susan

2009-05-01

The aim of this study was to examine the relationship between children's experiences of three different types of violence and academic achievement among primary school children in Kingston, Jamaica. A cross-sectional study of 1300 children in grade 5 [mean (S.D.) age: 11 (0.5) years] from 29 government primary schools in urban areas of Kingston and St. Andrew, Jamaica, was conducted. Academic achievement (mathematics, reading, and spelling) was assessed using the Wide Range Achievement Test. Children's experiences of three types of violence - exposure to aggression among peers at school, physical punishment at school, and exposure to community violence - were assessed by self-report using an interviewer administered questionnaire. Fifty-eight percent of the children experienced moderate or high levels of all three types of violence. Boys had poorer academic achievement and experienced higher levels of aggression among peers and physical punishment at school than girls. Children's experiences of the three types of violence were independently associated with all three indices of academic achievement. There was a dose-response relationship between children's experiences of violence and academic achievement with children experiencing higher levels of violence having the poorest academic achievement and children experiencing moderate levels having poorer achievement than those experiencing little or none. Exposure to three different types of violence was independently associated with poor school achievement among children attending government, urban schools in Jamaica. Programs are needed in schools to reduce the levels of aggression among students and the use of physical punishment by teachers and to provide support for children exposed to community violence. Children in Jamaica and the wider Caribbean experience significant amounts of violence in their homes, communities, and schools. In this study, we demonstrate a dose-response relationship between primary school children's experiences of three different types of violence and their academic achievement. The study points to the need for validated violence prevention programs to be introduced in Jamaican primary schools. Such programs need to train teachers in appropriate classroom management and discipline strategies and to promote children's social and emotional competence and prevent aggression.

A statistical approach to deriving subsystem specifications. [for spacecraft shock and vibrational environment tests

NASA Technical Reports Server (NTRS)

Keegan, W. B.

1974-01-01

In order to produce cost effective environmental test programs, the test specifications must be realistic and to be useful, they must be available early in the life of a program. This paper describes a method for achieving such specifications for subsystems by utilizing the results of a statistical analysis of data acquired at subsystem mounting locations during system level environmental tests. The paper describes the details of this statistical analysis. The resultant recommended levels are a function of the subsystems' mounting location in the spacecraft. Methods of determining this mounting 'zone' are described. Recommendations are then made as to which of the various problem areas encountered should be pursued further.

Design for improved maintenance of the fiber-optic cable system (As carried out in a concurrent engineering environment)

NASA Astrophysics Data System (ADS)

Tremoulet, P. C.

The author describes a number of maintenance improvements in the Fiber Optic Cable System (FOCS). They were achieved during a production phase pilot concurrent engineering program. Listed in order of importance (saved maintenance time and material) by maintenance level, they are: (1) organizational level: improved fiber optic converter (FOC) BITE; (2) Intermediate level: reduced FOC adjustments from 20 to 2; partitioned FOC into electrical and optical parts; developed cost-effective fault isolation test points and test using standard test equipment; improved FOC chassis to have lower mean time to repair; and (3) depot level: revised test requirements documents (TRDs) for common automatic test equipment and incorporated ATE testability into circuit and assemblies and application-specific integrated circuits. These improvements met this contract's tailored logistics MIL-STD 1388-1A requirements of monitoring the design for supportability and determining the most effective support equipment. Important logistics lessons learned while accomplishing these maintainability and supportability improvements on the pilot concurrent engineering program are also discussed.

Structural Qualification Testing of the WindSat Payload Using Sine Bursts Near Structural Resonance

NASA Technical Reports Server (NTRS)

Pontius, Jim; Barnes, Donald; Broduer, Steve (Technical Monitor)

2001-01-01

Sine burst tests are often used for structural qualification of space flight hardware. In most instances, the driving frequency of the shaker is specified far below the structure's first resonant mode, such that the entire test article sees uniform acceleration. For large structures, this limits qualification testing to lower parts of the structure, or else it over-tests the lower structure to achieve qualification of the upper structure. The WindSat payload, a 10.5 foot tall graphite/epoxy, titanium, and aluminum radiometer, experiences accelerations at the six foot diameter reflector nearly four times that at the spacecraft interface. Due to size of the payload, the number of bonded joints, and the lightweight reflector support structure design and construction, using static pull testing to qualify all of the bonded joints in the upper structure would result in large, expensive, and extensive test fixturing. Sine burst testing near the first two structural resonant modes was performed on the WindSat payload to achieve the correct load factor distribution up the stack for structural qualification. In this presentation, how finite element method (FEM) sine burst predictions were used in conjunction with low level random and sine burst tests to achieve correct qualification test load factor distribution on the WindSat payload is discussed. Also presented is the risk mitigation approach for using the uncorrelated FEM in this procedure.

Predicting New Jersey High School Proficiency Test Results in Mathematics and Language Arts Using Community Demographic Data

ERIC Educational Resources Information Center

Lynch, Christopher D.

2015-01-01

This study examined the relationship between the 2013 New Jersey High School Proficiency Assessment (HSPA) Language Arts and Mathematics scores and school level data related to family human capital and community social capital found in the extant literature to influence student achievement on high-stakes standardized assessments. School level data…

Vocabulary Development: How Deaf Individuals Can Learn to Use the Information Given.

ERIC Educational Resources Information Center

Hirsh-Pasek, Kathy; Freyd, Pamela

To determine if people analyze words in online reading, an experiment was conducted with 12 congenitally deaf, second generation sign language users with a reading level of 6.64 on a standardized reading achievement test. The hearing controls included seventh and eighth grade students who were matched for reading level. Both groups were split in…

The Atlanta Project: How One Large School System Responded to Performance Information.

ERIC Educational Resources Information Center

White, Bayla F.; And Others

This report presents the results of a field test, the purpose of which was to determine the effects on school system management, decisions, and operations of the introduction of specially prepared information on the relative achievement levels of schools and grades serving students of similar economic levels. A relatively simple and economical…

EXPERIMENTAL STUDY OF HIGH LEVELS OF SO2 REMOVAL IN ATMOSPHERIC-PRESSURE FUIDIZED-BED COMBUSTORS

EPA Science Inventory

The report describes tests conducted in an atmospheric-pressure-fluidized-bed combustor (FBC) with a cross-section of 1 x 1.6 m) to demonstrate high levels of S02 removal when burning a high-sulfur coal and feeding limestone sorbent for S02 removal. The goal was to achieve 90-plu...

Phospholipids as Biomarkers for Excessive Alcohol Use

DTIC Science & Technology

2016-10-01

is designed to evaluate the utility of levels of two phospholipids in serum as a marker of past drinking behavior across month- level time horizons...in an attempt to improve ability to measure alcohol quantity consumed and associated damage better than can be done with ethyl alcohol level measures...and other existing tests that only measure very recent exposure and poorly reflect quantity consumed . This will be achieved by correlating detailed

[Staff accreditation in parenteral nutrition production in hospital pharmacy].

PubMed

Vrignaud, S; Le Pêcheur, V; Jouan, G; Valy, S; Clerc, M-A

2016-09-01

This work aims to provide staff accreditation methodology to harmonize and secure practices for parenteral nutrition bags preparation. The methodology used in the present study is inspired from project management and quality approach. Existing training supports were used to produce accreditation procedure and evaluation supports. We first defined abilities levels, from level 1, corresponding to accredited learning agent to level 3, corresponding to expert accredited agent. Elements assessed for accreditation are: clothing assessment either by practices audit or by microbiologic test, test bags preparation and handling assessment, bag production to assess aseptic filling for both manual or automatized method, practices audit, number of days of production, and non-conformity following. At Angers Hospital, in 2014, production staff is composed of 12 agents. Staff accreditation reveals that 2 agents achieve level 3, 8 agents achieve level 2 and 2 agents are level 1. We noted that non-conformity decreased as accreditation took place from 81 in 2009 to 0 in 2014. To date, there is no incident due to parenteral bag produced by Angers hospital for neonatal resuscitation children. Such a consistent study is essential to insure a secured nutrition parenteral production. This also provides a satisfying quality care for patients. Copyright © 2016 Académie Nationale de Pharmacie. Published by Elsevier Masson SAS. All rights reserved.

Quiet Clean Short-haul Experimental Engine (QCSEE) Over-The-Wing (OTW) propulsion systems test report. Volume 4: Acoustic performance

NASA Technical Reports Server (NTRS)

Stimpert, D. L.

1979-01-01

A series of acoustic tests were conducted on the over the wing engine. These tests evaluated the fully suppressed noise levels in forward and reverse thrust operation and provided insight into the component noise sources of the engine plus the suppression achieved by various components. System noise levels using the contract specified calculation procedure indicate that the in-flight noise level on a 152 m sideline at takeoff and approach are 97.2 and 94.6 EPNdB, respectively, compared to a goal of 95.0 EPNdB. In reverse thrust, the system noise level was 106.1 PNdB compared to a goal of 100 PNdB. Baseline source noise levels agreed very well with pretest predictions. Inlet-radiated noise suppression of 14 PNdB was demonstrated with the high throat Mach number inlet at 0.79 throat Mach number.

Implementation of preference ranking organization method for enrichment evaluation (Promethee) on selection system of student’s achievement

NASA Astrophysics Data System (ADS)

Karlitasari, L.; Suhartini, D.; Nurrosikawati, L.

2018-03-01

Selection of Student Achievement is conducted every year, starting from the level of Study Program, Faculty, to University, which then rank one will be sent to Kopertis level. The criteria made for the selection are Academic and Rich Scientific, Organizational, Personality, and English. In order for the selection of Student Achievement is Objective, then in addition to the presence of the jury is expected to use methods that support the decision to be more optimal in determining the Student Achievement. One method used is the Promethee Method. Preference Ranking Organization Method for Enrichment Evaluation (Promethee) is a method of ranking in Multi Criteria Decision Making (MCDM). PROMETHEE has the advantage that there is a preference type against the criteria that can take into account alternatives with other alternatives on the same criteria. The conjecture of alternate dominance over a criterion used in PROMETHEE is the use of values in the relationships between alternative ranking values. Based on the calculation result, from 7 applicants between Manual and Promethee Matrices, rank 1, 2, and 3, did not change, only 4 to 7 positions were changed. However, after the sensitivity test, almost all criteria experience a high level of sensitivity. Although it does not affect the students who will be sent to the next level, but can bring psychological impact on prospective student’s achievement

Optimal periodic proof test based on cost-effective and reliability criteria

NASA Technical Reports Server (NTRS)

Yang, J.-N.

1976-01-01

An exploratory study for the optimization of periodic proof tests for fatigue-critical structures is presented. The optimal proof load level and the optimal number of periodic proof tests are determined by minimizing the total expected (statistical average) cost, while the constraint on the allowable level of structural reliability is satisfied. The total expected cost consists of the expected cost of proof tests, the expected cost of structures destroyed by proof tests, and the expected cost of structural failure in service. It is demonstrated by numerical examples that significant cost saving and reliability improvement for fatigue-critical structures can be achieved by the application of the optimal periodic proof test. The present study is relevant to the establishment of optimal maintenance procedures for fatigue-critical structures.

Lunar module voice recorder

NASA Technical Reports Server (NTRS)

1974-01-01

A feasibility unit suitable for use as a voice recorder on the space shuttle was developed. A modification, development, and test program is described. A LM-DSEA recorder was modified to achieve the following goals: (1) redesign case to allow in-flight cartridge change; (2) time code change from LM code to IRIG-B 100 pps code; (3) delete cold plate requirements (also requires deletion of long-term thermal vacuum operation at 0.00001 MMHg); (4) implement track sequence reset during cartridge change; (5) reduce record time per cartridge because of unavailability of LM thin-base tape; and (6) add an internal Vox key circuit to turn on/off transport and electronics with voice data input signal. The recorder was tested at both the LM and shuttle vibration levels. The modified recorder achieved the same level of flutter during vibration as the DSEA recorder prior to modification. Several improvements were made over the specification requirements. The high manufacturing cost is discussed.

Teacher-student relationship quality and academic achievement in elementary school: A longitudinal examination of gender differences.

PubMed

Hajovsky, Daniel B; Mason, Benjamin A; McCune, Luke A

2017-08-01

Multiple group longitudinal cross-lagged panel models were implemented to understand the directional influences between teacher-student closeness and conflict and measured math and reading achievement across elementary grades and gender groups using the National Institute of Child Health and Human Development longitudinal sample (N=1133). Specifically, after testing multiple group longitudinal measurement invariance to ensure consistent measurement across genders and time, and tests of equivalence of the latent parameters, we were interested in whether longitudinal changes in teacher-rated closeness and conflict explained longitudinal changes in achievement, and vice versa, and whether those longitudinal influences varied by gender. Latent teacher-student closeness decreased for both genders over time (Cohen's d=-0.15 to -0.32), but latent conflict increased for males (Cohen's d=0.16). There was also increased heterogeneity in teacher-student relationship quality for males relative to females. Math and reading achievement had medium reciprocal effects (β=0.12 to 0.23), and previous math achievement had small to medium effects on subsequent teacher-student closeness (β=0.08 to 0.11) and conflict (β=-0.07 to -0.09). Teacher-student conflict and closeness did not influence subsequent levels of math or reading achievement once previous levels were controlled. Further, these influences were consistent across gender groups despite latent differences in teacher-student closeness and conflict with teachers reporting closer relationships with female students and more conflictual relationships with male students. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

The role of laser technology in materials processing and nondestructive testing in the 21st century

NASA Astrophysics Data System (ADS)

Sheinberg, B. M.

Some of the potential applications of laser technology in the 21st century are explored, and the proposed role of this technology in relation to materials processing, nondestructive testing, and quality control are discussed. Examples illustrating the implementation of this techology include the proposed construction of vehicles and platforms in near and deep space, and construction of underwater platforms. The direction in which today's technology should evolve to pursue the achievement of such goals is indicated. Included in the discussion is an evaluation of laser, robotics, and fiber optics technologies with respect to their ability to achieve a synergistic level of operation.

The importance of measuring growth in response to intervention models: Testing a core assumption✩

PubMed Central

Schatschneider, Christopher; Wagner, Richard K.; Crawford, Elizabeth C.

2011-01-01

A core assumption of response to instruction or intervention (RTI) models is the importance of measuring growth in achievement over time in response to effective instruction or intervention. Many RTI models actively monitor growth for identifying individuals who need different levels of intervention. A large-scale (N=23,438), two-year longitudinal study of first grade children was carried out to compare the predictive validity of measures of achievement status, growth in achievement, and their combination for predicting future reading achievement. The results indicate that under typical conditions, measures of growth do not make a contribution to prediction that is independent of measures of achievement status. These results question the validity of a core assumption of RTI models. PMID:22224065

Identifying predictors of physics item difficulty: A linear regression approach

NASA Astrophysics Data System (ADS)

Mesic, Vanes; Muratovic, Hasnija

2011-06-01

Large-scale assessments of student achievement in physics are often approached with an intention to discriminate students based on the attained level of their physics competencies. Therefore, for purposes of test design, it is important that items display an acceptable discriminatory behavior. To that end, it is recommended to avoid extraordinary difficult and very easy items. Knowing the factors that influence physics item difficulty makes it possible to model the item difficulty even before the first pilot study is conducted. Thus, by identifying predictors of physics item difficulty, we can improve the test-design process. Furthermore, we get additional qualitative feedback regarding the basic aspects of student cognitive achievement in physics that are directly responsible for the obtained, quantitative test results. In this study, we conducted a secondary analysis of data that came from two large-scale assessments of student physics achievement at the end of compulsory education in Bosnia and Herzegovina. Foremost, we explored the concept of “physics competence” and performed a content analysis of 123 physics items that were included within the above-mentioned assessments. Thereafter, an item database was created. Items were described by variables which reflect some basic cognitive aspects of physics competence. For each of the assessments, Rasch item difficulties were calculated in separate analyses. In order to make the item difficulties from different assessments comparable, a virtual test equating procedure had to be implemented. Finally, a regression model of physics item difficulty was created. It has been shown that 61.2% of item difficulty variance can be explained by factors which reflect the automaticity, complexity, and modality of the knowledge structure that is relevant for generating the most probable correct solution, as well as by the divergence of required thinking and interference effects between intuitive and formal physics knowledge structures. Identified predictors point out the fundamental cognitive dimensions of student physics achievement at the end of compulsory education in Bosnia and Herzegovina, whose level of development influenced the test results within the conducted assessments.

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

Rosfjord, T.J.

United Technologies Research Center has conducted a comprehensive investigation of the combustion characteristics of coal-water mixture (CWM) fuel for use in gas turbine combustors. Included in the program have been studies of the physical and chemical processes involved in CWM combustion. In particular, subrig test programs were performed to document the level of atomization achieved by candidate fuel nozzles and to evaluate the mixing/stability characteristics as evidenced by flow patterns in the combustor. Additionally, an extensive investigation of the pyrolysis behavior of coals used in the preparation of CWM fuels has been conducted for the high heat flux conditions experiencedmore » in a gas turbine combustor. These several activities were performed in preparation for tests in a combustor rig which simulated full-load gas turbine combustor conditions. Data were acquired to evaluate the ability of several configurations to achieve high levels of fuel burnout while controlling the conversion of fuel nitrogen to NOx. The bulk of the combustion tests were performed using one slurry, designated UCC-1, which was a 60% loaded CWM with a heating value of approximately 8800 Btu/lb. A limited test effort was conducted using a second fuel (UCC-2) which was chemically identical to the original CWM but contained coal possessing a larger particle size distribution. High levels of combustion efficiency were obtained using either UCC-1 or UCC-2 fuels. 9 refs., 53 figs., 7 tabs.« less

Combined measurement of synovial fluid α-Defensin and C-reactive protein levels: highly accurate for diagnosing periprosthetic joint infection.

PubMed

Deirmengian, Carl; Kardos, Keith; Kilmartin, Patrick; Cameron, Alexander; Schiller, Kevin; Parvizi, Javad

2014-09-03

The diagnosis of periprosthetic joint infection remains a challenge. The purpose of this study was to evaluate the combined measurement of the levels of two synovial fluid biomarkers, α-defensin and C-reactive protein (CRP), for the diagnosis of periprosthetic joint infection. One hundred and forty-nine synovial fluid aspirates, including 112 from patients with an aseptic diagnosis and thirty-seven from patients with periprosthetic joint infection, met the inclusion criteria for this prospective study. Synovial fluid aspirates were tested for α-defensin and CRP levels with use of enzyme-linked immunosorbent assay (ELISA). The Musculoskeletal Infection Society (MSIS) definition of periprosthetic joint infection was utilized for the classification of cases as aseptic or infected. Comorbidities, such as inflammatory conditions, that could confound a test for periprosthetic joint infection were documented, but the patients with such comorbidities were included in the study. The combination of synovial fluid α-defensin and CRP tests demonstrated a sensitivity of 97% and a specificity of 100% for the diagnosis of periprosthetic joint infection. Synovial fluid α-defensin tests alone demonstrated a sensitivity of 97% and a specificity of 96% for the diagnosis of periprosthetic joint infection. Synovial fluid CRP tests, with a low threshold of 3 mg/L, reversed all-false positive α-defensin results without affecting the sensitivity of the test. The diagnostic characteristics of these assays were achieved in a population of patients demonstrating a 23% rate of systemic inflammatory diseases (in the series as a whole) and a 27% rate of concurrent antibiotic treatment (in the infection group). The synovial fluid levels of α-defensin in the setting of periprosthetic joint infection were unchanged during concurrent antibiotic treatment. The combined measurement of synovial fluid α-defensin and CRP levels correctly diagnosed 99% of the cases in this study as aseptic or infected. This was achieved despite the inclusion of patients with systemic inflammatory disease and those receiving treatment with antibiotics. Diagnostic Level II. See Instructions for Authors for a complete description of levels of evidence. Copyright © 2014 by The Journal of Bone and Joint Surgery, Incorporated.

[Psychophysiological study of the information theory of emotions using the model of positive emotion].

PubMed

Rusalova, M N; Kostiunina, M B

2003-01-01

The pattern of inter-hemisphere distribution of EEG amplitude and frequency as a function of the levels of emotional experience and motivation as well as probability of the goal achievement was studied in 20 subjects. An emotional state was evoked by simulating emotionally colored events. A modified test of Prise et al. (1985) was used to evaluate the level of motivation for the simulated event as well as the probability of goal achievement from the lengths of line segments marked by the subjects. Here we studied simulated emotion of joy. The highest correlation coefficients were observed between the awareness and alpha activity in the both hemispheres. The levels of emotional experience and motivation inversely correlated with the delta and theta activity mostly in the left hemisphere. The beta activity correlated with both the emotional and motivation levels.

Does Context, Practice or Competition affect Female Athletes’ Achievement Goal Dominance, Goal Pursuit, Burnout and Motivation?

PubMed Central

Fernández-Rio, Javier; Cecchini, Jose A.; Méndez-Giménez, Antonio

2017-01-01

Abstract The goal of this study was to assess the effects of two different achievement sport contexts, practice and competition, on the motivational profile of professional/semi-professional athletes. Forty-eight Spanish national/international-level female athletes (basketball = 18; handball = 12; soccer = 11; volleyball = 7), mean age 25.14 ± 3.43 years, agreed to participate in the study. They completed a questionnaire, prior and after training and competition, to assess achievement goals, achievement goal dominance, goal pursuit, motivational climate, motivation, burnout and perceived recovery-exertion. Data analyses revealed that, both in practice and competition, these team-sport athletes overwhelmingly showed a strong mastery-approach achievement goal in dominance as well as in pursuit. A significant finding was that this group of national/international-level, professional/semi-professional athletes not only adopted a mastery-approach achievement goal, but they also actively pursued it. It is also remarkable that this profile remained stable at post-tests, even after a painful defeat in competition, which produced a significant negative effect on the athletes’ burnout (emotional and physical exhaustion and devaluation of sport participation) and self-determined motivation. As expected, the difference between total recovery and perceived exertion significantly increased after practice and competition. National/international-level team-sport professional/semi-professional female athletes held and pursue stable mastery-approach goal dominance. PMID:29134051

An Examination of a State-Level Mathematics Test: What Type of Learning Does the Mathematics Test Actually Measure?

ERIC Educational Resources Information Center

Wilkins, Jesse L. M.; Jones, Brett D.

2009-01-01

Most U.S. states have developed sophisticated assessment programs to evaluate student achievement and hold schools, teachers, and students accountable for learning important content. The No Child Left Behind Act of 2001 (NCLB, 2002) has placed further pressure on educators and administrators to ensure that all students are learning. Yet, some…

In Low-Income Schools, Parents Want Teachers Who Teach; In Affluent Schools, Other Things Matter

ERIC Educational Resources Information Center

Jacob, Brian; Lefgren, Lars

2007-01-01

Recent government education policies seem to assume that academic achievement as measured by test scores is the primary objective of public education. A prime example is the federal No Child Left Behind law, which requires schools to bring all of their students to "proficient" levels on math and reading tests by 2014. Many state…

The Relationship of Laboratory Performance Ratings, Information Achievement and Pencil-Paper Performance Test Scores in College-Level Electricity.

ERIC Educational Resources Information Center

Francis, Charles E.

In this study, a pencil paper performance test (PPPT) was developed and administered to an experimental group of 46 students and a control group of 48 students to determine: (1) the difference between laboratory performance and the successful completion of a laboratory course in electricity, (2) the relationship between laboratory performance as…

System-Level Evaluation: Language and Other Background Factors Affecting Mathematics Achievement

ERIC Educational Resources Information Center

Howie, Sarah

2005-01-01

The aim of this study is to describe and to explore the main factors affecting the performance of South African pupils in the mathematics test of the Third International Mathematics and Science Study-Repeat (TIMSS-R). The first objective was to describe the performance of the pupils in the mathematics test, the pupils' proficiency in English, as…

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 type threat effect which reduced the differences among the experimental conditions. However, there were significant findings related to the participants' achievement goal orientations. Individuals in the stereotype threat condition displayed higher levels of performance avoidance, overall performance, and overall avoidance goal orientations consistent with the existing literature. Post-hoc open-ended questionnaires revealed that most participants believed that men and women were equally capable in mathematics and sciences but that they also had an awareness of the negative stereotype against women in mathematics and sciences among the public. This study supports the demonstration of stereotype threat effects on women who are enrolled in science based college majors. Although I was not able to create a stereotype threat effect on their chemistry challenge test scores, I was able to demonstrate an effect on their achievement goal orientations, which has implications for instructional design and standardized testing.

Life insurance and genetic test results: a mutation carrier's fight to achieve full cover.

PubMed

Keogh, Louise A; Otlowski, Margaret F A

2013-09-02

Currently, there is debate about life insurance companies' use of genetic information for assessing applicants. In his early 20s, James (pseudonym) was denied full life insurance cover because he revealed that he had discussed genetic testing with a genetic counsellor. He was later tested and found to carry a mutation in the MSH6 gene; after disclosing this, he was denied cover for cancer by two other life insurance companies. Unsatisfied with the insurance companies' risk assessments, and based on his understanding that regular colonoscopy significantly reduced his risk of cancer, James made a complaint to the Australian Human Rights Commission. After informing the third insurance company that he had done so, he was offered full coverage, which suggests that the company did not have actuarial data to justify its decision. This case provides evidence of the high level of initiative and proactivity required for a consumer to achieve a fair result. Few Australians would be in a position to pursue the level of research and advocacy undertaken by James (a professional with scientific training). We call on a collaborative approach between industry, government and researchers to address the issues that James's case raises about genetic testing and life insurance.

Adherence to physical activity guidelines and functional fitness of elderly women, using objective measurement.

PubMed

Nawrocka, Agnieszka; Mynarski, Władysław; Cholewa, Jarosław

2017-12-23

Physical activity is an important factor in maintaining the health and functional fitness of elderly people. The aim of the study was to determine the number of senior women meeting the physical activity guidelines, and their level of functional fitness in comparison to women who are not sufficiently physically active. The study involved 61 women, aged 60-75. Physical activity was monitored on seven consecutive days of the week, using a triaxial accelerometer ActiGraph GT3X. Results of the assessment of physical activity were verified against the Global Recommendations of Physical Activity for Health. The Senior Fitness Test (Fullerton Test) was used to evaluate functional fitness. In the studied group, 36.1% achieved the recommended level of physical activity. All those examined mainly undertook physical activity of low intensity. Vigorous physical activity during the week was noted in only 6 seniors. Women who met the recommendations of physical activity achieved significantly better results in test trials, e.g. Chair Stands, Up and Go, Six Minute Step Test. Adherence to physical activity guidelines was associated with better functional fitness of older women. However, less than half of the examined seniors met the Global Recommendations on Physical Activity for Health.

Cognitive Capitalism: Economic Freedom Moderates the Effects of Intellectual and Average Classes on Economic Productivity.

PubMed

Coyle, Thomas R; Rindermann, Heiner; Hancock, Dale

2016-10-01

Cognitive ability stimulates economic productivity. However, the effects of cognitive ability may be stronger in free and open economies, where competition rewards merit and achievement. To test this hypothesis, ability levels of intellectual classes (top 5%) and average classes (country averages) were estimated using international student assessments (Programme for International Student Assessment; Trends in International Mathematics and Science Study; and Progress in International Reading Literacy Study) (N = 99 countries). The ability levels were correlated with indicators of economic freedom (Fraser Institute), scientific achievement (patent rates), innovation (Global Innovation Index), competitiveness (Global Competitiveness Index), and wealth (gross domestic product). Ability levels of intellectual and average classes strongly predicted all economic criteria. In addition, economic freedom moderated the effects of cognitive ability (for both classes), with stronger effects at higher levels of freedom. Effects were particularly robust for scientific achievements when the full range of freedom was analyzed. The results support cognitive capitalism theory: cognitive ability stimulates economic productivity, and its effects are enhanced by economic freedom. © The Author(s) 2016.

Simulator training to automaticity leads to improved skill transfer compared with traditional proficiency-based training: a randomized controlled trial.

PubMed

Stefanidis, Dimitrios; Scerbo, Mark W; Montero, Paul N; Acker, Christina E; Smith, Warren D

2012-01-01

We hypothesized that novices will perform better in the operating room after simulator training to automaticity compared with traditional proficiency based training (current standard training paradigm). Simulator-acquired skill translates to the operating room, but the skill transfer is incomplete. Secondary task metrics reflect the ability of trainees to multitask (automaticity) and may improve performance assessment on simulators and skill transfer by indicating when learning is complete. Novices (N = 30) were enrolled in an IRB-approved, blinded, randomized, controlled trial. Participants were randomized into an intervention (n = 20) and a control (n = 10) group. The intervention group practiced on the FLS suturing task until they achieved expert levels of time and errors (proficiency), were tested on a live porcine fundoplication model, continued simulator training until they achieved expert levels on a visual spatial secondary task (automaticity) and were retested on the operating room (OR) model. The control group participated only during testing sessions. Performance scores were compared within and between groups during testing sessions. : Intervention group participants achieved proficiency after 54 ± 14 and automaticity after additional 109 ± 57 repetitions. Participants achieved better scores in the OR after automaticity training [345 (range, 0-537)] compared with after proficiency-based training [220 (range, 0-452; P < 0.001]. Simulator training to automaticity takes more time but is superior to proficiency-based training, as it leads to improved skill acquisition and transfer. Secondary task metrics that reflect trainee automaticity should be implemented during simulator training to improve learning and skill transfer.

Self-concept mediates the relation between achievement and emotions in mathematics.

PubMed

Van der Beek, Jojanneke P J; Van der Ven, Sanne H G; Kroesbergen, Evelyn H; Leseman, Paul P M

2017-09-01

Mathematics achievement is related to positive and negative emotions. Pekrun's control-value theory of achievement emotions suggests that students' self-concept (i.e., self-appraisal of ability) may be an important mediator of the relation between mathematics achievement and emotions. The aims were (1) to investigate the mediating role of mathematical self-concept in the relation between mathematics achievement and the achievement emotions of enjoyment and anxiety in a comprehensive model, and (2) to test possible differences in this mediating role between low-, average-, and high-achieving students. Participants were ninth-grade students (n = 1,014) from eight secondary schools in the Netherlands. Through an online survey including mathematical problems, students were asked to indicate their levels of mathematics enjoyment, anxiety, and self-concept. Structural equation modelling was used to test the mediating role of self-concept in the relation between mathematics achievement and emotions. Multigroup analyses were performed to compare these relations across the three achievement groups. Results confirmed full mediation of the relation between mathematics achievement and emotions by mathematical self-concept. Furthermore, we found higher self-concepts, more enjoyment and less math anxiety in high-achieving students compared to their average and low-achieving peers. No differences across these achievement groups were found in the relations in the mediational model. Mathematical self-concept plays a pivotal role in students' appraisal of mathematics. Mathematics achievement is only one factor explaining students' self-concept. Likely also classroom instruction and teachers' feedback strategies help to shape students' self-concept. © 2017 The British Psychological Society.

Is It Really Possible to Test All Educationally Significant Achievements with High Levels of Reliability?

ERIC Educational Resources Information Center

Davis, Andrew

2015-01-01

PISA claims that it can extend its reach from its current core subjects of Reading, Science, Maths and problem-solving. Yet given the requirement for high levels of reliability for PISA, especially in the light of its current high stakes character, proposed widening of its subject coverage cannot embrace some important aspects of the social and…

Mothers' Behaviors and Sons' Reading Achievement and Projected Feelings.

ERIC Educational Resources Information Center

Oidick, Michael Stanley

Two groups of fourth-grade boys, one group reading at grade level or above, the other reading below grade level, were selected for this study. All boys in both groups had scored at the 30th percentile or below on a kindergarten reading-readiness test. The mothers of these boys were interviewed to assess their participation, instigation, and level…

The Impact of Problem-Based Learning with Computer Simulation on Middle Level Educators' Instructional Practices and Understanding of the Nature of Middle Level Learners

ERIC Educational Resources Information Center

Huelskamp, Lisa M.

2009-01-01

The need for effective teachers is growing while national and state standards are putting ever-increasing demands on teachers and raising expectations for student achievement. Low science and mathematics standardized test scores, particularly in the middle grades, reflect unprepared adolescents, perhaps because of ineffective teaching strategies…

Assessing the Effectiveness and Cost-Benefit of Test-and-Vaccinate Policy for Supplementary Vaccination against Rubella with Limited Doses

PubMed Central

Saito, Masaya M.; Kinoshita, Ryo

2018-01-01

Elevating herd immunity level against rubella is essential to prevent congenital rubella syndrome (CRS). Insufficient vaccination coverage left susceptible pockets among adults in Japan, and the outbreak of rubella from 2012 to 2013 resulted in 45 observed CRS cases. Given a limited stock of rubella-containing vaccine (RCV) available, the Japanese government recommended healthcare providers to prioritize vaccination to those confirmed with low level of immunity, or to those likely to transmit to pregnant women. Although a test-and-vaccinate policy could potentially help reduce the use of the limited stockpile of vaccines, by selectively elevating herd immunity, the cost of serological testing is generally high and comparable to the vaccine itself. Here, we aimed to examine whether random vaccination would be more cost-beneficial than the test-and-vaccinate strategy. A mathematical model was employed to evaluate the vaccination policy implemented in 2012–2013, quantifying the benefit-to-cost ratio to achieve herd immunity. The modelling exercise demonstrated that, while the test-and-vaccinate strategy can efficiently achieve herd immunity when stockpiles of RCV are limited, random vaccination would be a more cost-beneficial strategy. As long as the herd immunity acts as the goal of vaccination, our findings apply to future supplementary immunization strategy. PMID:29565821

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

Maloy, Stuart Andrew; Pestovich, Kimberly Shay; Anderoglu, Osman

The Fuel Cycle Research and Development program is investigating methods of transmuting minor actinides in various fuel cycle options. To achieve this goal, new fuels and cladding materials must be developed and tested to high burnup levels (e.g. >20%) requiring cladding to withstand very high doses (greater than 200 dpa) while in contact with the coolant and the fuel. To develop and qualify materials to a total fluence greater than 200 dpa requires development of advanced alloys and irradiations in fast reactors to test these alloys. Recent results from testing numerous ferritic/martensitic steels at low temperatures suggest that improvements inmore » low temperature radiation tolerance can be achieved through carefully controlling the nitrogen content in these alloys. Thus, four new heats of HT-9 were produced with controlled nitrogen content: two by Metalwerks and two by Sophisticated Alloys. Initial results on these new alloys are presented including microstructural analysis and hardness testing. Future testing will include irradiation testing with ions and in reactor.« less

Theophylline effects on cognition, behavior, and learning.

PubMed

Weldon, D P; McGeady, S J

1995-01-01

To compare a group of hospitalized asthmatic children taking theophylline with a similar group of hospitalized nonasthmatic children on standardized measures of distractibility, attention, hyperactivity, and academic achievement. Standardized psychological tests were used to measure cognition, attention, and learning, and results for the two groups were compared. All subjects were hospitalized in an intermediate care facility. Up to 63 asthmatic children taking theophylline were compared with a group of 46 nonasthmatic children matched for age, sex, socioeconomic status, and full-scale IQ. Children with head injuries, mental retardation, or known learning disabilities were not included. All asthmatic children and none of the nonasthmatic children maintained therapeutic levels of theophylline during the evaluation period. Independent t tests were used to examine differences between groups on psychological tests of cognition, attention, and learning. No significant differences were found between groups on any variables at the 95% level of confidence. While idiosyncratic side effects of theophylline are possible, most children are not more hyperactive, distractible, short of memory, different in academic achievement, or more impulsive than other children with chronic illness.

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.

[Inpatient rehabilitation of adult CI users: Results in dependency of duration of deafness, CI experience and age].

PubMed

Zeh, R; Baumann, U

2015-08-01

Cochlear implants (CI) have proven to be a highly effective treatment for severe hearing loss or deafness. Inpatient rehabilitation therapy is frequently discussed as a means to increase the speech perception abilities achieved by CI. However, thus far there exists no quantitative evaluation of the effect of these therapies. A retrospective analysis of audiometric data obtained from 1355 CI users compared standardized and qualitative speech intelligibility tests conducted at two time points (admission to and discharge from inpatient hearing therapy, duration 3-5 weeks). The test battery comprised examination of vowel/consonant identification, the Freiburg numbers and monosyllabic test (65 and 80 dB sound pressure level, SPL, free-field sound level), the Hochmair-Schulz-Moser (HSM) sentence test in quiet and in noise (65 dB SPL speech level; 15 dB signal-to-noise ratio, SNR), and a speech tracking test with and without lip-reading. An average increase of 20 percentage points was scored at discharge compared to the admission tests. Patients of all ages and duration of deafness demonstrated the same amount of benefit from the rehabilitation treatment. After completion of inpatient rehabilitation treatment, patients with short duration of CI experience (below 4 months) achieved test scores comparable to experienced long-term users. The demonstrated benefit of the treatment was independent of age and duration of deafness or CI experience. The rehabilitative training program significantly improved hearing abilities and speech perception in CI users, thus promoting their professional and social inclusion. The present results support the efficacy of inpatient rehabilitation for CI recipients. Integration of this or similar therapeutic concepts in the German catalog of follow-up treatment measures appears justified.

Measurement Invariance Conventions and Reporting: The State of the Art and Future Directions for Psychological Research

PubMed Central

Putnick, Diane L.; Bornstein, Marc H.

2016-01-01

Measurement invariance assesses the psychometric equivalence of a construct across groups or across time. Measurement noninvariance suggests that a construct has a different structure or meaning to different groups or on different measurement occasions in the same group, and so the construct cannot be meaningfully tested or construed across groups or across time. Hence, prior to testing mean differences across groups or measurement occasions (e.g., boys and girls, pretest and posttest), or differential relations of the construct across groups, it is essential to assess the invariance of the construct. Conventions and reporting on measurement invariance are still in flux, and researchers are often left with limited understanding and inconsistent advice. Measurement invariance is tested and established in different steps. This report surveys the state of measurement invariance testing and reporting, and details the results of a literature review of studies that tested invariance. Most tests of measurement invariance include configural, metric, and scalar steps; a residual invariance step is reported for fewer tests. Alternative fit indices (AFIs) are reported as model fit criteria for the vast majority of tests; χ2 is reported as the single index in a minority of invariance tests. Reporting AFIs is associated with higher levels of achieved invariance. Partial invariance is reported for about one-third of tests. In general, sample size, number of groups compared, and model size are unrelated to the level of invariance achieved. Implications for the future of measurement invariance testing, reporting, and best practices are discussed. PMID:27942093

Verbal Final Exam in Introductory Biology Yields Gains in Student Content Knowledge and Longitudinal Performance

PubMed Central

Luckie, Douglas B.; Rivkin, Aaron M.; Aubry, Jacob R.; Marengo, Benjamin J.; Creech, Leah R.; Sweeder, Ryan D.

2013-01-01

We studied gains in student learning over eight semesters in which an introductory biology course curriculum was changed to include optional verbal final exams (VFs). Students could opt to demonstrate their mastery of course material via structured oral exams with the professor. In a quantitative assessment of cell biology content knowledge, students who passed the VF outscored their peers on the medical assessment test (MAT), an exam built with 40 Medical College Admissions Test (MCAT) questions (66.4% [n = 160] and 62% [n = 285], respectively; p < 0.001);. The higher-achieving students performed better on MCAT questions in all topic categories tested; the greatest gain occurred on the topic of cellular respiration. Because the VF focused on a conceptually parallel topic, photosynthesis, there may have been authentic knowledge transfer. In longitudinal tracking studies, passing the VF also correlated with higher performance in a range of upper-level science courses, with greatest significance in physiology, biochemistry, and organic chemistry. Participation had a wide range but not equal representation in academic standing, gender, and ethnicity. Yet students nearly unanimously (92%) valued the option. Our findings suggest oral exams at the introductory level may allow instructors to assess and aid students striving to achieve higher-level learning. PMID:24006399

Verbal final exam in introductory biology yields gains in student content knowledge and longitudinal performance.

PubMed

Luckie, Douglas B; Rivkin, Aaron M; Aubry, Jacob R; Marengo, Benjamin J; Creech, Leah R; Sweeder, Ryan D

2013-01-01

We studied gains in student learning over eight semesters in which an introductory biology course curriculum was changed to include optional verbal final exams (VFs). Students could opt to demonstrate their mastery of course material via structured oral exams with the professor. In a quantitative assessment of cell biology content knowledge, students who passed the VF outscored their peers on the medical assessment test (MAT), an exam built with 40 Medical College Admissions Test (MCAT) questions (66.4% [n = 160] and 62% [n = 285], respectively; p < 0.001);. The higher-achieving students performed better on MCAT questions in all topic categories tested; the greatest gain occurred on the topic of cellular respiration. Because the VF focused on a conceptually parallel topic, photosynthesis, there may have been authentic knowledge transfer. In longitudinal tracking studies, passing the VF also correlated with higher performance in a range of upper-level science courses, with greatest significance in physiology, biochemistry, and organic chemistry. Participation had a wide range but not equal representation in academic standing, gender, and ethnicity. Yet students nearly unanimously (92%) valued the option. Our findings suggest oral exams at the introductory level may allow instructors to assess and aid students striving to achieve higher-level learning.

40 CFR 60.38b - Compliance and performance testing.

Code of Federal Regulations, 2010 CFR

2010-07-01

... dioxins/furans specified in § 60.58b(g)(5)(iii) of subpart Eb of this part, as applicable, for those designated facilities that achieve a dioxin/furan emission level less than or equal to 15 nanograms per dry...

Science achievement of students in the Republic of Yemen and implications for improvement of science instruction

NASA Astrophysics Data System (ADS)

Ismail, Nageeb Kassem

The purpose of this study was to establish a research base from which strategies could be developed for improving science education in Yemen. The study measured the achievement in general science of Yemeni students attending primary, preparatory, and secondary schools, and their counterparts attending three- or five-year education programs in primary teacher training institutions. A sample of 1,984 students from six major cities in Yemen was given the Second International Science Study test in May 1988. Achievement scores of these selected groups were compared. The mean achievement in general science was 11.93 for science track students, 9.21 for three-year teacher training institution students, and 8.49 for five-year teacher training institution students. These mean scores were based on a total of 35 items. This low level of achievement was further verified by making comparisons of the achievement of selected groups from Yemeni high schools in six cities with each other. The following factors were measured in this study: location, grade level, gender and type of science program studied. Selected groups from Yemeni high schools were also compared to their peers in other nations. The researcher compared students of the science track and teacher training institutions to their counterparts in 13 nations and students of the literature track to their counterparts in eight nations. Fifth and ninth grade students' scores were compared with the scores of their counterparts in 15 and 17 nations respectively. In every comparison, every Yemeni group ranked at the bottom of the achievement list. (Jacobson W., & Doran, R. 1988) The outcomes of this research indicate the profound need for improving science programs in all grade levels in Yemen. The research recommendations for improvement in science education in Yemen fall into four areas: a change in attitudes toward education, a change in teacher education, a change in classroom conditions, and a change in educational opportunities for women. Because this research study was based on a sizable sample and many hypotheses were tested, this work has contributed appreciable to the base of data available to future researchers. This study also implemented use of the SISS instrument for the first time in Arabic.

PubMed Central

CARLI, P.; PATRIZI, M.; PEPE, L.; CAVANIGLIA, G.; RIVA, D.; D’OTTAVI, L.R.

2010-01-01

SUMMARY Nine healthy volunteers (6 males, 3 females), mean age 34.5 years (SD = 11.52), underwent a vestibulo-postural rehabilitation cycle with a visuo-proprioceptive-type stimulus. All subjects in the study group were evaluated by means of stabilometric bipodalic and monopodalic tests both before and immediately after treatment, and again 3 month thereafter. The Delos Postural Proprioceptive System®, DPPS (Delos, srl, Turin, Italy), was used in performing these stabilometric tests and in the rehabilitation exercises. The first aim of the study was to evaluate to what extent the functional level of the proprioceptive system was reliable, in healthy subjects, in the control of postural stability; the second was to demonstrate the possibility to increase this level by means of a novel visuo-proprioceptive feedback training; the last was to establish whether or not the increase achieved was permanent. The bipodalic test did not reveal any deficit in posture either before or after rehabilitation. The monopodalic test prior to treatment, with eyes closed, revealed, in 2/3 of the study group, evidence of the risk of falling, expressed as the precautional strategy (8.57 ± 6.18% SD). An increase in the proprioceptive activity, obtained in the subjects examined immediately after the visuo-proprioceptive vestibulo-postural rehabilitation, led, in the monopodalic test, with eyes closed, to a significant reduction in the risk of falling (with the precautional strategy equal to 1.09 ± 2.63% SD, p = 0.004). The monopodalic test, with eyes closed, 3 months after rehabilitation, demonstrated results not unlike those pre-treament with values, therefore, not more significant than those emerging from the pre-treatment test. Thus, from the above-mentioned data, it can be observed that, also in healthy subjects, there may be different levels of postural proprioceptive control related to a high risk of falling. These levels can be maintained constant for a certain period of time, until a significant reduction in the risk of falling is achieved, only if continuously stimulated by appropriate sensorial information. PMID:21253283

Greenness and school-wide test scores are not always positively associated – A replication of "linking student performance in Massachusetts elementary schools with the 'greenness' of school surroundings using remote sensing"

Treesearch

Matthew H.E.M. Browning; Ming Kuo; Sonya Sachdeva; Kangjae Lee; Lynne Westphal

2018-01-01

Recent studies find vegetation around schools correlates positively with student test scores. To test this relationship in schools with less green cover and more disadvantaged students, we replicated a leading study, using six years of NDVI-derived greenness data to predict school-level math and reading achievement in 404 Chicago public schools. A direct replication...

Developing students’ learning achievement and experimental skills on buoyancy and the involvement of Newton’s third law through experimental sets

NASA Astrophysics Data System (ADS)

Chokchai, Jaewijarn; Khanti, Toedtanya; Sura, Wuttiprom

2017-09-01

The purposes of this research were: to construct packages of operations on buoyancy and the involvement of Newton’s third law, to enhance achievement score of students on buoyancy and the involvement of Newton’s third law, to enhance experimental skills on buoyancy and the involvement of Newton’s third law and to evaluate students’ attitude towards the packages of operations on buoyancy and the involvement of Newton’s third law using inquiry method. The samples were 42 grade 11 students in academic year 2016 at Hatyaiwittayalai School, Hatyai, Songkhla. The research method was one group pretest-posttest design. The research tools consisted of experimental set on buoyancy and the involvement of Newton’s third law, the learning achievement test on buoyancy and the involvement of Newton’s third law and the students’ attitude questionnaires. The experimental skills of most students was in a good level . The satisfaction of most students was in a good level. The research showed the learning achievement after instruction higher than that before instruction using experimental set at the significant level of 0.05 and the class average normalized gain is in the medium gain

Educational attainment among adult survivors of childhood cancer in Great Britain: a population-based cohort study.

PubMed

Lancashire, E R; Frobisher, C; Reulen, R C; Winter, D L; Glaser, A; Hawkins, M M

2010-02-24

Previous studies of educational attainment among childhood cancer survivors were small, had contradictory findings, and were not population based. This study investigated educational attainment in a large population-based cohort of survivors of all types of childhood cancer in Great Britain. Four levels of educational attainment among 10,183 cancer survivors--degree, teaching qualification, advanced (A') levels, and ordinary (O') levels--were compared with expected levels in the general population. A questionnaire was used to obtain educational attainment data for survivors, and comparable information for the general population was available from the General Household Survey. Factors associated with level of educational attainment achieved by cancer survivors were identified using multivariable logistic regression together with likelihood ratio tests. Logistic regression adjusting for age and sex was used for comparisons with the general population. All statistical tests were two-sided. Childhood cancer survivors had lower educational attainment than the general population (degree: odds ratio [OR] = 0.77, 99% confidence interval [CI] = 0.68 to 0.87; teaching qualification: OR = 0.85, 99% CI = 0.77 to 0.94; A'level: OR = 0.85, 99% CI = 0.78 to 0.93; O'level: OR = 0.81, 99% CI = 0.74 to 0.90; P < .001, all levels). Statistically significant deficits were restricted to central nervous system (CNS) neoplasm and leukemia survivors. For leukemia, only those treated with radiotherapy were considered. Odds ratios for achievement by irradiated CNS tumor survivors were 50%-74% of those for cranially irradiated leukemia or nonirradiated CNS tumor survivors. Survivors at greater risk of poorer educational outcomes included those treated with cranial irradiation, diagnosed with a CNS tumor, older at questionnaire completion, younger at diagnosis, diagnosed with epilepsy, and who were female. Specific groups of childhood cancer survivors achieve lower-than-expected educational attainment. Detailed educational support and implementation of regular cognitive assessment may be indicated for some groups to maximize long-term function.

Levels of Music Performance Anxiety and Test Anxiety of Turkish Prospective Music Teachers in Piano Exams

ERIC Educational Resources Information Center

Guven, Elif

2017-01-01

The purpose of this study was to determine the anxiety of prospective music teachers (N = 129) during piano exams and to examine the effects of peer and self-assessments on anxiety and exam achievement of individuals with high performance and test anxiety (n = 5). Female students were more anxious compared to males, students of the fourth class…

A Technical Description of the Procedures Used in Calculating School-Level Scaled Scores for the "Survey of Basic Skills: Grade 6."

ERIC Educational Resources Information Center

Mislevy, Robert J.; Bock, R. Darrell

New legislation in 1972 shifted the emphasis of the California Assessment Program (CAP) from traditional every pupil achievement testing to a more efficient multiple-matrix testing design, under which a broad spectrum of skills could be surveyed without undue expenditure of educational resources. Scale score reporting was introduced to the grade 6…

Maternal and Paternal Resources across Childhood and Adolescence as Predictors of Young Adult Achievement.

PubMed

Sun, Xiaoran; McHale, Susan M; Updegraff, Kimberly A

2017-06-01

Family experiences have been linked to youth's achievements in childhood and adolescence, but we know less about their long term implications for educational and occupational achievements in young adulthood. Grounded in social capital theory and ecological frameworks, this study tested whether mothers' and fathers' education and occupation attainments, as well as the mean level and cross-time consistency of parental warmth during childhood and adolescence, predicted educational and occupational achievements in young adulthood. We also tested interactions between parental achievement and warmth in predicting these young adult outcomes. Data were collected from mothers, fathers, and firstborn and secondborn siblings in 164 families at up to 11 time points. Predictors came from the first nine annual points (youth age M = 10.52 at Time 1) and outcomes from when young adults averaged 26 years old (firstborns at Time 10, secondborns at Time 11). Results from multilevel models revealed that both mothers' and fathers' educational attainment and warmth consistency from childhood through adolescence predicted young adults' educational attainment. Fathers' occupational prestige predicted sons', but not daughters', prestige. An interaction between mothers' warmth consistency, occupational prestige, and youth gender revealed that, for sons whose mothers' prestige was low, warmth consistency positively predicted their prestige, but this association was nonsignificant when mothers' prestige was high. Conversely, for daughters with mothers high in prestige, warmth consistency was a trend level, positive predictor of daughters' prestige, but was nonsignificant when mothers' prestige was low. Thus, maternal resources appeared to have a cumulative impact on daughters, but the process for sons was compensatory. Discussion focuses on the role of family resources in the gender gap in young adult achievement.

Maternal and Paternal Resources across Childhood and Adolescence as Predictors of Young Adult Achievement

PubMed Central

Sun, Xiaoran; McHale, Susan M.; Updegraff, Kimberly A.

2017-01-01

Family experiences have been linked to youth’s achievements in childhood and adolescence, but we know less about their long term implications for educational and occupational achievements in young adulthood. Grounded in social capital theory and ecological frameworks, this study tested whether mothers’ and fathers’ education and occupation attainments, as well as the mean level and cross-time consistency of parental warmth during childhood and adolescence, predicted educational and occupational achievements in young adulthood. We also tested interactions between parental achievement and warmth in predicting these young adult outcomes. Data were collected from mothers, fathers, and firstborn and secondborn siblings in 164 families at up to 11 time points. Predictors came from the first nine annual points (youth age M = 10.52 at Time 1) and outcomes from when young adults averaged 26 years old (firstborns at Time 10, secondborns at Time 11). Results from multilevel models revealed that both mothers’ and fathers’ educational attainment and warmth consistency from childhood through adolescence predicted young adults’ educational attainment. Fathers’ occupational prestige predicted sons’, but not daughters’, prestige. An interaction between mothers’ warmth consistency, occupational prestige, and youth gender revealed that, for sons whose mothers’ prestige was low, warmth consistency positively predicted their prestige, but this association was nonsignificant when mothers’ prestige was high. Conversely, for daughters with mothers high in prestige, warmth consistency was a trend level, positive predictor of daughters’ prestige, but was nonsignificant when mothers’ prestige was low. Thus, maternal resources appeared to have a cumulative impact on daughters, but the process for sons was compensatory. Discussion focuses on the role of family resources in the gender gap in young adult achievement. PMID:28983122

The Effect of Project-Based Learning on Students' Statistical Literacy Levels for Data Representation

ERIC Educational Resources Information Center

Koparan, Timur; Güven, Bülent

2015-01-01

The point of this study is to define the effect of project-based learning approach on 8th Grade secondary-school students' statistical literacy levels for data representation. To achieve this goal, a test which consists of 12 open-ended questions in accordance with the views of experts was developed. Seventy 8th grade secondary-school students, 35…

Early mathematical competencies and later achievement: insights from the Longitudinal Study of Australian Children

NASA Astrophysics Data System (ADS)

MacDonald, Amy; Carmichael, Colin

2017-11-01

International research suggests that early mathematical competence predicts later mathematical achievement. In this article, we explore the relationship between mathematical competencies at 4-5 years, as measured by teacher ratings, and later results on Years 3, 5, 7 and 9 National Assessment Program - Literacy and Numeracy (NAPLAN) numeracy tests. Data from a nationally representative sample of 2343 children participating in the Longitudinal Study of Australian Children (LSAC) are examined. In line with international studies, we report moderate correlations between preschool-entry mathematics and later NAPLAN numeracy test results. However, analysis of individual growth trajectories indicates that early mathematics predicts the initial (Year 3) level, but not subsequent growth. This suggests that early mathematical competencies are important for enhancing achievement in early schooling, but that the quality of mathematics education provided in the schooling years is critical for future development.

Process for Selecting System Level Assessments for Human System Technologies

NASA Technical Reports Server (NTRS)

Watts, James; Park, John

2006-01-01

The integration of many life support systems necessary to construct a stable habitat is difficult. The correct identification of the appropriate technologies and corresponding interfaces is an exhaustive process. Once technologies are selected secondary issues such as mechanical and electrical interfaces must be addressed. The required analytical and testing work must be approached in a piecewise fashion to achieve timely results. A repeatable process has been developed to identify and prioritize system level assessments and testing needs. This Assessment Selection Process has been defined to assess cross cutting integration issues on topics at the system or component levels. Assessments are used to identify risks, encourage future actions to mitigate risks, or spur further studies.

Internal Acoustics of the ISS and Other Spacecraft

NASA Technical Reports Server (NTRS)

Allen, Christopher S.

2017-01-01

It is important to control the acoustic environment inside spacecraft and space habitats to protect for astronaut communications, alarm audibility, and habitability, and to reduce astronauts' risk for sleep disturbance, and hear-ing loss. But this is not an easy task, given the various design trade-offs, and it has been difficult, historically, to achieve. Over time it has been found that successful control of spacecraft acoustic levels is achieved by levying firm requirements at the system-level, using a systems engineering approach for design and development, and then validating these requirements with acoustic testing. In the systems engineering method, the system-level requirements must be flowed down to sub-systems and component noise sources, using acoustic analysis and acoustic modelling to develop allocated requirements for the sub-systems and components. Noise controls must also be developed, tested, and implemented so the sub-systems and components can achieve their allocated limits. It is also important to have management support for acoustics efforts to maintain their priority against the various trade-offs, including mass, volume, power, cost, and schedule. In this extended abstract and companion presentation, the requirements, approach, and results for controlling acoustic levels in most US spacecraft since Apollo will be briefly discussed. The approach for controlling acoustic levels in the future US space vehicle, Orion Multipurpose Crew Vehicle (MPCV), will also be briefly discussed. These discussions will be limited to the control of continuous noise inside the space vehicles. Other types of noise, such as launch, landing, and abort noise, intermittent noise, Extra-Vehicular Activity (EVA) noise, emergency operations/off-nominal noise, noise exposure, and impulse noise are important, but will not be discussed because of time limitations.

Predictive modeling of treatment resistant depression using data from STAR*D and an independent clinical study.

PubMed

Nie, Zhi; Vairavan, Srinivasan; Narayan, Vaibhav A; Ye, Jieping; Li, Qingqin S

2018-01-01

Identification of risk factors of treatment resistance may be useful to guide treatment selection, avoid inefficient trial-and-error, and improve major depressive disorder (MDD) care. We extended the work in predictive modeling of treatment resistant depression (TRD) via partition of the data from the Sequenced Treatment Alternatives to Relieve Depression (STAR*D) cohort into a training and a testing dataset. We also included data from a small yet completely independent cohort RIS-INT-93 as an external test dataset. We used features from enrollment and level 1 treatment (up to week 2 response only) of STAR*D to explore the feature space comprehensively and applied machine learning methods to model TRD outcome at level 2. For TRD defined using QIDS-C16 remission criteria, multiple machine learning models were internally cross-validated in the STAR*D training dataset and externally validated in both the STAR*D testing dataset and RIS-INT-93 independent dataset with an area under the receiver operating characteristic curve (AUC) of 0.70-0.78 and 0.72-0.77, respectively. The upper bound for the AUC achievable with the full set of features could be as high as 0.78 in the STAR*D testing dataset. Model developed using top 30 features identified using feature selection technique (k-means clustering followed by χ2 test) achieved an AUC of 0.77 in the STAR*D testing dataset. In addition, the model developed using overlapping features between STAR*D and RIS-INT-93, achieved an AUC of > 0.70 in both the STAR*D testing and RIS-INT-93 datasets. Among all the features explored in STAR*D and RIS-INT-93 datasets, the most important feature was early or initial treatment response or symptom severity at week 2. These results indicate that prediction of TRD prior to undergoing a second round of antidepressant treatment could be feasible even in the absence of biomarker data.

Socio-motivational moderators-two sides of the same coin? Testing the potential buffering role of socio-motivational relationships on achievement drive and test anxiety among German and Canadian secondary school students.

PubMed

Hoferichter, Frances; Raufelder, Diana; Eid, Michael

2015-01-01

The current cross-national study investigates the potential buffering role of socio-motivational relationships for the association of achievement drive (AD) and test anxiety (TX) in secondary school students from Canada and Germany. One thousand and eighty-eight students (54% girls, M age = 13.71, SD = 0.53, age span 12-15 years) from the state of Brandenburg and 389 students from Quebéc (55.9% girls, M age = 13.43, SD = 0.82, age span 12-16 years) were asked about their socio-motivational relationships with their teachers and peers, their drive for achievement, and TX. Multigroup latent moderated structural equations were conducted to test for the moderator role of socio-motivational relationships that would buffer feelings of TX related to the drive for achievement. The analyses revealed the two-sided role socio-motivational relationships can have for students with different levels of AD; intensifying or mitigating feelings of TX. Thereby, the results of this study extend the buffering hypothesis by Cohen and Wills (1985). Cross-national differences between Canada and Germany were found concerning the studied moderators on the association of AD and TX: While for German students teacher-student relationships acted as moderator, for Canadian students student-student relationships and teachers acting as positive motivators displayed a moderator role.

Socio-motivational moderators—two sides of the same coin? Testing the potential buffering role of socio-motivational relationships on achievement drive and test anxiety among German and Canadian secondary school students

PubMed Central

Hoferichter, Frances; Raufelder, Diana; Eid, Michael

2015-01-01

The current cross-national study investigates the potential buffering role of socio-motivational relationships for the association of achievement drive (AD) and test anxiety (TX) in secondary school students from Canada and Germany. One thousand and eighty-eight students (54% girls, Mage = 13.71, SD = 0.53, age span 12–15 years) from the state of Brandenburg and 389 students from Quebéc (55.9% girls, Mage = 13.43, SD = 0.82, age span 12–16 years) were asked about their socio-motivational relationships with their teachers and peers, their drive for achievement, and TX. Multigroup latent moderated structural equations were conducted to test for the moderator role of socio-motivational relationships that would buffer feelings of TX related to the drive for achievement. The analyses revealed the two-sided role socio-motivational relationships can have for students with different levels of AD; intensifying or mitigating feelings of TX. Thereby, the results of this study extend the buffering hypothesis by Cohen and Wills (1985). Cross-national differences between Canada and Germany were found concerning the studied moderators on the association of AD and TX: While for German students teacher–student relationships acted as moderator, for Canadian students student–student relationships and teachers acting as positive motivators displayed a moderator role. PMID:26583000

The impact of single-gender classrooms on science achievement of middle school gifted girls

NASA Astrophysics Data System (ADS)

Ulkins, David S.

Studies indicate a gap in science achievement and positive attitudes towards science between gifted male and female students with females performing less than the males. This study investigated the impact of a single-gender classroom environment as opposed to a mixed-gender classroom, on motivation, locus of control, self-concept, and science achievement of middle school gifted girls. The Motivated Strategies for Learning Questionnaire (MSLQ), Review of Personal Effectiveness with Locus of Control (ROPELOC), Test of Science Related Attitudes (TOSRA), and Stanford Achievement Test 10th Edition, were used to measure the dependent variables respectively. The independent-measure t test was used to compare the differences between girls in a single-gender classroom with the ones in a mixed-gender classroom. A significant difference in the external locus of control resulted for girls in the single gender classroom. However, there were no significant differences found in science achievement, motivation, and the attitudes toward science between the two groups. The implication is that a single-gender learning environment and the use of differentiated teaching strategies can help lessen the negative effects of societal stereotypes in today's classrooms. These, along with being cognizant of the differences in learning styles of girls and their male counterparts, will result in a greater level of success for gifted females in the area of science education.

A Review of International Space Station Habitable Element Equipment Offgassing Characteristics

NASA Technical Reports Server (NTRS)

Perry, Jay L.

2010-01-01

Crewed spacecraft trace contaminant control employs both passive and active methods to achieve acceptable cabin atmospheric quality. Passive methods include carefully selecting materials of construction, employing clean manufacturing practices, and minimizing systems and payload operational impacts to the cabin environment. Materials selection and manufacturing processes constitute the first level of equipment offgassing control. An element-level equipment offgassing test provides preflight verification that passive controls have been successful. Offgassing test results from multiple International Space Station (ISS) habitable elements and cargo vehicles are summarized and implications for active contamination control equipment design are discussed

Fadeout in an early mathematics intervention: Constraining content or preexisting differences?

PubMed

Bailey, Drew H; Nguyen, Tutrang; Jenkins, Jade Marcus; Domina, Thurston; Clements, Douglas H; Sarama, Julie S

2016-09-01

A robust finding across research on early childhood educational interventions is that the treatment effect diminishes over time, with children not receiving the intervention eventually catching up to children who did. One popular explanation for fadeout of early mathematics interventions is that elementary school teachers may not teach the kind of advanced content that children are prepared for after receiving the intervention, so lower-achieving children in the control groups of early mathematics interventions catch up to the higher-achieving children in the treatment groups. An alternative explanation is that persistent individual differences in children's long-term mathematical development result more from relatively stable preexisting differences in their skills and environments than from the direct effects of previous knowledge on later knowledge. We tested these 2 hypotheses using data from an effective preschool mathematics intervention previously known to show a diminishing treatment effect over time. We compared the intervention group to a matched subset of the control group with a similar mean and variance of scores at the end of treatment. We then tested the relative contributions of factors that similarly constrain learning in children from treatment and control groups with the same level of posttreatment achievement and preexisting differences between these 2 groups to the fadeout of the treatment effect over time. We found approximately 72% of the fadeout effect to be attributable to preexisting differences between children in treatment and control groups with the same level of achievement at posttest. These differences were fully statistically attenuated by children's prior academic achievement. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Do neuropsychological test norms from African Americans in the United States generalize to a Zambian population?

PubMed

Hestad, Knut A; Menon, J Anitha; Serpell, Robert; Kalungwana, Lisa; Mwaba, Sidney O C; Kabuba, Norma; Franklin, Donald R; Umlauf, Anya; Letendre, Scott; Heaton, Robert K

2016-01-01

Healthy Zambian adults (N = 324) were evaluated to determine to what degree a Western neuropsychological (NP) test battery, with African American norms adjusted for age, gender, and education could be used in healthy Zambians, including 157 men (48.46%) and 167 women (51.54%) with an average age of 38.48 (SD = 12.80) years and an average education level of 11.02 (SD = 2.58) years. The NP battery included tests of attention/working memory, executive function, verbal fluency, processing speed, verbal and visual episodic memory, and fine motor skills. The Zambian Achievement Test (ZAT) and the U.S. Wide Range Achievement Test-4 (WRAT-4) reading subtest also were administered to assess literacy and quality of education. Similar to findings in Western countries, the Zambian results show substantial age and education effects on most tests and smaller, less consistent effects of gender. Beyond the basic demographic effects, urban/rural background had small effects on some cognitive variables, and the ZAT (but not WRAT-4) reading level was a robust predictor of performance on many NP tests, even when other background characteristics were controlled. Women in the United States tend to outperform men on tests of processing speed and episodic memory. However, Zambian women showed modest but statistically significant disadvantages versus their male counterparts. The results show that tests developed in the United States may be used in Zambia. Nevertheless, development and use of local cultural norms remains very important and is a must. New demographically corrected norms were developed for the cohort that was examined. (c) 2016 APA, all rights reserved).

Error-proofing test system of industrial components based on image processing

NASA Astrophysics Data System (ADS)

Huang, Ying; Huang, Tao

2018-05-01

Due to the improvement of modern industrial level and accuracy, conventional manual test fails to satisfy the test standards of enterprises, so digital image processing technique should be utilized to gather and analyze the information on the surface of industrial components, so as to achieve the purpose of test. To test the installation parts of automotive engine, this paper employs camera to capture the images of the components. After these images are preprocessed including denoising, the image processing algorithm relying on flood fill algorithm is used to test the installation of the components. The results prove that this system has very high test accuracy.

Test effectiveness study report: An analytical study of system test effectiveness and reliability growth of three commercial spacecraft programs

NASA Technical Reports Server (NTRS)

Feldstein, J. F.

1977-01-01

Failure data from 16 commercial spacecraft were analyzed to evaluate failure trends, reliability growth, and effectiveness of tests. It was shown that the test programs were highly effective in ensuring a high level of in-orbit reliability. There was only a single catastrophic problem in 44 years of in-orbit operation on 12 spacecraft. The results also indicate that in-orbit failure rates are highly correlated with unit and systems test failure rates. The data suggest that test effectiveness estimates can be used to guide the content of a test program to ensure that in-orbit reliability goals are achieved.

Optical guidance vidicon test program

NASA Technical Reports Server (NTRS)

Eiseman, A. R.; Stanton, R. H.; Voge, C. C.

1976-01-01

A laboratory and field test program was conducted to quantify the optical navigation parameters of the Mariner vidicons. A scene simulator and a camera were designed and built for vidicon tests under a wide variety of conditions. Laboratory tests characterized error sources important to the optical navigation process and field tests verified star sensitivity and characterized comet optical guidance parameters. The equipment, tests and data reduction techniques used are described. Key test results are listed. A substantial increase in the understanding of the use of selenium vidicons as detectors for spacecraft optical guidance was achieved, indicating a reduction in residual offset errors by a factor of two to four to the single pixel level.

The optimal power puzzle: scrutiny of the monotone likelihood ratio assumption in multiple testing.

PubMed

Cao, Hongyuan; Sun, Wenguang; Kosorok, Michael R

2013-01-01

In single hypothesis testing, power is a non-decreasing function of type I error rate; hence it is desirable to test at the nominal level exactly to achieve optimal power. The puzzle lies in the fact that for multiple testing, under the false discovery rate paradigm, such a monotonic relationship may not hold. In particular, exact false discovery rate control may lead to a less powerful testing procedure if a test statistic fails to fulfil the monotone likelihood ratio condition. In this article, we identify different scenarios wherein the condition fails and give caveats for conducting multiple testing in practical settings.

Wideband 1.064 micrometer detector evaluation

NASA Technical Reports Server (NTRS)

Green, S. I.

1975-01-01

The performance of several candidate detectors for use as communications detectors in a 400 Mbps 1.064 micrometers laser communication system was evaluated. The results of communication system Bit Error Rate (BER) testing for the best detector of each type are summarized. Complete testing data of each type detector is presented. The 400 Mbps 1.064 micrometers communication system receiver test bed is described. The best communication system results for each detector type are included. Performance comparisons are made at 0.000001 BER, the specification level chosen for satellite laser communication links. The data is presented in two groups. The first indicates the best performance levels that can be expected on normal space laser communication system operation. The second cites the best performance levels which can be achieved by focusing the signal to diffraction limited spots on the photosensitive area.

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

PubMed

Glennie, Elizabeth; Bonneau, Kara; Vandellen, Michelle; Dodge, Kenneth A

2012-01-01

Efforts to improve student achievement should increase graduation rates. However, work investigating the effects of student-level accountability has consistently demonstrated that increases in the standards for high school graduation are correlated with increases in dropout rates. The most favored explanation for this finding is that high-stakes testing policies that mandate grade repetition and high school exit exams may be the tipping point for students who are already struggling academically. These extra demands may, in fact, push students out of school. This article examines two hypotheses regarding the relation between school-level accountability and dropout rates. The first posits that improvements in school performance lead to improved success for everyone. If school-level accountability systems improve a school for all students, then the proportion of students performing at grade level increases, and the dropout rate decreases. The second hypothesis posits that schools facing pressure to improve their overall accountability score may pursue this increase at the cost of other student outcomes, including dropout rate. Our approach focuses on the dynamic relation between school-level academic achievement and dropout rates over time-that is, between one year's achievement and the subsequent year's dropout rate, and vice versa. This article employs longitudinal data of records on all students in North Carolina public schools over an 8-year period. Analyses employ fixed-effects models clustering schools and districts within years and controls each year for school size, percentage of students who were free/reduced-price lunch eligible, percentage of students who are ethnic minorities, and locale. This study finds partial evidence that improvements in school-level academic performance will lead to improvements (i.e., decreases) in school-level dropout rates. Schools with improved performance saw decreased dropout rates following these successes. However, we find more evidence of a negative side of the quest for improved academic performance. When dropout rates increase, the performance composites in subsequent years increase. Accountability systems need to remove any indirect benefit a school may receive from increasing its dropout rate. Schools should be held accountable for those who drop out of school. Given the personal and social costs of dropping out, accountability systems need to place more emphasis on dropout prevention. Such an emphasis could encompass increasing the dropout age and having the school's performance composite include scores of zero on end-of-grade tests for those who leave school.

Using self-regulation theory to examine patient goals, barriers, and facilitators for taking medication.

PubMed

Kucukarslan, Suzan N; Thomas, Sheena; Bazzi, Abraham; Virant-Young, Deborah

2009-12-01

: Self-regulation theory predicts that patient behavior is determined by the patient's assessment of his/her condition (illness presentation) and related health goals. Patients will adapt their behavior to achieve those goals. However, there are multiple levels of goals. In such cases, those lower-level goals (health goals) that are strongly correlated with higher-level goals (i.e. quality of life [QOL]) are more likely to drive patient behavior. Medication non-compliance is a health behavior that challenges healthcare practitioners. Thus, the primary aim of this paper is to explore the relationship between the lower-level goals for taking medication with higher-level goals. This paper also identifies patient-perceived barriers and facilitators toward achieving goals as they may relate to patients' illness representation. : To identify lower- and higher-level goals associated with medication use for chronic conditions. To determine if there is a relationship between higher-level (global) goals and lower-level (health-related) goals. To identify patient-perceived facilitators and barriers to achieving those goals. : This was a prospective, observational study using a mailed survey. The setting was a US Midwestern state-wide survey. Participants were patients living in the community with hypertension, heart disease, diabetes mellitus, or arthritis, and taking prescription medication for any one of those conditions. The main outcome measures were lower- and higher-level goals related to medication use. The survey asked the participants if they had achieved their goals and to identify factors that may pose as barriers or facilitators to achieving them. Pearson correlation was used to test the relationship between the lower- and higher-level goals at p < 0.05. : Responses from 292 qualifying patients were obtained. A significant relationship between lower- and higher-level goals existed (p = 0.03). Preventing future health problems was the most important lower-level goal for almost half of the respondents. Approximately 43% of the respondents said 'improving or maintaining quality of life' was their most important higher-level goal. Elderly respondents (65 years or older) said that being able to carry out daily activities on their own was their most important higher-level goal. To achieve this goal, they identified 'preventing future health problems' as the associated lower-level goal. One-third of the respondents stated that they had not yet achieved their medication-related goals. Patients identified good communication with their physicians (35%), the effectiveness of the drug product (32%), and their ability to monitor their condition (20%) as important factors toward helping them achieve their goals. Medication costs (30%), drug adverse effects (25%), and the lack of drug effectiveness (22%) were factors that patients identified as barriers to achieving their goals. : There is a significant and positive relationship between the lower- and higher-level goals. Healthcare providers can work with their patients to achieve their goals. Both good communication with the prescriber and the effectiveness of the drug product were identified as the most important facilitator by one-third of the respondents. Future research should study if relating the impact of good symptom control or the reduction of future health risks to QOL or longevity, as deemed relevant by the patient, influences medication adherence behavior.

Limited knowledge of fraction representations differentiates middle school students with mathematics learning disability (dyscalculia) vs. low mathematics achievement

PubMed Central

Mazzocco, Michèle M. M.; Myers, Gwen F.; Lewis, Katherine E.; Hanich, Laurie B.; Murphy, Melissa M.

2014-01-01

Fractions pose significant challenges for many children, but for some children those challenges persist into high school. Here we administered a fractions magnitude comparison test to 122 children, from Grades 4 to 8, to test whether their knowledge of fractions typically learned early in the sequence of formal math instruction (e.g., fractions equivalent to “one-half,” and fraction pairs with common denominators) differentiates those with mathematical learning disability (MLD) versus low achievement (LA) or typical achievement (TA) in mathematics, and whether long term learning trajectories of this knowledge also differentiate these groups. We confirmed that although 4th graders with LA (n = 18) or TA (n = 93) are more accurate evaluating one-half vs. non-half fractions (until they reach ceiling performance levels on both types of fractions), children with MLD (n=11) do not show a one-half advantage until Grade 7 and do not reach ceiling performance even by Grade 8. Both the MLD and LA groups have early difficulties with fractions, but by Grade 5 the LA group approaches performance levels of the TA group and deviates from the MLD group. All groups showed a visual model advantage over Arabic number representation of fractions, but this advantage was short lived for the TA group (because ceiling level was achieved across formats), slightly more persistent for the LA group, and persisted through Grade 8 for children with MLD. Thus, difficulties with fractions persist through Grade 8 for many students, but the nature and trajectories of those difficulties varies across children with math difficulties (MLD or LA). PMID:23587941

Limited knowledge of fraction representations differentiates middle school students with mathematics learning disability (dyscalculia) versus low mathematics achievement.

PubMed

Mazzocco, Michèle M M; Myers, Gwen F; Lewis, Katherine E; Hanich, Laurie B; Murphy, Melissa M

2013-06-01

Fractions pose significant challenges for many children, but for some children those challenges persist into high school. Here we administered a fractions magnitude comparison test to 122 children, from Grades 4 to 8, to test whether their knowledge of fractions typically learned early in the sequence of formal math instruction (e.g., fractions equivalent to one-half, fraction pairs with common denominators) differentiates those with mathematics learning disability (MLD) versus low achievement (LA) or typical achievement (TA) in mathematics and whether long-term learning trajectories of this knowledge also differentiate these groups. We confirmed that although fourth graders with TA (n=93) were more accurate in evaluating "one-half" fractions than in evaluating "non-half" fractions (until they reached ceiling performance levels on both types of fractions), children with MLD (n=11) did not show a one-half advantage until Grade 7 and did not reach ceiling performance even by Grade 8. Both the MLD and LA groups had early difficulties with fractions, but by Grade 5 the LA group approached performance levels of the TA group and deviated from the MLD group. All groups showed a visual model advantage over Arabic number representation of fractions, but this advantage was short-lived for the TA group (because ceiling level was achieved across formats), whereas it was slightly more persistent for the LA group and persisted through Grade 8 for children with MLD. Thus, difficulties with fractions persist through Grade 8 for many students, but the nature and trajectories of those difficulties vary across children with math difficulties (MLD or LA). Copyright © 2013 Elsevier Inc. All rights reserved.

Not Just Numbers: Creating a Partnership Climate to Improve Math Proficiency in Schools

PubMed Central

Sheldon, Steven B.; Epstein, Joyce L.; Galindo, Claudia L.

2009-01-01

Although we know that family involvement is associated with stronger math performance, little is known about what educators are doing to effectively involve families and community members, and whether this measurably improves math achievement at their schools. This study used data from 39 schools to assess the effects of family and community involvement activities on school levels of math achievement. The study found that better implementation of math-related practices of family and community involvement predicted stronger support from parents for schools’ partnership programs, which, in turn, helped estimate the percentage of students scoring proficient on math achievement tests. PMID:20200592

Numerical and arithmetical cognition: a longitudinal study of process and concept deficits in children with learning disability.

PubMed

Geary, D C; Hamson, C O; Hoard, M K

2000-11-01

Based on the stability and level of performance on standard achievement tests in first and second grade (mean age in first grade = 82 months), children with IQ scores in the low-average to high-average range were classified as learning disabled (LD) in mathematics (MD), reading (RD), or both (MD/RD). These children (n = 42), a group of children who showed variable achievement test performance across grades (n = 16), and a control group of academically normal peers (n = 35) were administered a series of experimental and psychometric tasks. The tasks assessed number comprehension and production skills, counting knowledge, arithmetic skills, working memory, the ease of activation of phonetic representations of words and numbers, and spatial abilities. The children with variable achievement test performance did not differ from the academically normal children in any cognitive domain, whereas the children in the LD groups showed specific patterns of cognitive deficit, above and beyond the influence of IQ. Discussion focuses on the similarities and differences across the groups of LD children. Copyright 2000 Academic Press.

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.

Rheological and Mechanical Response Modifications for a Self-Leveling Mortar

NASA Astrophysics Data System (ADS)

Katsiadramis, N. J.; Sotiropoulou, A. B.; Pandermarakis, Z. G.

2010-06-01

In many cases cement based materials demand a higher flowability and workability and this conventionally can’t be done without loss of its strength, due to the fact that the common practice to increase the workability is the addition of water. But, nowadays using a third generation superplasticizer (SP) we can achieve the desire flowability without loss of its strength. The action of superplastisizers is to spread efficiently the cement grains and so to wetting better the cement grains giving a more homogeneous mixture with higher strength. Nine different mixtures were prepared adding a small percentage of SP (1%). The conditions to get a self levelling mortar, have to do not only with rheological but also with mechanical demands. The bending and compression test gave the achieving mechanical strength whereas their rheological response came through slump flow and v-funnel flow tests. With the help of a small amount of stabilizer we obtain a robust mixture that deserves the desire response at the field too.

Nanometric depth resolution from multi-focal images in microscopy.

PubMed

Dalgarno, Heather I C; Dalgarno, Paul A; Dada, Adetunmise C; Towers, Catherine E; Gibson, Gavin J; Parton, Richard M; Davis, Ilan; Warburton, Richard J; Greenaway, Alan H

2011-07-06

We describe a method for tracking the position of small features in three dimensions from images recorded on a standard microscope with an inexpensive attachment between the microscope and the camera. The depth-measurement accuracy of this method is tested experimentally on a wide-field, inverted microscope and is shown to give approximately 8 nm depth resolution, over a specimen depth of approximately 6 µm, when using a 12-bit charge-coupled device (CCD) camera and very bright but unresolved particles. To assess low-flux limitations a theoretical model is used to derive an analytical expression for the minimum variance bound. The approximations used in the analytical treatment are tested using numerical simulations. It is concluded that approximately 14 nm depth resolution is achievable with flux levels available when tracking fluorescent sources in three dimensions in live-cell biology and that the method is suitable for three-dimensional photo-activated localization microscopy resolution. Sub-nanometre resolution could be achieved with photon-counting techniques at high flux levels.

Nanometric depth resolution from multi-focal images in microscopy

PubMed Central

Dalgarno, Heather I. C.; Dalgarno, Paul A.; Dada, Adetunmise C.; Towers, Catherine E.; Gibson, Gavin J.; Parton, Richard M.; Davis, Ilan; Warburton, Richard J.; Greenaway, Alan H.

2011-01-01

We describe a method for tracking the position of small features in three dimensions from images recorded on a standard microscope with an inexpensive attachment between the microscope and the camera. The depth-measurement accuracy of this method is tested experimentally on a wide-field, inverted microscope and is shown to give approximately 8 nm depth resolution, over a specimen depth of approximately 6 µm, when using a 12-bit charge-coupled device (CCD) camera and very bright but unresolved particles. To assess low-flux limitations a theoretical model is used to derive an analytical expression for the minimum variance bound. The approximations used in the analytical treatment are tested using numerical simulations. It is concluded that approximately 14 nm depth resolution is achievable with flux levels available when tracking fluorescent sources in three dimensions in live-cell biology and that the method is suitable for three-dimensional photo-activated localization microscopy resolution. Sub-nanometre resolution could be achieved with photon-counting techniques at high flux levels. PMID:21247948

Selected options supporting use of the group embedded figures test in modeling achievement in clinical laboratory science programs.

PubMed

Powell, M E

1995-01-01

To identify, in light of predicted future shortages of allied-health personnel, student and curricular characteristics of clinical laboratory science (CLS) programs relevant to recruitment and retention at the baccalaureate level. Not applicable. Not applicable. Options for modeling achievement in CLS programs are developed, and designs and procedures for clarifying procedural questions are considered in a context of delivery of instruction for specialized curricula and skill development. Considerable attention is given to the potential for using the Group Embedded Figures Test (GEFT) in modeling, advising, designing curricula, and monitoring quality improvement of programs and graduates. Not applicable. Supporting evidence is supplied from the literature for options in developing an appropriate model for examining those salient variables known to have linkages to achievement. An argument is presented for better understanding of antecedent variables affecting achievement and retention of CLS students. In addition, a case is made for development of an appropriate model examining variables identified in the literature as being linked to achievement. Dynamic models based on these considerations should be developed chronologically from entry through graduation with emphasis on growth at year-end milestones.

The Relationship of Physical Fitness, Self-Beliefs, and Social Support to the Academic Performance of Middle School Boys and Girls

ERIC Educational Resources Information Center

Srikanth, Sudhish; Petrie, Trent A.; Greenleaf, Christy; Martin, Scott B.

2015-01-01

We examined the influence of physical and psychosocial variables on math and reading achievement test scores. Between 1 and 5 months prior to taking annual standardized reading and math tests, a sample of (N = 1,211) sixth through eight graders (53.7% girls; 57.2% White) self-reported levels of physical activity, academic self-beliefs, general…

Energy Efficient High-Pressure Turbine Leakage Technology Report

NASA Technical Reports Server (NTRS)

Gardner, W. B.

1980-01-01

The leakage test program was one of such supporting technology programs structured to provide guidance to the Energy Efficient Engine High Pressure Turbine Component Design Effort. Leakage reduction techniques were identified and evaluated. Test models were used to simulate component leak paths and to evaluate leakage reduction techniques. These models simulated the blade/disk attachment, the vane inner platform attachment, and the vane outer platform attachment combined with the blade outer airseal. Disk blade attachment testing indicated that leakage in this area could be reduced to very low levels by paying careful attention to the tolerances along the contact surface between the blade vibration damper and the blade platform contact surface. The aim of feather seal testing was to achieve a goal for an effective leakage gap of one mil (.001 inch) per inch of feather seal length. Results indicated that effective gaps even below the goal level were achievable by (1) maintaining close tolerances between feather seals and their slots to minimize end gaps and limit seal rotation, (2) avoiding feather seal overlap, and (3) minimizing feather seal intersections. W seals were shown to be effective leakage control devices. Wire rope, in its present state of development, was shown not to be an effective sealing concept for application to the component design.

How to Analyze the Students’ Thinking Levels Based on SOLO Taxonomy?

NASA Astrophysics Data System (ADS)

Putri, U. H.; Mardiyana, M.; Saputro, D. R. S.

2017-09-01

This study aims to determine the extent to which the students ‘thinking level based on SOLO taxonomy in geometry learning viewed from students’ self efficacy (SE). This research utilizes descriptive research with qualitative approach. The data was collected by giving SE questionnaires to 32 students of grade VIII Junior High School which were then categorized into three (high, medium, and low). The subjects of the study were taken by one student in each SE category (high, medium, and low) which then given the problem solving test and the result was triangulated by interview. From this research, it is found that students with high SE can achieve uniructural-relational thinking level, subject with medium SE can be reach the level of unistructural-multistructural thinking, and subject with low SE able to reach unistructural-pristructural level. By paying attention to SE in learning, especially in problem solving process, it is expected that the educator can prepare the learning as well as possible so as to obtain optimal learning achievement.

Combustion and NOx emissions in deep-air-staging combustion of char in a circulating fluidized bed

NASA Astrophysics Data System (ADS)

Gong, Zhiqiang; Wang, Zhentong; Wang, Lei; Du, Aixun

2017-10-01

Combustion and NOx emissions in deep-air-staging (with higher level secondary air (SA) injection) combustion of char have been investigated in a CFB test rig. A good fluidized condition and uniform temperature distribution can be achieved with injection of higher level SA. NOx emission decreases with injection of higher level SA and the reduction effect is more obvious at higher temperature. NOx emission decreases with combustion temperature increasing for char combustion.

Student teachers’ mathematical questioning and courage in metaphorical thinking learning

NASA Astrophysics Data System (ADS)

Hendriana, H.; Hidayat, W.; Ristiana, M. G.

2018-01-01

This study was designed in the form of experiments with control group design and post-test only which aimed to examine the role of metaphorical thinking learning in the mathematical questioning ability of student teachers based on the level of mathematical courage. The population of this study was student teachers of mathematics education study program in West Java Province, while the sample of this study was 152 student teachers which were set purposively and then randomly to be included in the experimental class and control class. Based on the results and discussion, it was concluded that: (a) the mathematical questioning ability of student teachers who received Metaphorical Thinking learning was better than those who received conventional learning seen from mathematical courage level; (b) learning and mathematical courage level factors affected the achievement of student teachers’ mathematical questioning ability. In addition, there was no interaction effect between learning and mathematical courage level (high, medium, and low) simultaneously in developing student teachers’ mathematical questioning ability; (c) achievement of mastering mathematical questioning ability of student teacher was still not well achieved on indicator of problem posing in the form of non-routine question and open question.

Development of the Concept of Energy Conservation using Simple Experiments for Grade 10 Students

NASA Astrophysics Data System (ADS)

Rachniyom, S.; Toedtanya, K.; Wuttiprom, S.

2017-09-01

The purpose of this research was to develop students’ concept of and retention rate in relation to energy conservation. Activities included simple and easy experiments that considered energy transformation from potential to kinetic energy. The participants were 30 purposively selected grade 10 students in the second semester of the 2016 academic year. The research tools consisted of learning lesson plans and a learning achievement test. Results showed that the experiments worked well and were appropriate as learning activities. The students’ achievement scores significantly increased at the statistical level of 05, the students’ retention rates were at a high level, and learning behaviour was at a good level. These simple experiments allowed students to learn to demonstrate to their peers and encouraged them to use familiar models to explain phenomena in daily life.

James Webb Space Telescope (JWST) Integrated Science Instruments Module (ISIM) Cryo-Vacuum (CV) Test Campaign Summary

NASA Technical Reports Server (NTRS)

Yew, Calinda; Whitehouse, Paul; Lui, Yan; Banks, Kimberly

2016-01-01

JWST Integrated Science Instruments Module (ISIM) has completed its system-level testing program at the NASA Goddard Space Flight Center (GSFC). In March 2016, ISIM was successfully delivered for integration with the Optical Telescope Element (OTE) after the successful verification of the system through a series of three cryo-vacuum (CV) tests. The first test served as a risk reduction test; the second test provided the initial verification of the fully-integrated flight instruments; and the third test verified the system in its final flight configuration. The complexity of the mission has generated challenging requirements that demand highly reliable system performance and capabilities from the Space Environment Simulator (SES) vacuum chamber. As JWST progressed through its CV testing campaign, deficiencies in the test configuration and support equipment were uncovered from one test to the next. Subsequent upgrades and modifications were implemented to improve the facility support capabilities required to achieve test requirements. This paper: (1) provides an overview of the integrated mechanical and thermal facility systems required to achieve the objectives of JWST ISIM testing, (2) compares the overall facility performance and instrumentation results from the three ISIM CV tests, and (3) summarizes lessons learned from the ISIM testing campaign.

James Webb Space Telescope (JWST) Integrated Science Instruments Module (ISIM) Cryo-Vacuum (CV) Test Campaign Summary

NASA Technical Reports Server (NTRS)

Yew, Calinda; Lui, Yan; Whitehouse, Paul; Banks, Kimberly

2016-01-01

JWST Integrated Science Instruments Module (ISIM) completed its system-level space simulation testing program at the NASA Goddard Space Flight Center (GSFC). In March 2016, ISIM was successfully delivered to the next level of integration with the Optical Telescope Element (OTE), to form OTIS (OTE + ISIM), after concluding a series of three cryo-vacuum (CV) tests. During these tests, the complexity of the mission has generated challenging requirements that demand highly reliable system performance and capabilities from the Space Environment Simulator (SES) vacuum chamber. The first test served as a risk reduction test; the second test provided the initial verification of the fully-integrated flight instruments; and the third test verified the system in its final flight configuration following mechanical environmental tests (vibration and acoustics). From one test to the next, shortcomings of the facility were uncovered and associated improvements in operational capabilities and reliability of the facility were required to enable the project to verify system-level requirements. This paper: (1) provides an overview of the integrated mechanical and thermal facility systems required to achieve the objectives of JWST ISIM testing, (2) compares the overall facility performance and instrumentation results from the three ISIM CV tests, and (3) summarizes lessons learned from the ISIM testing campaign.

Sentence Frames Used as the Method of Instruction and the Achievement of English Learners and Non-English Learners in Fourth-Grade Math

ERIC Educational Resources Information Center

Hutchison, Colleen Scott Larson

2017-01-01

Many math students, both EL and non-EL, struggle to reach the level of proficiency on California state tests which is required since the passage of NCLB in 2002 (California Department of Education, 2012). In California only 34% of students scored at the level of proficiency or above in 2011 (National Assessment for Educational Progress, 2012). The…

CBM Reading, Mathematics, and Written Expression at the Secondary Level: Examining Latent Composite Relations among Indices and Unique Predictions with a State Achievement Test

ERIC Educational Resources Information Center

Codding, Robin S.; Petscher, Yaacov; Truckenmiller, Adrea

2015-01-01

A paucity of research has examined the utility of curriculum-based measurement (CBM) for data-based decision making at the secondary level. As schools move to multitiered systems of service delivery, it is conceivable that multiple screening measures will be used that address various academic subject areas. The value of including different CBM…

DOE/NETL's phase II mercury control technology field testing program: preliminary economic analysis of activated carbon injection.

PubMed

Jones, Andrew P; Hoffmann, Jeffrey W; Smith, Dennis N; Feeley, Thomas J; Murphy, James T

2007-02-15

Based on results of field testing conducted by the U.S. Department of Energy's National Energy Technology Laboratory (DOE/NETL), this article provides preliminary costs for mercury control via conventional activated carbon injection (ACI), brominated ACI, and conventional ACI coupled with the application of a sorbent enhancement additive (SEA) to coal prior to combustion. The economic analyses are reported on a plant-specific basis in terms of the cost required to achieve low (50%), mid (70%), and high (90%) levels of mercury removal "above and beyond" the baseline mercury removal achieved by existing emission control equipment. In other words, the levels of mercury control are directly attributable to ACI. Mercury control costs via ACI have been amortized on a current dollar basis. Using a 20-year book life, levelized costs for the incremental increase in cost of electricity (COE), expressed in mills per kilowatt-hour (mills/kWh), and the incremental cost of mercury control, expressed in dollars per pound of mercury removed ($/lb Hg removed), have been calculated for each level of ACI mercury control. For this analysis, the increase in COE varied from 0.14 mills/kWh to 3.92 mills/kWh. Meanwhile, the incremental cost of mercury control ranged from $3810/lb Hg removed to $166000/lb Hg removed.

Accuracy testing of steel and electric groundwater-level measuring tapes: Test method and in-service tape accuracy

USGS Publications Warehouse

Fulford, Janice M.; Clayton, Christopher S.

2015-10-09

The calibration device and proposed method were used to calibrate a sample of in-service USGS steel and electric groundwater tapes. The sample of in-service groundwater steel tapes were in relatively good condition. All steel tapes, except one, were accurate to ±0.01 ft per 100 ft over their entire length. One steel tape, which had obvious damage in the first hundred feet, was marginally outside the accuracy of ±0.01 ft per 100 ft by 0.001 ft. The sample of in-service groundwater-level electric tapes were in a range of conditions—from like new, with cosmetic damage, to nonfunctional. The in-service electric tapes did not meet the USGS accuracy recommendation of ±0.01 ft. In-service electric tapes, except for the nonfunctional tape, were accurate to about ±0.03 ft per 100 ft. A comparison of new with in-service electric tapes found that steel-core electric tapes maintained their length and accuracy better than electric tapes without a steel core. The in-service steel tapes could be used as is and achieve USGS accuracy recommendations for groundwater-level measurements. The in-service electric tapes require tape corrections to achieve USGS accuracy recommendations for groundwater-level measurement.

Evaluation of the resilience of a full-scale down-flow hanging sponge reactor to long-term outages at a sewage treatment plant in India.

PubMed

Onodera, Takashi; Takayama, Daisuke; Ohashi, Akiyoshi; Yamaguchi, Takashi; Uemura, Shigeki; Harada, Hideki

2016-10-01

Resilience to process outages is an essential requirement for sustainable wastewater treatment systems in developing countries. In this study, we evaluated the ability of a full-scale down-flow hanging sponge (DHS) reactor to recover after a 10-day outage. The DHS tested in this study uses polyurethane sponge as packing material. This full-scale DHS reactor has been tested over a period of about 4 years in India with a flow rate of 500 m(3)/day. Water was not supplied to the DHS reactor that was subjected to the 10-day outage; however, the biomass did not dry out because the sponge was able to retain enough water. Soon after the reactor was restarted, a small quantity of biomass, amounting to only 0.1% of the total retained biomass, was eluted. The DHS effluent achieved satisfactory removal of suspended solids, chemical oxygen demand, and ammonium nitrogen within 90, 45, and 90 min, respectively. Conversely, fecal coliforms in the DHS effluent did not reach satisfactory levels within 540 min; instead, the normal levels of fecal coliforms were achieved within 3 days. Overall, the tests demonstrated that the DHS reactor was sufficiently robust to withstand long-term outages and achieved steady state soon after restart. This reinforces the suitability of this technology for developing countries. Copyright © 2016 Elsevier Ltd. All rights reserved.

Diagnostics of psychophysiological states and motivation in elite athletes.

PubMed

Korobeynikov, G; Mazmanian, K; Korobeynikova, L; Jagiello, W

2011-01-01

Concepts explored in our study concerned identification of various types of motivation and their connection to psychophysiological states in elite judo and Greco-Roman wrestlers. We tried to figure out how do these different types of motivation interact to describe psychophysiological state in qualified wrestlers. Neuropsychological evaluation methods as simple (SRT) and choice reaction-time (CRT) tests, HRV measurements, psychological questionnaires. To explore obtained data methods of statistical analysis were used Obtained data show that different combinations of levels of motivation to achieve success and motivation to avoid failure provoke different psychophysiological states. Conducted experiment revealed that combination of high levels of both motivation to achievement of success and motivation to avoid failure provides better psychophysiological state in elite wrestlers compared to other groups with different combinations of motivational variables. Conducted experiment revealed that motivation to avoid failures had been formed as a personality formation, which compensates excessive tension, caused by high level of motivation to achieve and regulate the psychophysiological state. This can be viewed as an effect of training in athletes (Tab. 3, Fig. 1, Ref. 38).

The implementation of integrated entrepreneurship material on dress making teaching in vocational high school

NASA Astrophysics Data System (ADS)

Sawitri, Sicilia

2018-03-01

The aims of the research were: (1) To know the students' achievement in Dress Making Teaching by implementing Integrated Entrepreneur Material in Vocational High School, (2) The level of increasing of students' achievement in Dress Making Teaching by integrating Entrepreneurship Material in Vocational High School. By using experimental method this research was conducted in Magelang Vocational High School and applied pre-test post-test design. The samples in this research was XI grade of Fashion Technology Study Program. Observation sheet and documentation were used in this research as instruments. Data analyzed by using descriptive analyze and gain score. The result, there were: (1) students' achievement in Dress Making Teaching was high 88.6 and (2) the increasing of students' achievement was 0.61 it was medium category. The suggestion were: Integrated Entrepreneurship material can be applied in another subject matter, such as Men Wear, Tailoring, Children Wear, and The students who want to be a good entrepreneur, have to drill their skill in making dresses, and know about excellent service to the clients, marketing and make clients satisfaction.

The Correlation Between Metacognition Level with Self-Efficacy of Biology Education College Students

NASA Astrophysics Data System (ADS)

Ridlo, S.; Lutfiya, F.

2017-04-01

Self-efficacy is a strong predictor of academic achievement. Self-efficacy refers to the ability of college students to achieve the desired results. The metacognition level can influence college student’s self-efficacy. This study aims to identify college student’s metacognition level and self-efficacy, as well as determine the relationship between self-efficacy and metacognition level for college students of Biology Education 2013, Semarang State University. The ex-post facto quantitative research was conducted on 99 students Academic Year 2015/2016. Saturation sampling technique determined samples. E-D scale collected data for self-efficacy identification. Data for assess the metacognition level collected by Metacognitive Awareness Inventory. Data were analysed quantitatively by Pearson correlation and linear regression. Most college students have the high level of metacognition and average self-efficacy. Pearson correlation coefficient result was 0.367. This result showed that metacognition level and self-efficacy has a weak relationship. Based on linear regression test, self-efficacy influenced by metacognition level up to 13.5%. The results of the study showed that positive and significant relationships exist between metacognition level and self-efficacy. Therefore, if the metacognition level is high, then self-efficacy will also be high (appropriate).

The next generation in aircraft protection against advanced MANPADS

NASA Astrophysics Data System (ADS)

Chapman, Stuart

2014-10-01

This paper discusses the advanced and novel technologies and underlying systems capabilities that Selex ES has applied during the development, test and evaluation of the twin head Miysis DIRCM System in order to ensure that it provides the requisite levels of protection against the latest, sophisticated all-aspect IR MANPADS. The importance of key performance parameters, including the fundamental need for "spherical" coverage, rapid time to energy-on-target, laser tracking performance and radiant intensity on seeker dome is covered. It also addresses the approach necessary to ensure that the equipment is suited to all air platforms from the smallest helicopters to large transports, while also ensuring that it achieves an inherent high reliability and an ease of manufacture and repair such that a step change in through-life cost in comparison to previous generation systems can be achieved. The benefits and issues associated with open architecture design are also considered. Finally, the need for extensive test and evaluation at every stage, including simulation, laboratory testing, platform and target dynamic testing in a System Integration Laboratory (SIL), flight trial, missile live-fire, environmental testing and reliability testing is also described.

Postural control and risk of falling in bipodalic and monopodalic stabilometric tests of healthy subjects before, after visuo-proprioceptive vestibulo-postural rehabilitation and at 3 months thereafter: role of the proprioceptive system.

PubMed

De Carli, P; Patrizi, M; Pepe, L; Cavaniglia, G; Riva, D; D'Ottavi, L R

2010-08-01

Nine healthy volunteers (6 males, 3 females), mean age 34.5 years (SD = 11.52), underwent a vestibulo-postural rehabilitation cycle with a visuo-proprioceptive-type stimulus. All subjects in the study group were evaluated by means of stabilometric bipodalic and monopodalic tests both before and immediately after treatment, and again 3 month thereafter. The Delos Postural Proprioceptive System®, DPPS (Delos, srl, Turin, Italy), was used in performing these stabilometric tests and in the rehabilitation exercises. The first aim of the study was to evaluate to what extent the functional level of the proprioceptive system was reliable, in healthy subjects, in the control of postural stability; the second was to demonstrate the possibility to increase this level by means of a novel visuo-proprioceptive feedback training; the last was to establish whether or not the increase achieved was permanent. The bipodalic test did not reveal any deficit in posture either before or after rehabilitation. The monopodalic test prior to treatment, with eyes closed, revealed, in 2/3 of the study group, evidence of the risk of falling, expressed as the precautional strategy (8.57 ± 6.18% SD). An increase in the proprioceptive activity, obtained in the subjects examined immediately after the visuo-proprioceptive vestibulo-postural rehabilitation, led, in the monopodalic test, with eyes closed, to a significant reduction in the risk of falling (with the precautional strategy equal to 1.09 ± 2.63% SD, p = 0.004). The monopodalic test, with eyes closed, 3 months after rehabilitation, demonstrated results not unlike those pre-treament with values, therefore, not more significant than those emerging from the pre-treatment test. Thus, from the above-mentioned data, it can be observed that, also in healthy subjects, there may be different levels of postural proprioceptive control related to a high risk of falling. These levels can be maintained constant for a certain period of time, until a significant reduction in the risk of falling is achieved, only if continuously stimulated by appropriate sensorial information.

Scene-aware joint global and local homographic video coding

NASA Astrophysics Data System (ADS)

Peng, Xiulian; Xu, Jizheng; Sullivan, Gary J.

2016-09-01

Perspective motion is commonly represented in video content that is captured and compressed for various applications including cloud gaming, vehicle and aerial monitoring, etc. Existing approaches based on an eight-parameter homography motion model cannot deal with this efficiently, either due to low prediction accuracy or excessive bit rate overhead. In this paper, we consider the camera motion model and scene structure in such video content and propose a joint global and local homography motion coding approach for video with perspective motion. The camera motion is estimated by a computer vision approach, and camera intrinsic and extrinsic parameters are globally coded at the frame level. The scene is modeled as piece-wise planes, and three plane parameters are coded at the block level. Fast gradient-based approaches are employed to search for the plane parameters for each block region. In this way, improved prediction accuracy and low bit costs are achieved. Experimental results based on the HEVC test model show that up to 9.1% bit rate savings can be achieved (with equal PSNR quality) on test video content with perspective motion. Test sequences for the example applications showed a bit rate savings ranging from 3.7 to 9.1%.

Nano-oxide-layer specular spin valve heads with synthetic pinned layer: Head performance and reliability

NASA Astrophysics Data System (ADS)

Hasegawa, N.; Koike, F.; Ikarashi, K.; Ishizone, M.; Kawamura, M.; Nakazawa, Y.; Takahashi, A.; Tomita, H.; Iwasaki, H.; Sahashi, M.

2002-05-01

To implement the specular nano-oxide-layer (NOL) spin valve (SV) heads for use in practical applications, it is key to simultaneously achieve a good specular effect of the NOL inserted in the synthetic ferrimagnet pinned layer (i.e., high magnetoresistance MR performance) and a strong pinning field through the NOL. By using CoFe+X as a substance to be subjected to oxidation, we obtained the NOL specular SV films simultaneously achieving a high MR ratio of 17%-18% and a high pinning field of 1100-1500 Oe. Narrow track (0.12 μm) heads were fabricated and they showed a high sensitivity of 10 mV/μm. Several reliability tests were done both at the sheet film level and the actual head level. The oxygen inside NOL was found to be stable up to 350 °C, and pinned layer magnetization canting after orthogonal field annealing was found to be almost the same as today's non-NOL SV films. An electrostatic discharge test and accelerated lifetime test were also performed and NOL specular heads were demonstrated to have almost the same robustness as today's non-NOL heads.

Establishment of auditory discrimination and detection of tinnitus induced by salicylic acid and intense tone exposure in the rat.

PubMed

Sederholm, Fredrik; Swedberg, Michael D B

2013-05-13

Rats were trained in a two lever food reinforced operant procedure to discriminate a 8000 Hz pure tone stimulus from its absence. Responding on one lever was reinforced in the presence of the tone and responding on the other lever was reinforced when the tone was absent. Frequency generalization testing yielded an inverted U-shaped function, whereas sound pressure level generalization testing yielded a continuous decrease in responding on the tone associated lever with decreasing sound pressure levels. The administration of sodium salicylic acid (150-450 mg/kg) generated responding on the tone associated lever suggesting that salicylic acid induced an experience that had commonalities with the percept of the training tone stimulus. After exposure to intense sound, responding consistent with the presence of tinnitus was achieved and Lidocaine failed to reduce tinnitus behavior. The use of a two choice design helped avoid confounding factors induced by drug induced side effects. Further, since no auditory cues were employed in the test situation the model achieves resistance to potential bias due to hearing impairment and hyperacusis. We propose that this model may be useful in detecting tinnitus. Copyright © 2013 Elsevier B.V. All rights reserved.

Leveraging accelerated testing of LED drivers to model the reliability of two-stage and multi-channel drivers

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

Davis, Lynn; Perkins, Curtis; Smith, Aaron

The next wave of LED lighting technology is likely to be tunable white lighting (TWL) devices which can adjust the colour of the emitted light between warm white (~ 2700 K) and cool white (~ 6500 K). This type of lighting system uses LED assemblies of two or more colours each controlled by separate driver channels that independently adjust the current levels to achieve the desired lighting colour. Drivers used in TWL devices are inherently more complex than those found in simple SSL devices, due to the number of electrical components in the driver required to achieve this level ofmore » control. The reliability of such lighting systems can only be studied using accelerated stress tests (AST) that accelerate the aging process to time frames that can be accommodated in laboratory testing. This paper describes AST methods and findings developed from AST data that provide insights into the lifetime of the main components of one-channel and multi-channel LED devices. The use of AST protocols to confirm product reliability is necessary to ensure that the technology can meet the performance and lifetime requirements of the intended application.« less

NREL Topic 1 Final Report: Cohesive Application of Standards-Based Connected Devices to Enable Clean Energy Technologies

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

Hudgins, Andrew P.; Sparn, Bethany F.; Jin, Xin

This document is the final report of a two-year development, test, and demonstration project entitled 'Cohesive Application of Standards-Based Connected Devices to Enable Clean Energy Technologies.' The project was part of the National Renewable Energy Laboratory's (NREL) Integrated Network Test-bed for Energy Grid Research and Technology (INTEGRATE) initiative. The Electric Power Research Institute (EPRI) and a team of partners were selected by NREL to carry out a project to develop and test how smart, connected consumer devices can act to enable the use of more clean energy technologies on the electric power grid. The project team includes a set ofmore » leading companies that produce key products in relation to achieving this vision: thermostats, water heaters, pool pumps, solar inverters, electric vehicle supply equipment, and battery storage systems. A key requirement of the project was open access at the device level - a feature seen as foundational to achieving a future of widespread distributed generation and storage. The internal intelligence, standard functionality and communication interfaces utilized in this project result in the ability to integrate devices at any level, to work collectively at the level of the home/business, microgrid, community, distribution circuit or other. Collectively, the set of products serve as a platform on which a wide range of control strategies may be developed and deployed.« less

Prognostic relevance of motor talent predictors in early adolescence: A group- and individual-based evaluation considering different levels of achievement in youth football.

PubMed

Höner, Oliver; Votteler, Andreas

2016-12-01

In the debate about the usefulness of motor diagnostics in the talent identification process, the prognostic validity for tests conducted in early adolescence is of critical interest. Using a group- and individual-based statistical approach, this prospective cohort study evaluated a nationwide assessment of speed abilities and technical skills regarding its relevance for future achievement levels. The sample consisted of 22,843 U12-players belonging to the top 4% in German football. The U12-results in five tests served as predictors for players' selection levels in U16-U19 (youth national team, regional association, youth academy, not selected). Group-mean differences proved the prognostic relevance for all predictors. Low individual selection probabilities demonstrated limited predictive values, while excellent test results proved their particular prognostic relevance. Players scoring percentile ranks (PRs) ≥ 99 had a 12 times higher chance to become youth national team players than players scoring PR < 99. Simulating increasing score cut-off values not only enhanced specificity (correctly identified non-talents) but also led to lower sensitivity (loss of talents). Extending the current research, these different approaches revealed the ambiguity of the diagnostics' prognostic relevance, representing both the usefulness and several pitfalls of nationwide diagnostics. Therefore, the present diagnostics can support but not substitute for coaches' subjective decisions for talent identification, and multidisciplinary designs are required.

The Politics of Aviation English Testing

ERIC Educational Resources Information Center

Alderson, J. Charles

2011-01-01

The International Civil Aviation Association has developed a set of Language Proficiency Requirements (LPRs) and a Language Proficiency Rating Scale, which seeks to define proficiency in the language needed for aviation purposes at six different levels. Pilots, air traffic controllers and aeronautical station operators are required to achieve at…

Interactive Taste Tests Enhance Student Learning

ERIC Educational Resources Information Center

Soh, Michael; Roth-Johnson, Elizabeth A.; Levis-Fitzgerald, Marc; Rowat, Amy

2015-01-01

If we could effectively engage students in general science curricula and lead them to recognize the everyday relevance of scientific concepts, we would significantly strengthen the understanding of science among our nation's future workforce. This article shows that increased levels of student cognition can be achieved through interactive taste…

Bayesian Methods for Scalable Multivariate Value-Added Assessment

ERIC Educational Resources Information Center

Lockwood, J. R.; McCaffrey, Daniel F.; Mariano, Louis T.; Setodji, Claude

2007-01-01

There is increased interest in value-added models relying on longitudinal student-level test score data to isolate teachers' contributions to student achievement. The complex linkage of students to teachers as students progress through grades poses both substantive and computational challenges. This article introduces a multivariate Bayesian…

Students' Conceptions of Chemical Change.

ERIC Educational Resources Information Center

Hesse, Joseph J., III; Anderson, Charles W.

1992-01-01

Presents results of intensive clinical interviews with 11 high school chemistry students representing a broad range of achievement levels as selected from 180 students who completed a written test upon completion of an instructional unit on chemical change. Results indicate that students commonly experience difficulties in chemical knowledge,…

Language Learning Strategy Use and Reading Achievement

ERIC Educational Resources Information Center

Ghafournia, Narjes

2014-01-01

The current study investigated the differences across the varying levels of EFL learners in the frequency and choice of learning strategies. Using a reading test, questionnaire, and parametric statistical analysis, the findings yielded up discrepancies among the participants in the implementation of language-learning strategies concerning their…

The Role of Instructional Quality within School Sectors: A Multi-Level Analysis

ERIC Educational Resources Information Center

Miller, Saralyn J.

2013-01-01

On average, private school students outperform public school students on standardized tests. Research confirms these differences in student scores, but also shows that when student background characteristics are controlled, on average, public school students outperform private school students. Explaining achievement differences between sectors…

Aspects of Teacher Accountability in New Mexico.

ERIC Educational Resources Information Center

Hall, Carroll L.

The term "accountability" involves more than the recent demand by the public that schools justify the academic levels achieved by their students. Such aspects of accountability as teacher certification, school accreditation, educational evaluation, and student testing have existed for years. The New Mexico State Department of Education…

Active learning of geometrical optics in high school: the ALOP approach

NASA Astrophysics Data System (ADS)

Alborch, Alejandra; Pandiella, Susana; Benegas, Julio

2017-09-01

A group comparison experiment of two high school classes with pre and post instruction testing has been carried out to study the suitability and advantages of using the active learning of optics and photonics (ALOP) curricula in high schools of developing countries. Two parallel, mixed gender, 12th grade classes of a high school run by the local university were chosen. One course was randomly selected to follow the experimental instruction, based on teacher and student activities contained in the ALOP Manual. The other course followed the traditional, teacher-centered, instruction previously practiced. Conceptual knowledge of the characteristics of image formation by plane mirrors and single convergent and divergent lenses was measured by applying, in both courses, the multiple-choice test, light and optics conceptual evaluation (LOCE). Measurement before instruction showed that initial knowledge was almost null, and therefore equivalent, in both courses. After instruction testing showed that the conceptual knowledge of students following the ALOP curricula more than doubled that achieved by students in the control course, a situation maintained throughout the six conceptual dimensions tested by the 34 questions of the LOCE test used in this experiment. Using a 60% performance level on the LOCE test as the threshold of satisfactory performance, most (about 90%) of the experimental group achieved this level—independent of initial knowledge, while no student following traditional instruction reached this level of understanding. Some considerations and recommendations for prospective users are also included.

Facial recognition using simulated prosthetic pixelized vision.

PubMed

Thompson, Robert W; Barnett, G David; Humayun, Mark S; Dagnelie, Gislin

2003-11-01

To evaluate a model of simulated pixelized prosthetic vision using noncontiguous circular phosphenes, to test the effects of phosphene and grid parameters on facial recognition. A video headset was used to view a reference set of four faces, followed by a partially averted image of one of those faces viewed through a square pixelizing grid that contained 10x10 to 32x32 dots separated by gaps. The grid size, dot size, gap width, dot dropout rate, and gray-scale resolution were varied separately about a standard test condition, for a total of 16 conditions. All tests were first performed at 99% contrast and then repeated at 12.5% contrast. Discrimination speed and performance were influenced by all stimulus parameters. The subjects achieved highly significant facial recognition accuracy for all high-contrast tests except for grids with 70% random dot dropout and two gray levels. In low-contrast tests, significant facial recognition accuracy was achieved for all but the most adverse grid parameters: total grid area less than 17% of the target image, 70% dropout, four or fewer gray levels, and a gap of 40.5 arcmin. For difficult test conditions, a pronounced learning effect was noticed during high-contrast trials, and a more subtle practice effect on timing was evident during subsequent low-contrast trials. These findings suggest that reliable face recognition with crude pixelized grids can be learned and may be possible, even with a crude visual prosthesis.

Problem-based learning versus traditional science instruction: Achievement and interest in science of middle grades minority females

NASA Astrophysics Data System (ADS)

Mungin, Rochelle E.

This quantitative study examined science interest and achievement of middle school minority females in both traditional science classes and Problem-based Learning (PBL) science classes. The purpose of this study was to determine if there is a significant difference between traditional teaching and the PBL teaching method. The researcher also looked for a significant relationship between interest in science and achievement in science. This study used survey data from parents of female middle school science students to measure student interest in science concepts. The population of interest for this study was 13--15 year old eighth grade females from various racial make-ups such as, African American, Hispanic, Bi-racial, Asian, and Other Pacific Islander. Student achievement data was retrieved from the 8th grade science fall common assessed benchmark exam of both test groups. The results of the survey along with the benchmark data was to shed light on the way adolescent females learn and come to embrace science. The findings may provide guidance for science educators seeking to reach their minority female students and guide their achievement levels higher than before. From the results of the t-test and Pearson correlation test of this study, it can be concluded that while this study did not show a significant difference in academic achievement or interest between the two teaching styles, it revealed that interest in science has a positive role to play in the academic success of minority girls in science. The practical implications for examining these issues are to further the research on solutions for closing the minority and gender achievement gaps. The results of this study have implications for researchers as well as practitioners in the field of education.

Cavity BPM system tests for the ILC energy spectrometer

NASA Astrophysics Data System (ADS)

Slater, M.; Adolphsen, C.; Arnold, R.; Boogert, S.; Boorman, G.; Gournaris, F.; Hildreth, M.; Hlaing, C.; Jackson, F.; Khainovski, O.; Kolomensky, Yu. G.; Lyapin, A.; Maiheu, B.; McCormick, D.; Miller, D. J.; Orimoto, T. J.; Szalata, Z.; Thomson, M.; Ward, D.; Wing, M.; Woods, M.

2008-07-01

The main physics programme of the International Linear Collider (ILC) requires a measurement of the beam energy at the interaction point with an accuracy of 10-4 or better. To achieve this goal a magnetic spectrometer using high resolution beam position monitors (BPMs) has been proposed. This paper reports on the cavity BPM system that was deployed to test this proposal. We demonstrate sub-micron resolution and micron level stability over 20 h for a 1 m long BPM triplet. We find micron-level stability over 1 h for 3 BPM stations distributed over a 30 m long baseline. The understanding of the behaviour and response of the BPMs gained from this work has allowed full spectrometer tests to be carried out.

Summary and recommendations on nuclear electric propulsion technology for the space exploration initiative

NASA Technical Reports Server (NTRS)

Doherty, Michael P.; Holcomb, Robert S.

1993-01-01

A project in Nuclear Electric Propulsion (NEP) technology is being established to develop the NEP technologies needed for advanced propulsion systems. A paced approach has been suggested which calls for progressive development of NEP component and subsystem level technologies. This approach will lead to major facility testing to achieve TRL-5 for megawatt NEP for SEI mission applications. This approach is designed to validate NEP power and propulsion technologies from kilowatt class to megawatt class ratings. Such a paced approach would have the benefit of achieving the development, testing, and flight of NEP systems in an evolutionary manner. This approach may also have the additional benefit of synergistic application with SEI extraterrestrial surface nuclear power applications.

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.

Combined Effect of Levels in Personal Self-Regulation and Regulatory Teaching on Meta-Cognitive, on Meta-Motivational, and on Academic Achievement Variables in Undergraduate Students.

PubMed

de la Fuente, Jesús; Sander, Paul; Martínez-Vicente, José M; Vera, Mariano; Garzón, Angélica; Fadda, Salvattore

2017-01-01

The Theory of Self- vs . Externally-Regulated Learning™ (SRL vs. ERL) proposed different types of relationships among levels of variables in Personal Self-Regulation (PSR) and Regulatory Teaching (RT) to predict the meta-cognitive, meta-motivational and -emotional variables of learning, and of Academic Achievement in Higher Education. The aim of this investigation was empirical in order to validate the model of the combined effect of low-medium-high levels in PSR and RT on the dependent variables. For the analysis of combinations, a selected sample of 544 undergraduate students from two Spanish universities was used. Data collection was obtained from validated instruments, in Spanish versions. Using an ex-post-facto design, different Univariate and Multivariate Analyses (3 × 1, 3 × 3, and 4 × 1) were conducted. Results provide evidence for a consistent effect of low-medium-high levels of PSR and of RT, thus giving significant partial confirmation of the proposed rational model. As predicted, (1) the levels of PSR and positively and significantly effected the levels of learning approaches, resilience, engagement, academic confidence, test anxiety, and procedural and attitudinal academic achievement; (2) the most favorable type of interaction was a high level of PSR with a high level RT process. The limitations and implications of these results in the design of effective teaching are analyzed, to improve university teaching-learning processes.

Combined Effect of Levels in Personal Self-Regulation and Regulatory Teaching on Meta-Cognitive, on Meta-Motivational, and on Academic Achievement Variables in Undergraduate Students

PubMed Central

de la Fuente, Jesús; Sander, Paul; Martínez-Vicente, José M.; Vera, Mariano; Garzón, Angélica; Fadda, Salvattore

2017-01-01

The Theory of Self- vs. Externally-Regulated Learning™ (SRL vs. ERL) proposed different types of relationships among levels of variables in Personal Self-Regulation (PSR) and Regulatory Teaching (RT) to predict the meta-cognitive, meta-motivational and -emotional variables of learning, and of Academic Achievement in Higher Education. The aim of this investigation was empirical in order to validate the model of the combined effect of low-medium-high levels in PSR and RT on the dependent variables. For the analysis of combinations, a selected sample of 544 undergraduate students from two Spanish universities was used. Data collection was obtained from validated instruments, in Spanish versions. Using an ex-post-facto design, different Univariate and Multivariate Analyses (3 × 1, 3 × 3, and 4 × 1) were conducted. Results provide evidence for a consistent effect of low-medium-high levels of PSR and of RT, thus giving significant partial confirmation of the proposed rational model. As predicted, (1) the levels of PSR and positively and significantly effected the levels of learning approaches, resilience, engagement, academic confidence, test anxiety, and procedural and attitudinal academic achievement; (2) the most favorable type of interaction was a high level of PSR with a high level RT process. The limitations and implications of these results in the design of effective teaching are analyzed, to improve university teaching-learning processes. PMID:28280473

Personal conceptions of intelligence, self-esteem, and school achievement in Italian and Portuguese students.

PubMed

Pepi, Annamaria; Faria, Luísa; Alesi, Marianna

2006-01-01

Educational research places emphasis on the fact that different cultures have different self-construals. These construals can influence cognitive, emotional, and motivational processes in individuals. Great importance is attached to individuals' implicit conceptions of the nature of their intelligence (incremental or entity) and self-esteem. In general, both representation of intelligence and self-esteem seem to play an important role in scholastic performance in terms of both a predispostion to learning and the results actually achieved. The aim of this research is to determine the relationship between variables such as school, and socioeconomic level and gender in Italian and Portuguese students. A questionnaire was administered to 1,540 high school and university students assessing socioeconomic level and school performance, the Personal Conceptions of Intelligence Test (Faira & Fontaine, 1997), and the Self-Esteem Test (Rosenberg, 1965). In general, results show that Portuguese subjects are more incremental than Italians. Moreover, significant differences have to be determined regarding motivational factors linked to school and socioeconomic level and gender. The research highlights the importance of macro-contextual factors in the social, economic, and political organizations that influence how people develop their motivational beliefs.

Mid-Infrared Photoacoustic Detection of Glucose in Human Skin: Towards Non-Invasive Diagnostics

PubMed Central

Kottmann, Jonas; Rey, Julien M.; Sigrist, Markus W.

2016-01-01

Diabetes mellitus is a widespread metabolic disease without cure. Great efforts are being made to develop a non-invasive monitoring of the blood glucose level. Various attempts have been made, including a number of non-optical approaches as well as optical techniques involving visible, near- and mid-infrared light. However, no true breakthrough has been achieved so far, i.e., there is no fully non-invasive monitoring device available. Here we present a new study based on mid-infrared spectroscopy and photoacoustic detection. We employ two setups, one with a fiber-coupled photoacoustic (PA) cell and a tunable quantum cascade laser (QCL), and a second setup with two QCLs at different wavelengths combined with PA detection. In both cases, the PA cells are in direct skin contact. The performance is tested with an oral glucose tolerance test. While the first setup often gives reasonable qualitative agreement with ordinary invasive blood glucose measurements, the dual-wavelength approach yields a considerably improved stability and an uncertainty of only ±30 mg/dL of the blood glucose concentration level at a confidence level of 90%. This result is achieved without advanced data treatment such as principal component analysis involving extended wavelength ranges. PMID:27735878

Emotion Understanding, Social Competence and School Achievement in Children from Primary School in Portugal

PubMed Central

Franco, Maria da Glória; Beja, Maria J.; Candeias, Adelinda; Santos, Natalie

2017-01-01

This study analyzes the relationship between emotion understanding and school achievement in children of primary school, considering age, gender, fluid intelligence, mother’s educational level and social competence. In this study participated 406 children of primary school. The instruments used were the Test of Emotion Comprehension, Colored Progressive Matrices of Raven, Socially Action and Interpersonal Problem Solving Scale. The structural equation model showed the relationship between the emotion understanding and school performance depends on a mediator variable that in the context of the study was designated social competence. Age appear as an explanatory factor of the differences found, the mother’s educational level only predicts significantly social emotional competence, fluid intelligence is a predictor of emotion understanding, school achievement and social emotional competence. Regarding the influence of sex, emotional understanding does not emerge as a significant predictor of social emotional competence in girls or boys. Multiple relationships between the various factors associated with school achievement and social emotional competence are discussed as well as their implications in promoting child development and school success. PMID:28861014

Characteristics of Patients With Satisfactory Functional Gain Following Total Joint Arthroplasty in a Postacute Rehabilitation Setting.

PubMed

Hershkovitz, Avital; Vesilkov, Marina; Beloosesky, Yichayaou; Brill, Shai

2017-01-10

Total joint arthroplasty (TJA) is an effective and successful treatment of osteoarthritis of the hip and knee as quantified by several measures, such as pain relief, improved walking, improved self-care, functions, and increased quality of life. Data are lacking as to the definition of a satisfactory functional gain in a postacute setting and identifying the characteristics of older patients with TJA who may achieve that gain. Our aim was to characterize patients who may achieve a satisfactory functional gain in a postacute rehabilitation setting following TJA. This was a retrospective study of 180 patients with TJA admitted during 2010-2013. The main outcome measures were the Functional Independence Measure (FIM), the Montebello Rehabilitation Factor Score (MRFS) on the motor FIM, and the Timed Get Up and Go Test. Satisfactory functional gain was defined as an mFIM MRFS score above median score. Comparisons of clinical and demographic characteristics between patients who achieved a satisfactory functional gain versus those who did not were performed by the Mann-Whitney U test and the χ test. The proportion of patients who achieved a satisfactory functional gain was similar in the total knee arthroplasty and total hip arthroplasty (THA) groups. The most significant characteristic of patients who achieved a satisfactory functional gain was their admission functional ability. Age negatively impacted the ability to achieve a satisfactory functional gain in patients with THA. Functional level on admission is the best predictive factor for a better rehabilitation outcome for patients with TJA. Age negatively affects functional gain in patients with THA.

Associations between selected dietary behaviours and academic achievement: A study of Australian school aged children.

PubMed

Burrows, Tracy; Goldman, Sharni; Olson, Richard K; Byrne, Brian; Coventry, William L

2017-09-01

Research investigating the effects of dietary behaviours on children's academic achievement has predominately focused on breakfast consumption. The aim of this study was to conduct secondary analysis to examine associations between a range of dietary behaviours and children's academic achievement. Data on five dietary variables (fruit intake; vegetable intake; consumption of takeaway; sugar sweetened beverages; and breakfast) and scores in the five domains of a standardised academic achievement test known as NAPLAN (reading, writing, grammar/punctuation, spelling and numeracy) were obtained for Australian children aged 8-15 years in school grades three (n = 1185), five (n = 1147), seven (n = 1053) and nine (n = 860). Mixed linear models adjusted for socioeconomic status and gender were used to examine associations between dietary behaviours and academic scores. Greater consumption of vegetables with the evening meal (7 nights/week) was associated with higher test scores in the domains of spelling and writing (p=<0.01), with the greatest effect observed for spelling with a mean score difference of 86 ± 26.5 NAPLAN points between the highest and lowest levels of consumption (95% CI: 34.0-138.1; p=<0.01). Increased consumption of sugar sweetened beverages was associated with significantly lower test scores in reading, writing, grammar/punctuation and numeracy (<0.01). The findings of this study demonstrate dietary behaviours are associated with higher academic achievement. Future research should further explore relationships between a wide range of dietary behaviours and children's academic achievement. Copyright © 2017 Elsevier Ltd. All rights reserved.

Determining the relationship between atherosclerosis and periodontopathogenic microorganisms in chronic periodontitis patients.

PubMed

Bozoglan, Alihan; Ertugrul, Abdullah Seckin; Taspınar, Mehmet; Yuzbasioglu, Betul

2017-05-01

The aim of this study is to determine the relationship between atherosclerosis and periodontopathogenic microorganisms in chronic periodontitis patients following periodontal treatment. A total of 40 patients were included in the study. 20 of these patients diagnosed with atherosclerosis and chronic periodontitis formed the test group. The remaining 20 patients were systemically healthy patients diagnosed with chronic periodontitis and formed the control group. All patients had nonsurgical periodontal treatment. The periodontopathogenic microorganism levels were determined at baseline and at 6 months in microbial dental plaque samples and WBC, LDL, HDL, PLT, fibrinogen, creatinine and hs-CRP levels were determined by blood samples. Statistically significant reduction has been achieved in clinical periodontal parameters following non-surgical periodontal treatment in test and control groups. Following periodontal treatment, WBC, LDL, PLT, fibrinogen, creatinine and hs-CRP levels significantly decreased and HDL levels significantly increased in both test and control groups. Similarly, the periodontopathogenic microorganism levels significantly decreased following periodontal treatment in the test and control groups. A statistically significant positive correlation has been determined between the periodontopathogenic microorganism levels and WBC, LDL, PLT, fibrinogen, creatinine, and hs-CRP levels in the test group. The association between hs-CRP, WBC, LDL, PLT, fibrinogen, creatinine, and the amount of periodontopathogenic microorganisms indicates the possibility that periodontal treatment could decrease the risk atherosclerosis. More studies must be conducted in order for these results to be supported.

Providing critical laboratory results on time, every time to help reduce emergency department length of stay: how our laboratory achieved a Six Sigma level of performance.

PubMed

Blick, Kenneth E

2013-08-01

To develop a fully automated core laboratory, handling samples on a "first in, first out" real-time basis with Lean/Six Sigma management tools. Our primary goal was to provide services to critical care areas, eliminating turnaround time outlier percentage (TAT-OP) as a factor in patient length of stay (LOS). A secondary goal was to achieve a better laboratory return on investment. In 2011, we reached our primary goal when we calculated the TAT-OP distribution and found we had achieved a Six Sigma level of performance, ensuring that our laboratory service can be essentially eliminated as a factor in emergency department patient LOS. We also measured return on investment, showing a productivity improvement of 35%, keeping pace with our increased testing volume. As a result of our Lean process improvements and Six Sigma initiatives, in part through (1) strategic deployment of point-of-care testing and (2) core laboratory total automation with robotics, middleware, and expert system technology, physicians and nurses at the Oklahoma University Medical Center can more effectively deliver lifesaving health care using evidence-based protocols that depend heavily on "on time, every time" laboratory services.

Associations Between Cardiorespiratory Fitness and Overweight With Academic Performance in 12-Year-Old Brazilian Children.

PubMed

de Almeida Santana, Carla Caroliny; Farah, Breno Quintella; de Azevedo, Liane Beretta; Hill, James O; Gunnarsdottir, Thrudur; Botero, João Paulo; do Prado, Edna Cristina; do Prado, Wagner Luiz

2017-05-01

Obesity has been associated with poor academic achievement, while cardiorespiratory fitness (CRF) has been linked to academic success. To investigate whether CRF is associated with academic performance in Brazilian students, independently of body mass index (BMI), fatness and socioeconomic status (SES). 392 5th and 6th grade students (193 girls) (12.11 ± 0.75 years old) were evaluated in 2012. Skinfold thickness measures were performed, and students were classified according to BMI-percentile. CRF was estimated by a 20-meter shuttle run test, and academic achievement by standardized math and Portuguese tests. Multiple linear regression analyses were conducted to explore the association between academic performance and CRF, adjusted for SES, skinfold thickness or BMI-percentile. Among girls CRF was associated with higher academic achievement in math (β = 0.146;p = .003) and Portuguese (β = 0.129;p = .004) in crude and adjusted analyses. No significant association was found among boys. BMI was not associated with overall academic performance. There was a weak negative association between skinfold thickness and performance in mathematics in boys (β =- 0.030;p = .04), but not in girls. The results highlight the importance of maintaining high fitness levels in girls throughout adolescence a period commonly associated with reductions in physical activity levels and CRF.

Nitrogen tetroxide vapor scrubber using a recirculating liquid

NASA Technical Reports Server (NTRS)

Reisert, T. D.

1978-01-01

Scrubbers required to reduce N2O4 contamination of nitrogen vent gas streams to a safe level to preclude health hazard to personnel and to preclude adverse environmental effects were developed. The scrubber principle involved is to absorb and neutralize the N2O4 component in a closed circuit circulating water/chemical solution in a vertical counter-flow, packed-tower configuration. The operational and performance test requirements for the scrubbers consist of demonstrating that the exit gas contamination level from the scrubbers does not exceed 150 ppm oxidizer under any flow conditions up to 400 scfm with inlet concentrations of up to 100,000 ppm oxidizer. Several problems were encountered during the performance testing that led to a series of investigations and supplementary testing. It was finally necessary to change the scrubber liquors in oxidizer scrubber to successfully achieve performance requirements. The scrubbers, the test configuration, and the various tests performed are described.

Space Shuttle Main Engine Off-Nominal Low Power Level Operation

NASA Technical Reports Server (NTRS)

Bradley, Michael

1997-01-01

This paper describes Rocketdyne's successful analysis and demonstration of the Space Shuttle Main Engine (SSME) operation at off-nominal power levels during Reusable Launch Vehicle (RLV) evaluation tests. The nominal power level range for the SSME is from 65% rated power level (RPL) to 109% RPL. Off-nominal power levels incrementally demonstrated were: 17% RPL, 22% RPL, 27% RPL, 40% RPL, 45% RPL, and 50% RPL. Additional achievements during low power operation included: use of a hydrostatic bearing High Pressure Oxidizer Turbopump (HPOTP), nominal High Pressure Fuel Turbopump (HPFTP) first rotor critical speed operation, combustion stability at low power levels, and refined definition of nozzle flow separation heat loads.

Longitudinal associations between reading and mathematics achievement.

PubMed

Grimm, Kevin J

2008-01-01

The association between early reading skills and changes in mathematics was examined in a large, low-income sample to determine whether students who have a greater level of reading skills in early elementary school exhibit more rapid gains in tests of mathematics. The longitudinal associations between third grade reading comprehension and changes in three components of mathematics achievement (Problem Solving and Data Interpretation, Mathematical Concepts and Estimation, Mathematical Computation) from third through eighth grade were examined. Latent growth models were fit to the repeated assessments of each mathematics component and the students' third grade reading and global mathematics scores were included as predictors of the intercept and slope. Gender, poverty status, and ethnicity were included in the models as control variables. The results showed males and African-American students tended to have shallower rates of change than females and non-African-American/non-Hispanic students. In terms of the effect of reading on changes in mathematics, third grade reading comprehension was found to be a positive significant predictor of change for each component of mathematics, suggesting students with a greater level of reading achievement in early elementary school change more rapidly in mathematics skills controlling for prior mathematics skills and student characteristics. The largest effects were shown for the Problem Solving and Data Interpretation test, a test focused on the applications of mathematics knowledge, and the Mathematical Concepts and Estimation test. Negligible effects were found for changes in Mathematical Computation. Thus, early reading comprehension was shown to be related to a conceptual understanding of mathematics and the application of mathematics knowledge. These findings lend support for the notion that early reading skills are important for success in mathematics.

Computer-Assisted Literacy Instruction in Phonics,

DTIC Science & Technology

1980-04-01

below 4.5, as measured on the Gates-MacGinitie reading test and poor word attack skills , as measured by the Wide Range Achievement Test (WRAT), Level...see and hear the words they were to pronouce, (2) to request that the synthesizer repronounce words, and (3) to sound out words in isolation and in...continued with the remaining 3 weeks of the ART Program, which covered vocabulary development, reading comprehension, and study skills . The RGLs of both

Social–Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap

PubMed Central

Becker, Bronwyn E.; Luthar, Suniya S.

2012-01-01

Despite concentrated efforts at improving inferior academic outcomes among disadvantaged students, a substantial achievement gap between the test scores of these students and others remains (Jencks & Phillips, 1998; National Center for Education Statistics, 2000a, 2000b; Valencia & Suzuki, 2000). Existing research used ecological models to document social–emotional factors at multiple levels of influence that undermine academic performance. This article integrates ideas from various perspectives in a comprehensive and interdisciplinary model that will inform policy makers, administrators, and schools about the social–emotional factors that act as both risk and protective factors for disadvantaged students’ learning and opportunities for academic success. Four critical social–emotional components that influence achievement performance (academic and school attachment, teacher support, peer values, and mental health) are reviewed. PMID:23255834

Social-Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap.

PubMed

Becker, Bronwyn E; Luthar, Suniya S

2002-01-01

Despite concentrated efforts at improving inferior academic outcomes among disadvantaged students, a substantial achievement gap between the test scores of these students and others remains (Jencks & Phillips, 1998; National Center for Education Statistics, 2000a, 2000b; Valencia & Suzuki, 2000). Existing research used ecological models to document social-emotional factors at multiple levels of influence that undermine academic performance. This article integrates ideas from various perspectives in a comprehensive and interdisciplinary model that will inform policy makers, administrators, and schools about the social-emotional factors that act as both risk and protective factors for disadvantaged students' learning and opportunities for academic success. Four critical social-emotional components that influence achievement performance (academic and school attachment, teacher support, peer values, and mental health) are reviewed.

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

Application of the Bootstrap Statistical Method in Deriving Vibroacoustic Specifications

NASA Technical Reports Server (NTRS)

Hughes, William O.; Paez, Thomas L.

2006-01-01

This paper discusses the Bootstrap Method for specification of vibroacoustic test specifications. Vibroacoustic test specifications are necessary to properly accept or qualify a spacecraft and its components for the expected acoustic, random vibration and shock environments seen on an expendable launch vehicle. Traditionally, NASA and the U.S. Air Force have employed methods of Normal Tolerance Limits to derive these test levels based upon the amount of data available, and the probability and confidence levels desired. The Normal Tolerance Limit method contains inherent assumptions about the distribution of the data. The Bootstrap is a distribution-free statistical subsampling method which uses the measured data themselves to establish estimates of statistical measures of random sources. This is achieved through the computation of large numbers of Bootstrap replicates of a data measure of interest and the use of these replicates to derive test levels consistent with the probability and confidence desired. The comparison of the results of these two methods is illustrated via an example utilizing actual spacecraft vibroacoustic data.

The effect of project-based learning on students' statistical literacy levels for data representation

NASA Astrophysics Data System (ADS)

Koparan, Timur; Güven, Bülent

2015-07-01

The point of this study is to define the effect of project-based learning approach on 8th Grade secondary-school students' statistical literacy levels for data representation. To achieve this goal, a test which consists of 12 open-ended questions in accordance with the views of experts was developed. Seventy 8th grade secondary-school students, 35 in the experimental group and 35 in the control group, took this test twice, one before the application and one after the application. All the raw scores were turned into linear points by using the Winsteps 3.72 modelling program that makes the Rasch analysis and t-tests, and an ANCOVA analysis was carried out with the linear points. Depending on the findings, it was concluded that the project-based learning approach increases students' level of statistical literacy for data representation. Students' levels of statistical literacy before and after the application were shown through the obtained person-item maps.

A comparison of hands-on inquiry instruction to lectureinstruction with special needs high school biology students

NASA Astrophysics Data System (ADS)

Jensen-Ruopp, Helga Spitko

A comparison of hands-on inquiry instruction with lecture instruction was presented to 134 Patterns and Process Biology students. Students participated in seven biology lessons that were selected from Biology Survey of Living Things (1992). A pre and post paper and pencil assessment was used as the data collecting instrument. The treatment group was taught using hands-on inquiry strategies while the non-treatment group was taught in the lecture method of instruction. The team teaching model was used as the mode of presentation to the treatment group and the non-treatment group. Achievement levels using specific criterion; novice (0% to 50%), developing proficiency (51% to 69%), accomplished (70% to 84) and exceptional or mastery level (85% to 100%) were used as a guideline to tabulate the results of the pre and post assessment. Rubric tabulation was done to interpret the testing results. The raw data was plotted using percentage change in test score totals versus reading level score by gender as well as percentage change in test score totals versus auditory vocabulary score by gender. Box Whisker plot comparative descriptive of individual pre and post test scores for the treatment and non-treatment group was performed. Analysis of covariance (ANCOVA) using MINITAB Statistical Software version 14.11 was run on data of the seven lessons, as well as on gender (male results individual and combined, and female results individual and combined) results. Normal Probability Plots for total scores as well as individual test scores were performed. The results suggest that hands-on inquiry based instruction when presented to special needs students including; at-risk; English as a second language limited, English proficiency and special education inclusive students' learning may enhance individual student achievement.

Addition of atropine to submaximal exercise stress testing in patients evaluated for suspected ischaemia with SPECT imaging: a randomized, placebo-controlled trial.

PubMed

Manganelli, Fiore; Spadafora, Marco; Varrella, Paola; Peluso, Giuseppina; Sauro, Rosario; Di Lorenzo, Emilio; Rosato, Giuseppe; Daniele, Stefania; Cuocolo, Alberto

2011-02-01

To evaluate the effects of the addition of atropine to exercise testing in patients who failed to achieve their target heart rate (HR) during stress myocardial perfusion imaging with single-photon emission computed tomography (SPECT). The study was a prospective, randomized, placebo-controlled design. Patients with suspected or known coronary artery disease who failed to achieve a target HR (≥85% of maximal predicted HR) during exercise SPECT imaging were randomized to receive intravenous atropine (n=100) or placebo (n=101). The two groups of patients did not differ with respect to demographic or clinical characteristics. A higher proportion of patients in the atropine group achieved the target HR compared to the placebo group (60% versus 3%, p<0.0001). SPECT imaging was abnormal in a higher proportion of patients in the atropine group as compared to the placebo group (57% versus 42%, p<0.05). Stress-induced myocardial ischaemia was present in more patients in the atropine group as compared to placebo (47% versus 29%, p<0.01). In both groups of patients, no major side effects occurred. The addition of atropine at the end of exercise testing is more effective than placebo in raising HR to adequate levels, without additional risks of complications. The use of atropine in patients who initially failed to achieve their maximal predicted HR is associated with a higher probability of achieving a diagnostic myocardial perfusion study.

Burnout, quality of life, motivation, and academic achievement among medical students: A person-oriented approach.

PubMed

Lyndon, Mataroria P; Henning, Marcus A; Alyami, Hussain; Krishna, Sanjeev; Zeng, Irene; Yu, Tzu-Chieh; Hill, Andrew G

2017-04-01

The aim of this study was to identify burnout and quality of life profiles of medical students and determine their associations with academic motivation and achievement on progress tests using a person-oriented approach. Medical students (n = 670) in Year 3 to Year 5 at the University of Auckland were classified into three different profiles as derived from a two-step cluster analysis using World Health Organization Quality of Life-BREF scores and Copenhagen Burnout Inventory scores. The profiles were used as independent variables to assess differences in academic motivation and achievement on progress tests using a multivariate analysis of co-variance and repeated measures analysis of co-variance methods. The response rate was 47%. Three clusters were obtained: Higher Burnout Lower Quality of Life (n = 62, 20%), Moderate Burnout Moderate Quality of Life (n = 131, 41%), and Lower Burnout Higher Quality of Life (n = 124, 39%). After controlling for gender and year level, Higher Burnout Lower Quality of Life students had significantly higher test anxiety (p < 0.0001) and amotivation scores (p < 0.0001); and lower intrinsic motivation (p < 0.005), self-efficacy (p < 0.001), and progress test scores (p = 0.03) compared with the other profiles. Burnout and Quality of Life profiles of medical students are associated with differences in academic motivation and achievement over time.

Interactive Effects of Color Realism and Learners' IQ on Effectiveness of Visual Instruction.

ERIC Educational Resources Information Center

Berry, Louis H.; Dwyer, Francis M.

1982-01-01

Undergraduates of different levels of ability (IQ) profited differentially from color cueing of instructional materials pertaining to the human heart. Visualization was not equally effective in achievement of different educational objectives (drawing, identification, terminology, and comprehension tests). Delayed retention of material was not…

Nutrition and Learning: The Breakfast Role.

ERIC Educational Resources Information Center

Stein, Annette; And Others

A pilot study examined the effects of improved breakfast nutrition on students' academic achievement. Participants were 142 intermediate school children who usually ate breakfast in school. All children were given the Gates-MacGinitie Reading Tests, Form 1, Levels A-D, and were ranked according to their total reading scores. The experimental and…

Foundations of Mathematics Achievement: Instructional Practices and Diverse Kindergarten Students

ERIC Educational Resources Information Center

Bottia, Martha Cecilia; Moller, Stephanie; Mickelson, Roslyn Arlin; Stearns, Elizabeth

2014-01-01

Analyzing Early Childhood Longitudinal Survey--Kindergarten (ECLS-K) data, we examine how exposure to instructional practices influences math test scores at the end of kindergarten for children from different racial/ethnic and socioeconomic backgrounds, and for children with different levels of math skills at kindergarten entry. We also analyze…

Developmental Differences in Motor Task Integration: A Test of Pascual-Leone's Theory of Constructive Operators.

ERIC Educational Resources Information Center

Todor, John I.

1979-01-01

Assesses the ability of Pascual-Leone's Theory of Constructive Operators to predict the minimum age or maturational level at which integration of a motor task could be achieved. Subjects were 114 elementary school children ranging in age from 5 to 12. (Author/MP)

Incorporating High-Throughput Exposure Predictions with Dosimetry-Adjusted In Vitro Bioactivity to Inform Chemical Toxicity Testing

EPA Science Inventory

We previously integrated dosimetry and exposure with high-throughput screening (HTS) to enhance the utility of ToxCast™ HTS data by translating in vitro bioactivity concentrations to oral equivalent doses (OEDs) required to achieve these levels internally. These OEDs were compare...

Modeling the Discrimination Power of Physics Items

ERIC Educational Resources Information Center

Mesic, Vanes

2011-01-01

For the purposes of tailoring physics instruction in accordance with the needs and abilities of the students it is useful to explore the knowledge structure of students of different ability levels. In order to precisely differentiate the successive, characteristic states of student achievement it is necessary to use test items that possess…

A Simulated Journey

ERIC Educational Resources Information Center

Yoder, Lisa

2006-01-01

Students learn best when they interact with new information on a personal level. It is a challenge for teachers to tightly align student experiences with the standards assessed on high-stakes tests. To achieve this goal in social studies, the author has turned increasingly to simulations where students find such activities engaging, and their…

Increasing Student Achievement through Brain-Based Strategies

ERIC Educational Resources Information Center

Pociask, Amanda; Settles, Jeri

2007-01-01

The students targeted were third and fourth grade students with learning-disabilities and seventh-eighth grade science students who exhibited poor test scores, motivation, and behaviors that negatively impacted their learning. The objective of this study was to change the level of student engagement in order to increase their academic achievement…

Leadership for Literacy: Teachers Raising Expectations and Opportunities

ERIC Educational Resources Information Center

Chilla, Nicole A.; Waff, Diane; Cook, Heleny

2007-01-01

The public is deeply concerned that students in urban settings are not achieving at high levels. Over the past twenty years, large urban districts have attempted to restructure massive school systems using educational policymaking processes that have focused on school structures, standards-driven curriculum, and test-based accountability measures.…

The Impact of School Buildings on Learning. Information Capsule. Volume 1204

ERIC Educational Resources Information Center

Blazer, Christie

2012-01-01

This Information Capsule examines the impact of deteriorating school buildings on students and teachers. Research indicates that students attending schools that are in poor physical condition score lower on achievement tests than students in newer, functional buildings. Studies suggest that several specific factors contribute to lower levels of…

Grade 3 Science Curriculum Specifications.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Curriculum Branch.

The specific content areas and objectives from which the Alberta, Canada, Grade 3 Science Achievement Test questions were derived are outlined in this bulletin. The document contains: (1) curriculum summary (providing a general listing of the process skills, psychomotor skills, attitudes, and subject matter covered at the grade 3 level); (2) a…

Preventing a Hollow Army: 20th Century Lessons for the 21st Century

DTIC Science & Technology

2012-06-08

Watergate scandal additionally provided challenges for the United States government as the nation reduced forces in Vietnam and looked to downsize the...levels and test scores among recruits, recruiting scandals to achieve required minimums in addition to an increase in bad discharges and peacetime

Testing of printed circuit board solder joints by optical correlation

NASA Technical Reports Server (NTRS)

Espy, P. N.

1975-01-01

An optical correlation technique for the nondestructive evaluation of printed circuit board solder joints was evaluated. Reliable indications of induced stress levels in solder joint lead wires are achievable. Definite relations between the inherent strength of a solder joint, with its associated ability to survive stress, are demonstrable.

Effects of Teacher Controlled Segmented-Animation Presentation in Facilitating Learning

ERIC Educational Resources Information Center

Mohamad Ali, Ahmad Zamzuri

2010-01-01

The aim of this research was to study the effectiveness of teacher controlled segmented-animation presentation on learning achievement of students with lower level of prior knowledge. Segmented-animation and continuous-animation courseware showing cellular signal transmission process were developed for the research purpose. Pre-test and post-test…

In Vitro Activity of Penicillins Against Anaerobes

PubMed Central

Tally, Francis P.; Jacobus, Nilda V.; Bartlett, John G.; Gorbach, Sherwood L.

1975-01-01

The in vitro susceptibility of 162 anaerobic isolates from clinical material were tested to pencillin G, BL-P1654, and carbenicillin. Penicillin G and BL-P1654 showed good activity against Bacteroides fragilis, but only 60% of strains were susceptible to carbenicillin at achievable blood levels (128 μg/ml). PMID:1041215

Piagetian Research as Applied to Teaching Science to Secondary and College Students.

ERIC Educational Resources Information Center

Gabel, Dorothy L.

1979-01-01

Piaget's formal operational stage is related to the teaching of science by focusing on the development of paper and pencil tests for determining students' cognitive level of development and on procedures for helping concrete operational students improve achievement and become more formal in their thinking. (JMF)

Biologically Inspired Model for Visual Cognition Achieving Unsupervised Episodic and Semantic Feature Learning.

PubMed

Qiao, Hong; Li, Yinlin; Li, Fengfu; Xi, Xuanyang; Wu, Wei

2016-10-01

Recently, many biologically inspired visual computational models have been proposed. The design of these models follows the related biological mechanisms and structures, and these models provide new solutions for visual recognition tasks. In this paper, based on the recent biological evidence, we propose a framework to mimic the active and dynamic learning and recognition process of the primate visual cortex. From principle point of view, the main contributions are that the framework can achieve unsupervised learning of episodic features (including key components and their spatial relations) and semantic features (semantic descriptions of the key components), which support higher level cognition of an object. From performance point of view, the advantages of the framework are as follows: 1) learning episodic features without supervision-for a class of objects without a prior knowledge, the key components, their spatial relations and cover regions can be learned automatically through a deep neural network (DNN); 2) learning semantic features based on episodic features-within the cover regions of the key components, the semantic geometrical values of these components can be computed based on contour detection; 3) forming the general knowledge of a class of objects-the general knowledge of a class of objects can be formed, mainly including the key components, their spatial relations and average semantic values, which is a concise description of the class; and 4) achieving higher level cognition and dynamic updating-for a test image, the model can achieve classification and subclass semantic descriptions. And the test samples with high confidence are selected to dynamically update the whole model. Experiments are conducted on face images, and a good performance is achieved in each layer of the DNN and the semantic description learning process. Furthermore, the model can be generalized to recognition tasks of other objects with learning ability.

Personal and Academic Aspects That Contributed to the Development of the English Language Competence of Students from a Language Teacher Education Program

ERIC Educational Resources Information Center

Herrera-Mosquera, Leonardo; Tovar-Perdomo, Alejandra

2017-01-01

Students from the English as a Foreign Language (EFL) Program targeted in the present study are expected to achieve a C1 level of English proficiency according to the Common European Framework (CEF). However, only a five per cent of the students has evidenced this level on the institutional English exam (Ileusco Test, henceforth IT) for the past…

Folio Assessment or External Examinations? An Investigation into Alternative Means of Assessing SCE Ordinary Grade English. Report to the Scottish Certificate of Education Examination Board from the Scottish Council for Research in Education.

ERIC Educational Resources Information Center

Spencer, Ernest

From 1974 through 1978, three methods of assessing Scottish high school students' (O level) English achievement were studied: (1) Ordinary (O level) examinations; (2) assessment of writing skills (folio assessment); and (3) criterion referenced tests developed by the Scottish Council for Research in Education (SCRE) to measure the objectives of…

Analysis of critical thinking ability of VII grade students based on the mathematical anxiety level through learning cycle 7E model

NASA Astrophysics Data System (ADS)

Widyaningsih, E.; Waluya, S. B.; Kurniasih, A. W.

2018-03-01

This study aims to know mastery learning of students’ critical thinking ability with learning cycle 7E, determine whether the critical thinking ability of the students with learning cycle 7E is better than students’ critical thinking ability with expository model, and describe the students’ critical thinking phases based on the mathematical anxiety level. The method is mixed method with concurrent embedded. The population is VII grade students of SMP Negeri 3 Kebumen academic year 2016/2017. Subjects are determined by purposive sampling, selected two students from each level of mathematical anxiety. Data collection techniques include test, questionnaire, interview, and documentation. Quantitative data analysis techniques include mean test, proportion test, difference test of two means, difference test of two proportions and for qualitative data used Miles and Huberman model. The results show that: (1) students’ critical thinking ability with learning cycle 7E achieve mastery learning; (2) students’ critical thinking ability with learning cycle 7E is better than students’ critical thinking ability with expository model; (3) description of students’ critical thinking phases based on the mathematical anxiety level that is the lower the mathematical anxiety level, the subjects have been able to fulfil all of the indicators of clarification, assessment, inference, and strategies phases.