Science.gov

Sample records for additional academic support

  1. Reconceptualizing Academic Support

    ERIC Educational Resources Information Center

    Vantine, Laura

    2016-01-01

    Over the past 30 years, more and more independent schools have established academic support programs and learning centers to address their students' individual learning needs. Perhaps not surprisingly, as the number of students being evaluated has increased, even more families have requested academic accommodations and services for their children.…

  2. Law School Academic Support Programs.

    ERIC Educational Resources Information Center

    Wangerin, Paul T.

    1989-01-01

    This article attempts to bridge a perceived gap between legal education and education theory as well as the gap between academic counseling and independent learning by examining law school academic support programs. The article argues that a multidisciplinary analysis provides a helpful basis for evaluating academic support programs that address…

  3. Parental Academic Support: A Validity Report

    ERIC Educational Resources Information Center

    Mazer, Joseph P.; Thompson, Blair

    2016-01-01

    This study offers validity evidence for the Parental Academic Support Scale, a 16-item multidimensional measure that assesses support related to a child's academic performance, classroom behavior, preparation, hostile peer interactions, and health. Confirmatory factor analysis of the Parental Academic Support Scale (PASS) revealed a close model…

  4. The Influence of Academic Support on Latino Adolescents' Academic Motivation

    ERIC Educational Resources Information Center

    Alfaro, Edna C.; Umana-Taylor, Adriana J.; Bamaca, Mayra Y.

    2006-01-01

    The current study examined the extent to which mothers, fathers, teachers, and teenage friends influenced Latino adolescents' academic motivation. Using path analysis, separate models were tested for 154 Latino boys and 156 Latina girls. Findings indicated that mothers' and teachers' academic support were positively related to adolescent girls'…

  5. Academic Stress, Supportive Communication, and Health

    ERIC Educational Resources Information Center

    MacGeorge, Erina L.; Samter, Wendy; Gillihan, Seth J.

    2005-01-01

    Academic stress is associated with a variety of negative health outcomes, including depression and physical illness. The current study examined the capacity of supportive communication reported as being received from friends and family to buffer the association between academic stress and health. College students completed measures of academic…

  6. Interactive Decision Support for Academic Advising

    ERIC Educational Resources Information Center

    Mohamed, Abdallah

    2016-01-01

    Purpose: This paper aims to support academic advising, which plays a crucial role in student success and retention. The paper focuses on one of the most challenging tasks involved in academic advising: individual course scheduling. This task includes not only careful planning for different courses over several semesters according to students'…

  7. The Business of Academic Support

    ERIC Educational Resources Information Center

    Potacco, Donna R.; De Young, Sandra

    2007-01-01

    Academia has traditionally avoided adopting the fast-paced, profit-oriented operational style that accompanies corporate culture. However, a business model can be successfully adapted to the unique needs of an academic institution, discipline, faculty, and students through the selective adoption of business principles. A classic marketing mix…

  8. Academic Self-Concept, Autonomous Academic Motivation, and Academic Achievement: Mediating and Additive Effects

    ERIC Educational Resources Information Center

    Guay, Frederic; Ratelle, Catherine F.; Roy, Amelie; Litalien, David

    2010-01-01

    Three conceptual models were tested to examine the relationships among academic self-concept, autonomous academic motivation, and academic achievement. This allowed us to determine whether 1) autonomous academic motivation mediates the relation between academic self-concept and achievement, 2) academic self-concept mediates the relation between…

  9. Academic Support Systems: A Networked Approach.

    ERIC Educational Resources Information Center

    Klingenstein, Kenneth

    1984-01-01

    Academic support systems are characterized as those activities that center around a dean's office--office automation/information systems, institutional research and electronic communication. The basic and design and implementation issues that are encountered in providing these support systems are examined. (Author/MLW)

  10. Decision Support Systems for Academic Administration.

    ERIC Educational Resources Information Center

    Moore, Laurence J.; Greenwood, Allen G.

    1984-01-01

    The history and features of Decision Support Systems (DSS) and use of the approach by academic administrators are discussed. The objective of DSS is to involve the manager/decision maker in the decision-analysis process while simultaneously relieving that person of the burden of developing and performing detailed analysis. DSS represents a…

  11. The Longitudinal Relation between Academic Support and Latino Adolescents' Academic Motivation

    ERIC Educational Resources Information Center

    Alfaro, Edna C.; Umaña-Taylor, Adriana J.

    2015-01-01

    This study examined whether longitudinal trajectories of academic support from mothers, fathers, and teachers predicted trajectories of Latino adolescents' (N = 323) academic motivation. Findings indicated those boys' perceptions of mothers' and fathers' academic support and girls' perceptions of mothers' academic support declined throughout high…

  12. Supporting Academic Workloads in Online Learning

    ERIC Educational Resources Information Center

    Haggerty, Carmel E.

    2015-01-01

    Academic workloads in online learning are influenced by many variables, the complexity of which makes it difficult to measure academic workloads in isolation. While researching issues associated with academic workloads, professional development stood out as having a substantive impact on academic workloads. Many academics in applied health degrees…

  13. Student supports: developmental education and other academic programs.

    PubMed

    Bettinger, Eric P; Boatman, Angela; Long, Bridget Terry

    2013-01-01

    Low rates of college completion are a major problem in the United States. Less than 60 percent of students at four-year colleges graduate within six years, and at some colleges, the graduation rate is less than 10 percent. Additionally, many students enter higher education ill-prepared to comprehend college-level course material. Some estimates suggest that only one-third of high school graduates finish ready for college work; the proportion is even lower among older students. Colleges have responded to the poor preparation of incoming students by placing approximately 35 to 40 percent of entering freshmen into remedial or developmental courses, along with providing academic supports such as summer bridge programs, learning communities, academic counseling, and tutoring, as well as student supports such as financial aid and child care. Eric Bettinger, Angela Boatman, and Bridget Terry Long describe the role, costs, and impact of these college remediation and academic support programs. According to a growing body of research, the effects of remedial courses are considerably nuanced. The courses appear to help or hinder students differently by state, institution, background, and academic preparedness. The mixed findings from earlier research have raised questions ranging from whether remedial programs, on average, improve student academic outcomes to which types of programs are most effective. Administrators, practitioners, and policy makers are responding by redesigning developmental courses and searching for ways to implement effective remediation programs more broadly. In addition, recent research suggests that colleges may be placing too many students into remedial courses unnecessarily, suggesting the need for further examining the placement processes used to assign students to remedial courses. The authors expand the scope of remediation research by discussing other promising areas of academic support commonly offered by colleges, including advising, tutoring

  14. Examining the Effectiveness of an Academic Language Planning Organizer as a Tool for Planning Science Academic Language Instruction and Supports

    NASA Astrophysics Data System (ADS)

    Jung, Karl G.; Brown, Julie C.

    2016-12-01

    To engage in the practices of science, students must have a strong command of science academic language. However, content area teachers often make academic language an incidental part of their lesson planning, which leads to missed opportunities to enhance students' language development. To support pre-service elementary science teachers (PSTs) in making language planning an explicit part of their science lessons, we created the Academic Language Planning Organizer (ALPO). The purpose of this study was to determine the effectiveness of the ALPO on two levels: first, by examining participants' interactions with the ALPO as they identified academic language features, objectives and supports; and second, by exploring the ways that participants translated identified language supports to planned science activities. Findings indicated that, when using the ALPO, PSTs identified clear language functions and relevant vocabulary terms, and also frequently developed clear, observable and measurable language objectives. When lesson planning, PSTs were largely successful in translating previously identified language supports to their lesson plans, and often planned additional language supports beyond what was required. We also found, however, that the ALPO did not meet its intended use in supporting PSTs in identifying discourse and syntax demands associated with specific academic language functions, suggesting that revisions to the ALPO could better support PSTs in identifying these academic language demands. Implications for supporting PSTs' planning for and scaffolding of science academic language use are presented.

  15. Corpus-Supported Academic Writing: How Can Technology Help?

    ERIC Educational Resources Information Center

    Chitez, Madalina; Rapp, Christian; Kruse, Otto

    2015-01-01

    Phraseology has long been used in L2 teaching of academic writing, and corpus linguistics has played a major role in the compilation and assessment of academic phrases. However, there are only a few interactive academic writing tools in which corpus methodology is implemented in a real-time design to support formulation processes. In this paper,…

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

    ERIC Educational Resources Information Center

    Copeman, Peter; Keightley, Polly

    2014-01-01

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

  17. Academic Supports Provided for Struggling High School Students. Evaluation Brief

    ERIC Educational Resources Information Center

    McGaughey, Trisha A.; Wade, Julie H.; Zhao, Huafang

    2013-01-01

    This brief describes an evaluation of academic intervention supports available to high school students in Montgomery County Public Schools (MCPS) during the 2012-2013 school year. A website review identified information about academic supports available to students or parents within each high school's web pages. A survey of school staff gathered…

  18. Supporting Academic Honesty in Online Courses

    ERIC Educational Resources Information Center

    McGee, Patricia

    2013-01-01

    Ensuring academic honesty is a challenge for traditional classrooms, but more so for online course where technology use is axiomatic to learning and instruction. With the Higher Education Opportunity Act of 2008 (HEOA) requirement that online course providers reduce opportunities to cheat and verify student identity, all involved with course…

  19. "When You Fail, You Feel Like a Failure": One Student's Experience of Academic Probation and an Academic Support Program

    ERIC Educational Resources Information Center

    Arcand, Isabelle; LeBlanc, Raymond N.

    2012-01-01

    This in-depth, qualitative study explored the experience of academic probation. It recounts the story of Mark, an undergraduate student on academic probation who participated in an academic support program to attain good academic standing. His story is contrasted to the current literature on academic probation and is considered in light of Dewey's…

  20. Supporting Academic Middle Managers in Higher Education: Do We Care?

    ERIC Educational Resources Information Center

    Floyd, Alan

    2016-01-01

    In the current higher education environment, the need to develop and support good leaders and managers could hardly be more pressing. Yet, research on how academic middle managers are supported in their roles is surprisingly sparse. The purpose of this paper is to address this perceived gap in the literature by reporting on the findings from two…

  1. Enhance Student Advising and Academic and Life Supports

    ERIC Educational Resources Information Center

    Kiker, Jason

    2008-01-01

    This article, part of a yearlong series, focuses on the fifth recommendation in ACTE's postsecondary reform position statement which is to enhance student advising and academic and life supports. The availability of effective student supports can play a critical role in student enrollment, persistence and completion of postsecondary credentials.…

  2. Implementing a collaborative framework for academic support for registered nurses.

    PubMed

    Elliott, Debra; Ugboma, Debra; Knight, Jessica

    2013-12-01

    This paper describes the collaboration between a national health service acute hospital trust and a higher education institution, to implement a framework for academic support for registered nurses undertaking learning beyond registration. A small percentage of the educational budget was utilised to fund two academic staff (0.6 whole time equivalent) to work within the trusts' own learning and development department. The initial aim of the project was to maximise the utilisation of the funding available for learning beyond registration study. The focus of the project was at both a strategic level and with individual staff. Embedding within the culture of the trust was important for the academic staff to understand and gain the service/user perspective to some of the barriers or issues concerning learning beyond registration. Following a scoping exercise, the multiplicity of issues that required action led to the creation of an academic support framework. This framework identified potential for intervention in 4 phases: planning for study, application and access to learning, during study and outcome of study. Interventions were identified that were complimentary and adjuncts to the academic support provided by the higher education institution. New resources and services were also developed such as pathway planning support and study skill workshops. One important resource was a dedicated point of contact for staff. A "live" database also proved useful in tracking and following-up students.

  3. Supporting Digital Instructional Technology: The Role of the Academic Library.

    ERIC Educational Resources Information Center

    Koltay, Zsuzsa

    Academic libraries must reevaluate their instructional technology services in order to fulfill their mission of supporting the teaching activities of their parent institution in the current state of technological development. Applying modern approaches to further traditional library goals and making use of the expertise librarians gain while…

  4. Job Satisfaction among Support Staff in Twelve Ohio Academic Libraries.

    ERIC Educational Resources Information Center

    Parmer, Coleen; East, Dennis

    1993-01-01

    Discusses previous job satisfaction research and reports a study of job satisfaction among Ohio academic library support staff using Paul E. Spector's Job Satisfaction Survey. The 434 responses indicate general satisfaction, with greater satisfaction among females, among those who work in public services, have less experience, or who work…

  5. Supporting Academic Literacies: University Teachers in Collaboration for Change

    ERIC Educational Resources Information Center

    Bergman, Lotta

    2016-01-01

    This article deals with an action research project, where a group of university teachers from different disciplines reflected on and gradually extended their knowledge about how to support students' academic literacy development. The project was conducted within a "research circle" [Bergman, L. 2014. "The Research Circle as a…

  6. Purpose plus: supporting youth purpose, control, and academic achievement.

    PubMed

    Pizzolato, Jane Elizabeth; Brown, Elizabeth Levine; Kanny, Mary Allison

    2011-01-01

    Research in the past decade suggests that a persistent achievement gap between students from low-income minority backgrounds and higher-income white backgrounds may be rooted in theories of student motivation and youth purpose. Yet limited research exists regarding the role of purpose on positive youth development as it pertains to academic achievement. Using a sample of 209 high school students, this study examines the effectiveness of an intervention designed to promote purpose development and internal control over academic success in high school students from a low-socioeconomic-status community. Findings reveal that a short-term intervention was effective in significantly increasing internal control over academic success and purpose in life for students participating in the intervention group. In addition, analysis of academic achievement for students who experienced positive gains in internal control and purpose demonstrates significant gains in academic achievement as measured by grade point average. Implications are made for further study of internal control and life purpose as a means of academic intervention in the effort to address the achievement gap.

  7. An ICT-Mediated Constructivist Approach for Increasing Academic Support and Teaching Critical Thinking Skills

    ERIC Educational Resources Information Center

    Ng'ambi, Dick; Johnston, Kevin

    2006-01-01

    South African Universities are tasked with increasing student throughput by offering additional academic support. A second task is to teach students to challenge and question. One way of attempting to achieve these tasks is by using Information and Communication Technology (ICT). The focus of this paper is to examine the effect of using an ICT…

  8. Academic Commitment and Self-Efficacy as Predictors of Academic Achievement in Additional Materials Science

    ERIC Educational Resources Information Center

    Vogel, F. Ruric; Human-Vogel, Salomé

    2016-01-01

    A great deal of research within science and engineering education revolves around academic success and retention of science and engineering students. It is well known that South Africa is experiencing, for various reasons, an acute shortage of engineers. Therefore, we think it is important to understand the factors that contribute to attrition…

  9. College Student Ratings of Student Academic Support: Frequency, Importance, and Modes of Communication

    ERIC Educational Resources Information Center

    Thompson, Blair; Mazer, Joseph P.

    2009-01-01

    Research suggests that student academic support plays a vital role at the college level as students often view communication with peers as their primary source of academic support (Thompson, 2008). This research advances the Student Academic Support Scale (SASS) as a method of assessing the frequency, importance, and mode of communicating academic…

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

    PubMed

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

    2011-06-01

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

  11. Review of carbon dioxide research staffing and academic support

    NASA Astrophysics Data System (ADS)

    Clark, S. B.; Howard, L.; Stevenson, W.; Trice, J.

    1985-04-01

    More than 60 percent of the staff on Carbon Dioxide Research Division (CDRD) projects were university affiliated, and over one third of project scientists and engineers also had university teaching responsibilities. Almost 20 percent of project staff were students. CO2 research is unlikely to affect the general labor market for scientists and engineers because it uses such a small portion of the total pool. On the other hand, anticipated tight labor markets in some disciplines important to CO2 research may make it advantageous for CDRD to expand its support of university faculty, students, and staff to ensure that competent, knowledgeable researchers and managers are available for eventual policy decisions on CO2 issues. Options for academic support that lend themselves readily to the diffuse nature of CO2 research, while providing flexibility in the identification and accomplishment of specific programmatic objectives, include modifying procurement procedures for research contracts to enhance academic involvement, sponsoring summer institutes tailored to specific participants and focused on issues of interest to CDRD, and supporting traveling lecture programs designed to bring information of concern to CDRD to technical and nontechnical audiences.

  12. DOD SCHOOLS: Additional Reporting Could Improve Accountability for Academic Achievement of Students with Dyslexia

    DTIC Science & Technology

    2007-12-01

    Representatives DOD SCHOOLS Additional Reporting Could Improve Accountability for Academic Achievement of Students with Dyslexia December...Could Improve Accountability for Academic Achievement of Students with Dyslexia 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6...Students with Dyslexia Highlights of GAO-08-70, a report to the Chairman, Committee on Science and Technology, House of Representatives Many of our

  13. Examining the Effectiveness of an Academic Language Planning Organizer as a Tool for Planning Science Academic Language Instruction and Supports

    ERIC Educational Resources Information Center

    Jung, Karl G.; Brown, Julie C.

    2016-01-01

    To engage in the practices of science, students must have a strong command of science academic language. However, content area teachers often make academic language an incidental part of their lesson planning, which leads to missed opportunities to enhance students' language development. To support pre-service elementary science teachers (PSTs) in…

  14. Using individual interest and conscientiousness to predict academic effort: Additive, synergistic, or compensatory effects?

    PubMed

    Trautwein, Ulrich; Lüdtke, Oliver; Nagy, Nicole; Lenski, Anna; Niggli, Alois; Schnyder, Inge

    2015-07-01

    Although both conscientiousness and domain-specific interest are believed to be major determinants of academic effort, they have rarely been brought together in empirical studies. In the present research, it was hypothesized that both interest and conscientiousness uniquely predict academic effort and statistically interact with each other to predict academic effort. In 4 studies with 2,557, 415, 1,025, and 1,531 students, respectively, conscientiousness and interest meaningfully and uniquely predicted academic effort. In addition, conscientiousness interacted with interest in a compensatory pattern, indicating that conscientiousness is especially important when a student finds a school subject uninteresting and that domain-specific interest plays a particularly important role for students low in conscientiousness.

  15. 9. DETAIL OF FIXED SUPPORT (A RECENT ADDITION THE ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    9. DETAIL OF FIXED SUPPORT (A RECENT ADDITION -- THE BRIDGE IS NO LONGER MOVEABLE) AND LOWER CHORD OF THROUGH TRUSS, LOOKING SOUTH - Romeo Road, Sanitary & Ship Canal Bridge, Spanning Sanitary & Ship Canal, Romeoville, Will County, IL

  16. Supporting academic publication: evaluation of a writing course combined with writers' support group.

    PubMed

    Rickard, Claire M; McGrail, Matthew R; Jones, Rebecca; O'Meara, Peter; Robinson, Anske; Burley, Mollie; Ray-Barruel, Gillian

    2009-07-01

    Publication rates are a vital measure of individual and institutional performance, yet many nurse academics publish rarely or not at all. Despite widespread acceptance of the need to increase academic publication rates and the pressure university faculty may experience to fulfil this obligation, little is known about the effectiveness of practical strategies to support academic writing. In this small cohort study (n=8) comprising nurses and other professionals involved in university education, a questionnaire survey was used to evaluate the effectiveness of a one-week "Writing for Publication" course combined with a monthly writers support group to increase publication rates. Two year pre and post submissions increased from 9 to 33 articles in peer-reviewed journals. Publications (in print) per person increased from a baseline of 0.5-1.2 per year. Participants reported increased writing confidence and greater satisfaction with the publishing process. Peer support and receiving recognition and encouragement from line managers were also cited as incentives to publish. Writing for publication is a skill that can be learned. The evaluated model of a formal writing course, followed by informal monthly group support meetings, can effectively increase publication rates.

  17. Early Career Academic Staff Support: Evaluating Mentoring Networks

    ERIC Educational Resources Information Center

    Thomas, J. Denard; Lunsford, Laura Gail; Rodrigues, Helena A.

    2015-01-01

    Which academics benefit from participation in formal mentoring programmes? This study examined the needs and mentoring networks of new academics with evaluative data from a pilot mentoring programme. Themes from these data point towards re-envisioning initiatives for academic staff development. First, an examination of the expansion of mentoring…

  18. Navy Additive Manufacturing: Policy Analysis for Future DLA Material Support

    DTIC Science & Technology

    2014-12-01

    support programs. 14. SUBJECT TERMS additive manufacturing, 3D printing, technology adoption 15. NUMBER OF PAGES 69 16...LEFT BLANK xii LIST OF ACRONYMS AND ABBREVIATIONS 3D Three Dimensions or Three Dimensional 3DP 3D Printing AM Additive Manufacturing AMDO...this is about to change. Additive manufacturing (AM) systems (commonly known as “ 3D printing”) could bring the organic parts manufacturing capability

  19. e-Support4U: An evaluation of academic writing skills support in practice.

    PubMed

    Griffiths, Lauren; Nicolls, Barbara

    2010-11-01

    The Faculty of Society and Health at Buckinghamshire New University is committed to the widening participation agenda and to providing support that enables our students to achieve the requirements of the programme and registration. Literacy and numeracy skill development is an integral part of the academic modules of our current pre-registration curriculum. E-Support4U was launched in semester two of 2008 with the aim of extending academic writing support beyond the confines of the University and into the practice arena. Evaluation of the project tentatively suggests that the scaffold approach to academic writing, based on Salmon's 5-stage framework, may have contributed to a 100% pass rate for the reflective practice-based assignment for this cohort of students. However, participants experienced issues around access; differing levels of IT skills, dispersed placements that contributed to a lack of active collaboration within the group. Recommendations include early introduction of blended learning and incorporation of web 2.0 technology into the curriculum.

  20. The Social Support for International Graduate Students to Obtain Academic Success

    ERIC Educational Resources Information Center

    He, Ping

    2013-01-01

    Previous studies suggest that international graduate students' academic success is significantly associated with the average grade point (GPA), and this measure is closely related with international graduate students' received academic and financial supports. However, international graduate students' academic success can involve a multidimensional…

  1. The Role of Perceived Parental Autonomy Support in Academic Achievement of Asian and Latino American Adolescents

    ERIC Educational Resources Information Center

    Jiang, Ying Hong; Yau, Jenny; Bonner, Patricia; Chiang, Linda

    2011-01-01

    Introduction: Driven by an overarching conceptual framework adapted from Self-Determination Theory, this study tested the direct and indirect effects of perceived parental academia autonomy support vs. academic planning control on the interrelated variables of adolescents' self-esteem, academic motivation, and academic achievement, using…

  2. Development of the Parental Academic Support Scale: Frequency, Importance, and Modes of Communication

    ERIC Educational Resources Information Center

    Thompson, Blair; Mazer, Joseph P.

    2012-01-01

    Parent-teacher communication represents a primary form of parental support, a phenomenon meriting significant attention given the connections between support and academic achievement (Thompson, 2008b). A series of studies advance the Parental Academic Support Scale (PASS) to assess the frequency, importance, and modes parents use to communicate…

  3. Double threshold in bi- and multilingual contexts: preconditions for higher academic attainment in English as an additional language

    PubMed Central

    Lechner, Simone; Siemund, Peter

    2014-01-01

    Bi- and multilingualism has been shown to have positive effects on the attainment of third and additional languages. These effects, however, depend on the type of bi- and multilingualism and the status of the languages involved (Cenoz, 2003; Jessner, 2006). In this exploratory trend study, we revisit Cummins' Threshold Hypothesis (1979), claiming that bilingual children must reach certain levels of attainment in order to (a) avoid academic deficits and (b) allow bilingualism to have a positive effect on their cognitive development and academic attainment. To this end, we examine the attainment of English as an academic language of 16-years-old school children from Hamburg (n = 52). Our findings support the existence of thresholds for literacy attainment. We argue that language external factors may override positive effects of bilingualism. In addition, these factors may compensate negative effects attributable to low literacy attainment in German and the heritage languages. We also show that low attainment levels in migrant children's heritage languages preempt high literacy attainment in additional languages. PMID:24926277

  4. Double threshold in bi- and multilingual contexts: preconditions for higher academic attainment in English as an additional language.

    PubMed

    Lechner, Simone; Siemund, Peter

    2014-01-01

    Bi- and multilingualism has been shown to have positive effects on the attainment of third and additional languages. These effects, however, depend on the type of bi- and multilingualism and the status of the languages involved (Cenoz, 2003; Jessner, 2006). In this exploratory trend study, we revisit Cummins' Threshold Hypothesis (1979), claiming that bilingual children must reach certain levels of attainment in order to (a) avoid academic deficits and (b) allow bilingualism to have a positive effect on their cognitive development and academic attainment. To this end, we examine the attainment of English as an academic language of 16-years-old school children from Hamburg (n = 52). Our findings support the existence of thresholds for literacy attainment. We argue that language external factors may override positive effects of bilingualism. In addition, these factors may compensate negative effects attributable to low literacy attainment in German and the heritage languages. We also show that low attainment levels in migrant children's heritage languages preempt high literacy attainment in additional languages.

  5. Stress and social support among Hispanic student nurses: implications for academic achievement.

    PubMed

    Maville, J; Huerta, C G

    1997-01-01

    This article describes two studies examining the effects of stress and social support on the academic achievement of Hispanic associate degree nursing students. The first study investigated stress, measured by the Life Experiences Survey (LES), and its relationship to academic achievement. Data analysis revealed a relationship between negative stress and academic achievement. Student level and ethnic origin were found to be predictive of stress. Ethnic origin and age also had an effect on academic achievement. Qualitative data indicated that students experienced stresses as a result of the academic environment. The second study investigated the effect of social support, measured by the Norbeck Social Support Questionnaire (NSSQ), on student persistence. No significant relationship was found. Qualitative data revealed less than desired social support in lower achieving students. Conclusions from these studies form the basis for identification of the high risk student and strategies to remediate the academically handicapped Hispanic student.

  6. Computer Maintenance Operations Center (CMOC), additional computer support equipment ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    Computer Maintenance Operations Center (CMOC), additional computer support equipment - Beale Air Force Base, Perimeter Acquisition Vehicle Entry Phased-Array Warning System, Techinical Equipment Building, End of Spencer Paul Road, north of Warren Shingle Road (14th Street), Marysville, Yuba County, CA

  7. Additional Support Needs Reforms and Social Justice in Scotland

    ERIC Educational Resources Information Center

    Riddell, Sheila; Stead, Joan; Weedon, Elisabet; Wright, Kevin

    2010-01-01

    New additional support-needs legislation in Scotland sought to recognise the way in which poverty, as well as individual impairment, contribute to the creation of children's difficulties in learning. As well as identifying a wider range of needs, the legislation sought to provide parents, irrespective of social background, with more powerful means…

  8. Academic Writing: Supporting Faculty in a Critical Competency for Success

    ERIC Educational Resources Information Center

    Dankoski, Mary E.; Palmer, Megan M.; Banks, Julianna; Brutkiewicz, Randy R.; Walvoord, Emily; Hoffmann-Longtin, Krista; Bogdewic, Stephen P.; Gopen, George D.

    2012-01-01

    All faculty regardless of discipline or school need to be highly competent at writing for an academic audience. The "publish or perish" pressure is alive and well for academic advancement, publications, and external grant funding. Yet few faculty, particularly in the health professions and sciences, receive formal training on the craft…

  9. Assessing the Academic Medical Center as a Supportive Learning Community

    ERIC Educational Resources Information Center

    Gannon, Sam C.

    2011-01-01

    Academic medical centers are well-known for their emphasis on teaching, research and public service; however, like most large, bureaucratic organizations, they oftentimes suffer from an inability to learn as an organization. The role of the research administrator in the academic medical center has grown over time as the profession itself has…

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  11. Academic Support Services and Career Decision-Making Self-Efficacy in Student Athletes

    ERIC Educational Resources Information Center

    Burns, Gary N.; Jasinski, Dale; Dunn, Steve; Fletcher, Duncan

    2013-01-01

    This study examined the relationship between evaluations of academic support services and student athletes' career decision-making self-efficacy. One hundred and fifty-eight NCAA athletes (68% male) from 11 Division I teams completed measures of satisfaction with their academic support services, career decision-making self-efficacy, general…

  12. Examining the Academic Counseling Courses as a Support Service in Distance Learning

    ERIC Educational Resources Information Center

    Cekerol, Kamil; Bozkaya, Mujgan

    2010-01-01

    Academic counseling courses, in which learner support is provided in a face-to-face environment, maintain their importance and continuity since the beginning of the distance education system in Anadolu University. Academic counseling courses, which are carried out by getting support from various universities, are conducted by bringing the…

  13. An Analysis of Disability, Academic Performance, and Seeking Support in One University Setting

    ERIC Educational Resources Information Center

    Dong, Shengli; Lucas, Margaretha S.

    2016-01-01

    This study focused on the academic performance and use of disability support services (DSS) of students with different types of disabilities who attend a postsecondary education institution. Findings show different patterns of academic success over four semesters as well as different patterns of DSS usage. Students who requested support from DSS…

  14. Social support, stress, health, and academic success in Ghanaian adolescents: a path analysis.

    PubMed

    Glozah, Franklin N; Pevalin, David J

    2014-06-01

    The aim of this study is to gain a better understanding of the role psychosocial factors play in promoting the health and academic success of adolescents. A total of 770 adolescent boys and girls in Senior High Schools were randomly selected to complete a self-report questionnaire. School reported latest terminal examination grades were used as the measure of academic success. Structural equation modelling indicated a relatively good fit to the posteriori model with four of the hypothesised paths fully supported and two partially supported. Perceived social support was negatively related to stress and predictive of health and wellbeing but not academic success. Stress was predictive of health but not academic success. Finally, health and wellbeing was able to predict academic success. These findings have policy implications regarding efforts aimed at promoting the health and wellbeing as well as the academic success of adolescents in Ghana.

  15. Sessional Academic Success: A Distributed Framework for Academic Support and Development

    ERIC Educational Resources Information Center

    Hamilton, Jillian; Fox, Michelle; McEwan, Mitchell

    2013-01-01

    With approximately half of Australian university teaching now performed by Sessional Academics, there has been growing recognition of the contribution they make to student learning. At the same time, sector-wide research and institutional audits continue to raise concerns about academic development, quality assurance, recognition and belonging…

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

    ERIC Educational Resources Information Center

    Noltemeyer, Amity; Sansosti, Frank J.

    2012-01-01

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

  17. Sign-Supported English: Is It Effective at Teaching Vocabulary to Young Children with English as an Additional Language?

    ERIC Educational Resources Information Center

    Marshall, Chloë R.; Hobsbaum, Angela

    2015-01-01

    Background: Children who are learning English as an Additional Language (EAL) may start school with smaller vocabularies than their monolingual peers. Given the links between vocabulary and academic achievement, it is important to evaluate interventions that are designed to support vocabulary learning in this group of children. Aims: To evaluate…

  18. An academic, clinical and industrial update on electrospun, additive manufactured and imprinted medical devices.

    PubMed

    Ryan, Christina N M; Fuller, Kieran P; Larrañaga, Aitor; Biggs, Manus; Bayon, Yves; Sarasua, Jose R; Pandit, Abhay; Zeugolis, Dimitrios I

    2015-01-01

    Electrospinning, additive manufacturing and imprint lithography scaffold fabrication technologies have attracted great attention in biomedicine, as they allow production of two- and three- dimensional constructs with tuneable topographical and geometrical features. In vitro data demonstrate that electrospun and imprinted substrates offer control over permanently differentiated and stem cell function. Advancements in functionalisation strategies have further enhanced the bioactivity and reparative capacity of electrospun and additive manufactured devices, as has been evidenced in several preclinical models. Despite this overwhelming success in academic setting, only a few technologies have reached the clinic and only a fraction of them have become commercially available products.

  19. Task-focused behavior mediates the associations between supportive interpersonal environments and students' academic performance.

    PubMed

    Kiuru, Noona; Pakarinen, Eija; Vasalampi, Kati; Silinskas, Gintautas; Aunola, Kaisa; Poikkeus, Anna-Maija; Metsäpelto, Riitta-Leena; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik

    2014-04-01

    In the longitudinal study presented here, we tested the theoretical assumption that children's task-focused behavior in learning situations mediates the associations between supportive interpersonal environments and academic performance. The sample consisted of 2,137 Finnish-speaking children. Data on supportive interpersonal environments (characterized by authoritative parenting, positive teacher affect toward the child, and peer acceptance) were gathered in Grade 1. The children's task-focused behavior was measured in Grades 2 and 3, and academic performance was measured in Grades 1 and 4. The results supported our assumption by showing that all three supportive environments were positively associated with children's subsequent academic performance via increased task-focused behavior in learning situations. These findings suggest that students' academic performance can be promoted by increasing the support they receive from peers, parents, and teachers because such increased support leads to better task focus in learning tasks.

  20. Elementary School Counselors' Motivation to Support Student Academic Achievement through Identified Standards

    ERIC Educational Resources Information Center

    Barna, Jennifer S.; Brott, Pamelia E.

    2012-01-01

    The researchers explored the relationship between elementary school counselors' motivational orientation, perceptions of importance and levels of implementation of Academic and Personal/Social Standards as a strategy for supporting academic achievement. Responses from 212 elementary school counselors confirm both types of Standards as being highly…

  1. Supporting the Academic Majority: Policies and Practices Related to Part-Time Faculty's Job Satisfaction

    ERIC Educational Resources Information Center

    Eagan, M. Kevin, Jr.; Jaeger, Audrey J.; Grantham, Ashley

    2015-01-01

    The academic workforce in higher education has shifted in the last several decades from consisting of mostly full-time, tenure-track faculty to one comprised predominantly of contingent, non-tenure-track faculty. This substantial shift toward part-time academic labor has not corresponded with institutions implementing more supportive policies and…

  2. Social Competence, Social Support, and Academic Achievement in Minority, Low-Income, Urban Elementary School Children

    ERIC Educational Resources Information Center

    Elias, Maurice J.; Haynes, Norris M.

    2008-01-01

    Despite living in disadvantaged urban communities experiencing social and economic hardships, many children emerge with positive outcomes. Social-emotional competence and social support were hypothesized to have strong influences on academic trajectories during the critical period of academic skill acquisition. Participants were 282 third-grade…

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  4. Academic Stressors and Anxiety in Children: The Role of Paternal Support

    ERIC Educational Resources Information Center

    Leung, Grace S. M.; Yeung, K. C.; Wong, Daniel F. K.

    2010-01-01

    We examined the role of paternal support in the relation between academic stress and the mental health of primary school children in Hong Kong. The participants of this cross-sectional study were 1,171 fifth and sixth graders. The results indicated that academic stress was a risk factor that heightened student anxiety levels and that parental…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  6. The Effect of a Student Support Services Program on Academic Success at an Appalachian Comprehensive University

    ERIC Educational Resources Information Center

    Wilson, Ryan

    2013-01-01

    This study examined the effect of the NOVA program, a Students Support Services program at Eastern Kentucky University, on academic success for first-generation and low-income college students. An archival database was used to identify differences in the level of academic success among first-year students in the NOVA program from fall-to-fall of…

  7. The Cognitive Coaching-Supported Reflective Teaching Approach in English Language Teaching: Academic and Permanence Success

    ERIC Educational Resources Information Center

    Akyildiz, Seçil Tümen; Semerci, Çetin

    2016-01-01

    This study aimed at investigating the effect of the cognitive coaching-supported reflective teaching approach in English language teaching on the academic success of students and on the permanence of success. It was conducted during the spring semester of 2013/2014 academic year at the School of Foreign Languages, Firat University, Elazig, Turkey.…

  8. Perceived Social Support and Academic Achievement: Cross-Lagged Panel and Bivariate Growth Curve Analyses

    ERIC Educational Resources Information Center

    Mackinnon, Sean P.

    2012-01-01

    As students transition to post-secondary education, they experience considerable stress and declines in academic performance. Perceived social support is thought to improve academic achievement by reducing stress. Longitudinal designs with three or more waves are needed in this area because they permit stronger causal inferences and help…

  9. Warfighter Support: DOD Needs Additional Steps to Fully Integrate Operational Contract Support into Contingency Planning

    DTIC Science & Technology

    2013-02-01

    Planning Report to the Chairman, Subcommittee on Contracting Oversight, Committee on Homeland Security and Governmental Affairs, U.S. Senate...TITLE AND SUBTITLE Warfighter Support: DOD Needs Additional Steps to Fully Integrate Operational Contract Support into Contingency Planning 5a...Support into Contingency Planning Why GAO Did This Study DOD has relied extensively on contractors for operations in Iraq and Afghanistan over the

  10. Classroom Management Strategies and Behavioral Interventions to Support Academic Achievement

    ERIC Educational Resources Information Center

    Gilpatrick, Robin Sue Holzworth

    2010-01-01

    This mixed method project study identified the need for effective classroom management strategies to dissuade student noncompliant behavior and to ensure academic success for all students. Enhancing classroom management practices is vital to improved student achievement and teacher self-efficacy. Within a constructivist framework, it is critical…

  11. How IELTS Preparation Courses Support Students: IELTS and Academic Socialisation

    ERIC Educational Resources Information Center

    Yang, Yanxian; Badger, Richard

    2015-01-01

    IELTS scores are widely used in combination with academic results as a way of judging whether non-English background students should be admitted to degree-level courses in Anglophone contexts. However, successful study at university requires more than language competence and intellectual ability and international students often seem to start from…

  12. Impeccable Advice: Supporting Women Academics through Supervision and Mentoring

    ERIC Educational Resources Information Center

    Ali, Suki; Coate, Kelly

    2013-01-01

    At the time when Diana was writing " A Woman's Guide to Doctoral Studies" (2001), she was supervising a number of female doctoral students. She drew on some of their experiences in the writing of the book, and they in return benefited from the extensive insights she had about the politics of academic life that she portrays in her…

  13. The relationship between autonomous motivation and autonomy support in medical students’ academic achievement

    PubMed Central

    Soemantri, Diantha; Jusuf, Anwar

    2016-01-01

    Objectives This study applied self-determination theory (SDT) to investigate the relationship between students’ autonomous motivation and tutors’ autonomy support in medical students’ academic achievement. Methods This was a cross-sectional study. Out of 204 students in a fundamental medical science course, 199 participated in the study. Data was collected using two questionnaires: the Learning Self-Regulation and Learning Climate Questionnaires. The score of the course assessment was the measure of academic achievement. Data was analyzed and reported with descriptive and inferential statistics (mean, standard deviation and multiple regression analysis).  Results Mean score (±standard deviation) of the autonomous motivation, tutors’ autonomy support, and academic achievement were 5.48±0.89, 5.22±0.92, and 5.22±0.92. Multiple regression results reported students’ autonomous motivation was associated with improvement of students’ academic achievement (β=15.2, p=0.004). However, augmentation of tutors’ autonomy support was not reflected in the improvement of students’ academic achievement (β = -12.6, p = 0.019). Both students’ autonomous motivation and tutors’ autonomy support had a contribution of about 4.2% students’ academic achievement (F = 4.343, p = 0.014, R2 = 0.042). Conclusions Due to the unique characteristic of our medical students’ educational background, our study shows that tutors’ autonomy support is inconsistent with students’ academic achievement. However, both autonomous motivation and support are essential to students’ academic achievement. Further study is needed to explore students’ educational background and self-regulated learning competence to improve students’ academic achievement.               PMID:28035054

  14. Leadership in Higher Education: An Analysis of the Leadership Styles of Academic Deans in Ohio's 13 State-Supported Universities

    ERIC Educational Resources Information Center

    Thrash, Alberta B.

    2009-01-01

    The role of academic deans is critical to the success of higher education academic institutions. However, little is known about the leadership styles of these chief academic officers. This study illustrated the leadership approach of Ohio's academic deans in the 13 state-supported universities. This quantitative study researched and analyzed…

  15. Longitudinal Investigation into the Role of Perceived Social Support in Adolescents' Academic Motivation and Achievement

    ERIC Educational Resources Information Center

    Song, Juyeon; Bong, Mimi; Lee, Kyehyoung; Kim, Sung-il

    2015-01-01

    We examined (a) the relative importance of perceived social support from parents, peers, and teachers; (b) the consequences associated with different types of perceived social support; and (c) the mediation by achievement goals in the relationship between perceived social support and academic outcomes. We analyzed the first 3 waves of the Korean…

  16. Social and Academic Support and Adaptation to College: Exploring the Relationships between Indicators' College Students

    ERIC Educational Resources Information Center

    Turkpour, Azita; Mehdinezhad, Vali

    2016-01-01

    The aim of this study was to demonstrate the relation between social and academic support on student ability to adapt to college. Results demonstrated a weak and reverse relation between expression of support and personal ability to adapt and total adaptation. A direct relation was determined between emotional support and social adaptation and…

  17. Contextual Supports and Barriers to Academic Choices: A Policy-Capturing Analysis

    ERIC Educational Resources Information Center

    Dahling, Jason J.; Thompson, Mindi N.

    2010-01-01

    In this study, we use an experimental methodology called policy capturing to examine the effects of contextual barriers and supports on students' decisions to change academic majors. Consistent with Social Cognitive Career Theory (SCCT), we found that information about family supportiveness, peer supportiveness, financial status, and job market…

  18. Online Academic Support Peer Groups for Medical Undergraduates

    ERIC Educational Resources Information Center

    Best, Avril Christine

    2012-01-01

    As advances in information and communication technologies give way to more innovative opportunities for teaching and learning at a distance, the need to provide supporting structures for online students similar to those offered to on-campus students is becoming more significant. Although a range of support services has been proposed in the past,…

  19. Support for learning goes beyond academic support: Voices of students with Asperger's disorder and attention deficit hyperactivity disorder.

    PubMed

    Bolic Baric, Vedrana; Hellberg, Kristina; Kjellberg, Anette; Hemmingsson, Helena

    2016-02-01

    The purpose of this study was to describe and explore the experiences of support at school among young adults with Asperger's disorder and attention deficit hyperactivity disorder and also to examine what support they, in retrospect, described as influencing learning. Purposive sampling was used to enroll participants. Data were collected through semi-structured interviews with 13 young adults aged between 20 and 29 years. A qualitative analysis, based on interpreting people's experiences, was conducted by grouping and searching for patterns in data. The findings indicate that the participants experienced difficulties at school that included academic, social, and emotional conditions, all of which could influence learning. Support for learning included small groups, individualized teaching methods, teachers who cared, and practical and emotional support. These clusters together confirm the overall understanding that support for learning aligns academic and psychosocial support. In conclusion, academic support combined with psychosocial support at school seems to be crucial for learning among students with Asperger's disorder and attention deficit hyperactivity disorder.

  20. Library Support for Academic Program Review--From an Evolving Local Model to What's Beyond.

    ERIC Educational Resources Information Center

    Kuo, Ming-Ming Shen

    A local model for support of periodic academic program reviews by the Indiana Commission for Higher Education (ICHE) has developed and evolved at the Ball State University library. The process of devising a format to systematically report library holdings statistics to support program reviews and other collections development duties began in 1975;…

  1. Academic Outcomes among a Sample of Learning Support Community College Students

    ERIC Educational Resources Information Center

    Skinner, Amy D.

    2014-01-01

    This research examined the relationship between placement in a learning support college program and subsequent academic outcomes. The sample consisted of 275 entering freshmen students who were enrolled in the Learning Support reading courses in the fall of 2005. Data were collected from the Gordon College Office of Institutional Research. The…

  2. Temperamental Attention and Activity, Classroom Emotional Support, and Academic Achievement in Third Grade

    ERIC Educational Resources Information Center

    Rudasill, Kathleen Moritz; Gallagher, Kathleen Cranley; White, Jamie M.

    2010-01-01

    The purpose of this study is to examine the interplay of children's temperamental attention and activity (assessed when children were 4-and-a-half years old) and classroom emotional support as they relate to children's academic achievement in third grade. Particular focus is placed on the moderating role of classroom emotional support on the…

  3. A Quantitative Cost Effectiveness Model for Web-Supported Academic Instruction

    ERIC Educational Resources Information Center

    Cohen, Anat; Nachmias, Rafi

    2006-01-01

    This paper describes a quantitative cost effectiveness model for Web-supported academic instruction. The model was designed for Web-supported instruction (rather than distance learning only) characterizing most of the traditional higher education institutions. It is based on empirical data (Web logs) of students' and instructors' usage…

  4. A Social Support Intervention and Academic Achievement in College: Does Perceived Loneliness Mediate the Relationship?

    ERIC Educational Resources Information Center

    Mattanah, Jonathan F.; Brooks, Leonie J.; Brand, Bethany L.; Quimby, Julie L.; Ayers, Jean F.

    2012-01-01

    The authors examined whether a social support intervention reduced loneliness and increased academic achievement among college freshmen. Eighty-eight 1st-year students randomly assigned to a social support group program reported less loneliness in the spring of their freshman year and obtained higher grade point averages in the fall of their…

  5. Communities and Scholarship in Supporting Early-Career Academics at the University of the Witwatersrand

    ERIC Educational Resources Information Center

    Osman, Ruksana; Hornsby, David J.

    2016-01-01

    The present paper reports on early-career academics' (ECAs) experiences of support for teaching in a research-intensive university in Africa. Through conducting a questionnaire and follow up in-depth interviews greater insight into how ECAs perceive and experience support for developing their teaching practice, is gained. Our analysis suggests…

  6. Peers' Perceived Support, Student Engagement in Academic Activities and Life Satisfaction: A Structural Equation Modeling Approach

    ERIC Educational Resources Information Center

    Hakimzadeh, Rezvan; Besharat, Mohammad-Ali; Khaleghinezhad, Seyed Ali; Ghorban Jahromi, Reza

    2016-01-01

    This study investigates the relationships among peers' perceived support, life satisfaction, and student engagement in academic activities. Three hundred and fifteen Iranian students (172 boys and 143 girls) who were studying in one suburb of Tehran participated in this study. All participants were asked to complete Peers' Perceived Support scale…

  7. Predictive Modeling of Student Performances for Retention and Academic Support in a Diagnostic Medical Sonography Program

    ERIC Educational Resources Information Center

    Borghese, Peter; Lacey, Sandi

    2014-01-01

    As part of a retention and academic support program, data was collected to develop a predictive model of student performances in core classes in a Diagnostic Medical Sonography (DMS) program. The research goal was to identify students likely to have difficulty with coursework and provide supplemental tutorial support. The focus was on the…

  8. Support Teachers' Beliefs about the Academic Achievement of Students with Special Educational Needs

    ERIC Educational Resources Information Center

    Silva, Jos Castro; Morgado, Jos

    2004-01-01

    Jos Castro Silva, lecturer in sciences of education, and Jos Morgado, assistant professor, both work at the Instituto Superior de Psicologica Aplicada in Lisboa, Portugal. In this article, they describe their study of support teachers beliefs about the academic achievement of school students with special educational needs. The support teachers who…

  9. Learning Support and Academic Achievement among Malaysian Adolescents: The Mediating Role of Student Engagement

    ERIC Educational Resources Information Center

    Jelas, Zalizan M.; Azman, Norzaini; Zulnaidi, Hutkemri; Ahmad, Nor Aniza

    2016-01-01

    The aim of this study was to examine the associations between learning support, student engagement and academic achievement among adolescents. We also examined the extent to which affective, behavioural and cognitive engagement play a mediating role in students' perceived learning support from parents, teachers and peers, and contribute to their…

  10. Students' Ratings of Teacher Support and Academic and Social-Emotional Well-Being

    ERIC Educational Resources Information Center

    Tennant, Jaclyn E.; Demaray, Michelle K.; Malecki, Christine K.; Terry, Melissa N.; Clary, Michael; Elzinga, Nathan

    2015-01-01

    Data on students' perceptions of teacher social support, academic functioning, and social-emotional functioning were collected from a sample of 796 7th and 8th grade middle school students using the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, & Elliott, 2000), Iowa Tests of Basic Skills (ITBS) and school records, and…

  11. Course-Specific Intrinsic Motivation: Effects of Instructor Support and Global Academic Motivation

    ERIC Educational Resources Information Center

    Zook, J. M.; Herman, A. P.

    2011-01-01

    This study examined the effects of instructor support and students' global academic motivation on students' course-specific intrinsic motivation. The authors hypothesized, based on self-determination theory (Ryan & Deci, 2000), that instructor support for students' psychological needs would enhance intrinsic motivation. Students reported their…

  12. Promoting Doctoral Students' Research Self-Efficacy: Combining Academic Guidance with Autonomy Support

    ERIC Educational Resources Information Center

    Overall, Nickola C.; Deane, Kelsey L.; Peterson, Elizabeth R.

    2011-01-01

    A diverse sample of doctoral students completed an on-line questionnaire assessing their supervisors' academic, personal and autonomy support and their research self-efficacy. The more task-related help and personal support students received, the more positively they evaluated their supervision. The degree to which supervisors encouraged students…

  13. Relationship between multiple sources of perceived social support and psychological and academic adjustment in early adolescence: comparisons across gender.

    PubMed

    Rueger, Sandra Yu; Malecki, Christine Kerres; Demaray, Michelle Kilpatrick

    2010-01-01

    The current study investigated gender differences in the relationship between sources of perceived support (parent, teacher, classmate, friend, school) and psychological and academic adjustment in a sample of 636 (49% male) middle school students. Longitudinal data were collected at two time points in the same school year. The study provided psychometric support for the Child and Adolescent Social Support Scale (Malecki et al., A working manual on the development of the Child and Adolescent Social Support Scale (2000). Unpublished manuscript, Northern Illinois University, 2003) across gender, and demonstrated gender differences in perceptions of support in early adolescence. In addition, there were significant associations between all sources of support with depressive symptoms, anxiety, self-esteem, and academic adjustment, but fewer significant unique effects of each source. Parental support was a robust unique predictor of adjustment for both boys and girls, and classmates' support was a robust unique predictor for boys. These results illustrate the importance of examining gender differences in the social experience of adolescents with careful attention to measurement and analytic issues.

  14. Web-Based Academic Support Services: Guidelines for Extensibility

    ERIC Educational Resources Information Center

    McCracken, Holly

    2005-01-01

    Using the experience of the University of Illinois at Springfield's College of Liberal Arts and Sciences at the as a foundation for discussion, this paper addresses the provision of student support services to distant students within the context of development and expansion. Specific issues for consideration include: integrating student support…

  15. Information Technology Support for Clinical Genetic Testing within an Academic Medical Center

    PubMed Central

    Aronson, Samuel; Mahanta, Lisa; Ros, Lei Lei; Clark, Eugene; Babb, Lawrence; Oates, Michael; Rehm, Heidi; Lebo, Matthew

    2016-01-01

    Academic medical centers require many interconnected systems to fully support genetic testing processes. We provide an overview of the end-to-end support that has been established surrounding a genetic testing laboratory within our environment, including both laboratory and clinician facing infrastructure. We explain key functions that we have found useful in the supporting systems. We also consider ways that this infrastructure could be enhanced to enable deeper assessment of genetic test results in both the laboratory and clinic. PMID:26805890

  16. Student Supports: Developmental Education and Other Academic Programs

    ERIC Educational Resources Information Center

    Bettinger, Eric P.; Boatman, Angela; Long, Bridget Terry

    2013-01-01

    Low rates of college completion are a major problem in the United States. Less than 60 percent of students at four-year colleges graduate within six years, and at some colleges, the graduation rate is less than 10 percent. Additionally, many students enter higher education ill-prepared to comprehend college-level course material. Some estimates…

  17. The Impact of College Racial Composition on African American Students' Academic and Social Gains: Additional Evidence.

    ERIC Educational Resources Information Center

    Flowers, Lamont A.

    2002-01-01

    The College Student Experiences Questionnaire (CSEA) was used to estimate the impact of attending a historically Black college or university on social and academic outcomes in college. Findings extend previous research by suggesting attendance at a historically Black college significantly enhances academic and social growth of students. (Author)

  18. Defense Support of Civil Authorities: DOD Mission or Additional Duty

    DTIC Science & Technology

    2010-12-14

    Illustrations iv Biography v Introduction 1 Background 2 DSCA Execution 7 DSCA Shortfalls...12 Recommendations 16 Conclusion 19 Bibliography 21 Illustrations Page Figure 1 . Map of 10 FEMA Regions...the United Kingdom …” 1 More than 72,000 uniformed military members deployed in support of the Katrina response to save lives, mitigate human

  19. Do Perceived Academic Competence and School Satisfaction Mediate the Relationships between Perceived Support Provided by Teachers and Classmates, and Academic Initiative?

    ERIC Educational Resources Information Center

    Danielsen, Anne G.; Breivik, Kyrre; Wold, Bente

    2011-01-01

    The aim of the study was twofold: (1) to examine how psychosocial support provided by teachers and classmates related to students' self-regulated learning as expressed through self-reported academic initiative, and (2) whether academic competence and school satisfaction mediated these relationships. The data were from a nationally representative…

  20. Students' ratings of teacher support and academic and social-emotional well-being.

    PubMed

    Tennant, Jaclyn E; Demaray, Michelle K; Malecki, Christine K; Terry, Melissa N; Clary, Michael; Elzinga, Nathan

    2015-12-01

    Data on students' perceptions of teacher social support, academic functioning, and social-emotional functioning were collected from a sample of 796 7th and 8th grade middle school students using the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, & Elliott, 2000), Iowa Tests of Basic Skills (ITBS) and school records, and the Behavior Assessment Scale for Children, Second Edition, Adolescent Version, (BASC-2 SRP-A; Reynolds & Kamphaus, 2004). The purpose of the current study was to examine possible gender differences in perceptions of the frequency and importance of different types of teacher support and the related academic and social-emotional outcomes. Girls rated Emotional and Appraisal Support as more important than did boys. Teacher Emotional Support was significantly and positively related to grade point average (GPA) for boys and girls. For girls only, Emotional and Informational Support were significantly related to ITBS Reading scores, and Emotional, Informational, and Instrumental Support were significantly related to ITBS Math scores. Regarding social-emotional variables, Emotional Support was significantly and negatively related to School Problems, Internalizing Problems, Inattention/Hyperactivity, and overall Emotional Symptoms and positively related to Personal Adjustment for both boys and girls. Furthermore, Emotional Support from teachers was more strongly related to Inattention/Hyperactivity for girls than boys. These results emphasize the importance of providing teacher social support, especially emotional support, to students in early adolescence and recognizing gender differences in the function of specific types of teacher support.

  1. It Takes an Academic Village: The Library's Role in Supporting Interprofessional Communication through a Book Club.

    PubMed

    Kilham, Jessica P; Griffiths, Susan P

    2017-01-01

    Book clubs offer a unique opportunity to support interprofessional learning on academic campuses. The purpose of this article is to discuss how a health sciences library partnered with the Center for Interprofessional Healthcare Education to develop a book club that fosters interprofessional communication. The article includes a discussion of the opportunities, approach, results, and challenges.

  2. Factors Challenging and Supporting Scholarly Activity for Academic Staff in a Regional Australian University Environment

    ERIC Educational Resources Information Center

    Hurley, John; Bowling, Alison; Griffiths, Jean; Blair, Duncan

    2015-01-01

    With expectations of academic staff to achieve high quality teaching and research outputs as performance measures it is timely to explore how staff perceive they are being supported to meet these ends. This article presents findings of a multi-method study that explored influences impacting on the quality and quantity of scholarly activity being…

  3. Perceived Support Provided by Teachers and Classmates and Students' Self-Reported Academic Initiative

    ERIC Educational Resources Information Center

    Danielsen, Anne G.; Wiium, Nora; Wilhelmsen, Britt U.; Wold, Bente

    2010-01-01

    The aim of this study was to examine how perceived support provided by teachers and classmates in the school class environment related to students' academic initiative. Data were from a stratified sample of 13-year-old students (n = 1591) from the Norwegian part of the World Health Organization's survey of Health Behaviour in School-aged Children…

  4. The Relationship between Academic Support Systems and Intended Persistence in Doctoral Education

    ERIC Educational Resources Information Center

    Cockrell, Casey N.; Shelley, Kyna

    2011-01-01

    This study investigated the relationship of formal academic support systems and stage of doctoral study on persistence, satisfaction, and knowledge of resources, expectations, and customs in doctoral education. Doctoral students (N = 141) enrolled in four public institutions in a southeastern state were surveyed. An online questionnaire, adapted…

  5. How Do Supports from Parents, Teachers, and Peers Influence Academic Achievement of Twice-Exceptional Students

    ERIC Educational Resources Information Center

    Wang, Clare Wen; Neihart, Maureen

    2015-01-01

    This study investigated how perceived external factors such as supports from parents and teachers, and influences from peers contributed to the academic successes and failures of Singaporean twice-exceptional (2e) students. A total of six 2e participants from one secondary school in Singapore voluntarily participated in the study. This study used…

  6. Finding FRiENDs: Creating a Community of Support for Early Career Academics

    ERIC Educational Resources Information Center

    Pegg, Jerine M.; Adams, Anne E.; Risser, Hilary Smith; Bottoms, SueAnn I.; Kern, Anne L.; Wu, Ke

    2014-01-01

    Starting on an academic journey can be a stressful and isolating experience. Although some universities have formal mentoring structures to facilitate this transition for new faculty, these structures do not always provide the variety of supports that may be needed to navigate the complexities of transitioning to the world of academia. As we (the…

  7. Parent Autonomy Support, Academic Achievement, and Psychosocial Functioning: A Meta-Analysis of Research

    ERIC Educational Resources Information Center

    Vasquez, Ariana C.; Patall, Erika A.; Fong, Carlton J.; Corrigan, Andrew S.; Pine, Lisa

    2016-01-01

    A meta-analysis of 36 studies examining the relations between parent autonomy support (PAS) and child outcomes indicated that PAS was related to greater academic achievement and indicators of adaptive psychosocial functioning, including autonomous motivation, psychological health, perceived competence, engagement, and positive attitudes toward…

  8. Academic Achievement, Perfectionism and Social Support as Predictors of Test Anxiety

    ERIC Educational Resources Information Center

    Yildirim, Ibrahim; Genctanirim, Dilek; Yalcin, Ilhan; Baydan, Yaprak

    2008-01-01

    This study examined likelihood of high school students' gender, levels of academic achievement, perfectionism and perceived social support in predicting their degree of test anxiety. Participants were 505 students from high schools in the Ankara metropolitan area. The Test Anxiety Inventory, Multidimensional Perfectionism Scale and Perceived…

  9. Unmasking Students' Sense of Academic Supportiveness and Climate: Results from Field Testing the AEL MASC

    ERIC Educational Resources Information Center

    Cowley, Kimberly S.; Copley, Lisa; Howley, Caitlin W.; Voelkel, Susan

    2004-01-01

    The AEL Measure of Academic Supportiveness and Climate (AEL MASC) was developed as part of the MAACK Pilot Schools project currently underway at AEL. MAACK stands for Maximizing Achievement for African American Children in Kanawha. The AEL MASC was designed to determine students' perceptions about themselves as students and about their school…

  10. The Role of Responsive Teacher Practices in Supporting Academic Motivation at the Middle Level

    ERIC Educational Resources Information Center

    Kiefer, Sarah M.; Ellerbrock, Cheryl; Alley, Kathleen

    2014-01-01

    The purpose of this descriptive qualitative study was to investigate the ways teachers support young adolescents' academic motivation in one large, urban, ethnically diverse middle school. Data included individual interviews of 24 participants (18 students, 5 teachers, and 1 middle school assistant principal). Findings suggested that the following…

  11. The Role of Teacher Challenge and Support in High School Students' Academic Engagement in Science

    ERIC Educational Resources Information Center

    Strati, Anna D.

    2013-01-01

    Using data collected through classroom videotaping, student surveys, and the Experience Sampling Method (ESM), the present study explored associations between teacher-provided intellectual challenge, two types of support (instrumental and emotional), and students' momentary academic engagement in high school science classrooms. Results of 3-level…

  12. School Support, Parental Involvement, and Academic and Social-Emotional Outcomes for English Language Learners

    ERIC Educational Resources Information Center

    Niehaus, Kate; Adelson, Jill L.

    2014-01-01

    This study examined the relationships among school support, parental school involvement, and academic and social-emotional outcomes for children who are English language learners (ELLs). The sample included 1,020 third-grade ELLs who participated in the Early Childhood Longitudinal Study (ECLS-K). Results from structural equation modeling showed…

  13. PhD Students in the Entrepreneurial University--Perceived Support for Academic Entrepreneurship

    ERIC Educational Resources Information Center

    Bienkowska, Dzamila; Klofsten, Magnus; Rasmussen, Einar

    2016-01-01

    Universities are currently in the process of change and adaptation to shifting expectations that for example include closer engagement with businesses and increased facilitation of entrepreneurship among faculty and graduates. By supporting academic entrepreneurship, universities can address these expectations whilst also becoming more…

  14. Perceived Academic Control: Mediating the Effects of Optimism and Social Support on College Students' Psychological Health

    ERIC Educational Resources Information Center

    Ruthig, Joelle C.; Haynes, Tara L.; Stupnisky, Robert H.; Perry, Raymond P.

    2009-01-01

    The first year of college presents numerous challenges experienced as overwhelming by some freshmen who may become overly stressed and depressed. This longitudinal study examined perceived academic control (PAC) as a mediator of optimism and social support's buffering effects on freshman students' psychological health. Multiple regressions…

  15. Student Feedback on Tutor and Academic Support of Wawasan Open University: A Four-Semester Study

    ERIC Educational Resources Information Center

    Ng, Wai-Kong; Kong, Sow-Lai

    2009-01-01

    Standards for academic and student support services (SSS) in distance education as identified by the University of Wisconsin System Administration Board of Regents were applied to the SSS provided by the Wawasan Open University (WOU). A student feedback survey conducted over 4 semesters confirmed that WOU's SSS had been positively received and…

  16. Relationships between Academic Stress, Social Support, Optimism-Pessimism and Self-Esteem in College Students

    ERIC Educational Resources Information Center

    Fernández-González, L.; González-Hernández, A.; Trianes-Torres, M. V.

    2015-01-01

    Introduction: This research aims to analyse how optimism, self-esteem and social support help to predict academic stress. Method: The sample consisted of 123 students aged 20 to 31 years old, from the 3rd Year in the Psychology Degree. Students completed the Rosenberg Self-esteem Scale, the Life Orientation Optimism Questionnaire (LOT-R), the…

  17. Negating Stereotype Threat: Autonomy Support and Academic Identification Boost Performance of African American College Students

    ERIC Educational Resources Information Center

    Nadler, Dustin R.; Komarraju, Meera

    2016-01-01

    Using a 2 × 2 factorial design, we examined the effects of stereotype threat and autonomy support on the test performance of 190 African American college students. Participants completed a set of 7 easy and 7 difficult problems from Raven's Progressive Matrices and a survey including measures of Academic Self-Concept, Learning Climate, and…

  18. Technology to Support Writing by Students with Learning and Academic Disabilities: Recent Research Trends and Findings

    ERIC Educational Resources Information Center

    Peterson-Karlan, George R.

    2011-01-01

    The trends and findings from a descriptive analysis of 25 years of research studies examining the effectiveness of technology to support the compositional writing of students with learning and academic disabilities are presented. A corpus of 85 applied research studies of writing technology effectiveness was identified from among 249 items in the…

  19. The Correlation of Social, Financial, and Academic Supports to Military Benefit Recipients' Persistence in College

    ERIC Educational Resources Information Center

    Mentzer, Bruce Duane

    2014-01-01

    This study sought to determine the strength and nature of the relationships between social, academic, and financial support and the intent of military students to persist in higher education at a large private non-profit university. The study also collected data from nonmilitary students to note contrasting relationships and looked at overall…

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

    ERIC Educational Resources Information Center

    Frodesen, Jan

    2015-01-01

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

  1. Dual Language Teachers' Use of Conventional, Environmental, and Personal Resources to Support Academic Language Development

    ERIC Educational Resources Information Center

    Lucero, Audrey

    2015-01-01

    This article reports findings from a study that investigated the ways in which first-grade dual language teachers drew on various resources to instructionally support academic language development among Spanish-English emergent bilingual students. Classroom observations, semistructured interviews, and document collection were conducted over a…

  2. Relationship of Self-Beliefs, Social Support, and University Comfort with the Academic Success of Freshman College Women

    ERIC Educational Resources Information Center

    Rayle, Andrea Dixon; Kurpius, Sharon E. Robinson; Arredondo, Patricia

    2007-01-01

    The relationships of self-beliefs, social support, and university comfort with the academic persistence decisions and first-year grade point averages of 527 first semester female undergraduates were examined. Data were gathered in 56 classes or group meetings. These three constructs predicted academic persistence decisions, with social support as…

  3. Planning Ahead: The Relationship among School Support, Parental Involvement, and Future Academic Expectations in African American Adolescents

    ERIC Educational Resources Information Center

    Trask-Tate, Angelique J.; Cunningham, Michael

    2010-01-01

    The purpose of this study was to identify the social supports in the lives of African American adolescents that influence resilient academic outcomes. The authors examined 206 African American students to identify the role of parental involvement as a buffer in the relation between low school support and high academic expectations. Results…

  4. Low-Income Hispanic and Latino High School Students' Perceptions of Parent and Peer Academic Support

    ERIC Educational Resources Information Center

    Ramirez, Lizbeth; Machida, Sandra K.; Kline, Linda; Huang, Leesa

    2014-01-01

    Socioeconomic status and parental support play important roles in determining academic achievement and have been positively correlated with academic success. It is important to determine if students from low-socioeconomic-status (SES) families perceive less parent support than students from middle-SES families. The participants (n?=?54) were high…

  5. Additional support for the TDK/MABL computer program

    NASA Technical Reports Server (NTRS)

    Nickerson, G. R.; Dunn, Stuart S.

    1993-01-01

    An advanced version of the Two-Dimensional Kinetics (TDK) computer program was developed under contract and released to the propulsion community in early 1989. Exposure of the code to this community indicated a need for improvements in certain areas. In particular, the TDK code needed to be adapted to the special requirements imposed by the Space Transportation Main Engine (STME) development program. This engine utilizes injection of the gas generator exhaust into the primary nozzle by means of a set of slots. The subsequent mixing of this secondary stream with the primary stream with finite rate chemical reaction can have a major impact on the engine performance and the thermal protection of the nozzle wall. In attempting to calculate this reacting boundary layer problem, the Mass Addition Boundary Layer (MABL) module of TDK was found to be deficient in several respects. For example, when finite rate chemistry was used to determine gas properties, (MABL-K option) the program run times became excessive because extremely small step sizes were required to maintain numerical stability. A robust solution algorithm was required so that the MABL-K option could be viable as a rocket propulsion industry design tool. Solving this problem was a primary goal of the phase 1 work effort.

  6. At-a-Glance B3 Resource Guide for Supporting Academic Achievement for Students with Disabilities

    ERIC Educational Resources Information Center

    Regional Resource Center Program, 2011

    2011-01-01

    This results improvement resource guide includes a listing of TA&D programs and centers that provide technical assistance related to academic achievement results improvement for students with disabilities. The website URL, target audience(s), and purpose are provided for each center/program. In addition, a brief example describing the…

  7. Additional Support Needs Policy in Scotland: Challenging or Reinforcing Social Inequality?

    ERIC Educational Resources Information Center

    Riddell, Sheila; Weedon, Elisabet

    2016-01-01

    This paper focuses on Scottish policy on additional support needs and its material outcomes. The central question addressed is the extent to which the Scottish additional support needs system undermines or reinforces existing social and economic inequalities. Administrative data highlight the inflation of the additional support needs category,…

  8. Effect of Peer Nominations of Teacher-Student Support at Individual and Classroom Levels on Social and Academic Outcomes

    PubMed Central

    Hughes, Jan N.; Im, Myung Hee; Wehrly, Sarah E.

    2014-01-01

    This longitudinal study examined the prospective relations between 713 elementary students’ individual peer teacher support reputation (PTSR) and a measure of the classroom-wide dispersion of peer nominations of teacher support (Centralization of Teacher Support) on students’ peer relatedness (i.e., peer acceptance and peer academic reputation) and academic motivation (i.e., academic self-efficacy and teacher-rated behavioral engagement). PTSR was measured as the proportion of classmates who nominated a given student on a descriptor of teacher-student support. Centralization of Teacher Support was assessed using social network analysis to identify the degree to which peer nominations of teacher support in a classroom centered on a few students. PTSR predicted changes in all student outcomes, above academic achievement and relevant covariates. Centralization of Teacher Support predicted changes in students’ peer academic reputation, net the effect of PTSR and covariates. Students’ academic achievement moderated effects of PTSR and Centralization of Teacher Support on some outcomes. Findings highlight the importance of peers’ perceptions of teacher support and of the structure of those perceptions for children’s social and academic outcomes. Implications for practice are discussed. PMID:24930822

  9. Effect of peer nominations of teacher-student support at individual and classroom levels on social and academic outcomes.

    PubMed

    Hughes, Jan N; Im, Myung Hee; Wehrly, Sarah E

    2014-06-01

    This longitudinal study examined the prospective relations between 713 elementary students' individual peer teacher support reputation (PTSR) and a measure of the classroom-wide dispersion of peer nominations of teacher support (Centralization of Teacher Support) on students' peer relatedness (i.e., peer acceptance and peer academic reputation) and academic motivation (i.e., academic self-efficacy and teacher-rated behavioral engagement). PTSR was measured as the proportion of classmates who nominated a given student on a descriptor of teacher-student support. Centralization of Teacher Support was assessed using social network analysis to identify the degree to which peer nominations of teacher support in a classroom centered on a few students. PTSR predicted changes in all student outcomes, above academic achievement and relevant covariates. Centralization of Teacher Support predicted changes in students' peer academic reputation, net the effect of PTSR and covariates. Students' academic achievement moderated effects of PTSR and Centralization of Teacher Support on some outcomes. Findings highlight the importance of peers' perceptions of teacher support and of the structure of those perceptions for children's social and academic outcomes. Implications for practice are discussed.

  10. Using the Learning and Study Strategies Inventory Scores as Additional Predictors of Student Academic Performance.

    ERIC Educational Resources Information Center

    Rugsaken, Kris T.; Robertson, Jacqueline A.; Jones, James A.

    1998-01-01

    A study investigated the usefulness of the Learning and Study Strategies Inventory in predicting college students' academic performance, focusing on whether the scores enhance the accuracy of traditional predictors such as college entrance examinations and high school rank. Results indicate the scores produce a slight but not significant increase…

  11. Problem-Solving Coping and Social Support as Mediators of Academic Stress and Suicidal Ideation Among Malaysian and Indian Adolescents.

    PubMed

    Khan, Aqeel; Hamdan, Abdul Rahim; Ahmad, Roslee; Mustaffa, Mohamed Sharif; Mahalle, Salwa

    2016-02-01

    This study examined whether productive coping styles and social support were significant mediators of the relationship between academic stress and suicidal ideation. The survey was performed on a sample of 300 Malaysian and 300 Indian college students. The participants completed psychological assessments of productive coping styles, social support, academic stress, and suicidal ideation. Significant cultural and demographic differences emerged. Indian students reported higher suicidal ideation and academic stress than did Malaysian students, and Malaysian students received more social support and had better problem-solving coping styles than did Indian students. Overall, students who were male, non-religious, and from low-income families reported more academic stress and more suicidal ideation. Productive coping styles and overall social support strongly affected the relationship between academic stress and suicidal ideation among both countries' participants.

  12. Perceived parenting and social support: can they predict academic achievement in Argentinean college students?

    PubMed Central

    de la Iglesia, Guadalupe; Freiberg Hoffmann, Agustin; Fernández Liporace, Mercedes

    2014-01-01

    The aim of this study was to test the ability to predict academic achievement through the perception of parenting and social support in a sample of 354 Argentinean college students. Their mean age was 23.50 years (standard deviation =2.62 years) and most of them (83.3%) were females. As a prerequisite for admission to college, students are required to pass a series of mandatory core classes and are expected to complete them in two semesters. Delay in completing the curriculum is considered low academic achievement. Parenting was assessed taking into account the mother and the father and considering two dimensions: responsiveness and demandingness. Perceived social support was analyzed considering four sources: parents, teachers, classmates, and best friend or boyfriend/girlfriend. Path analysis showed that, as hypothesized, responsiveness had a positive indirect effect on the perception of social support and enhanced achievement. Demandingness had a different effect in the case of the mother as compared to the father. In the mother model, demandingness had a positive direct effect on achievement. In the case of the father, however, the effect of demandingness had a negative and indirect impact on the perception of social support. Teachers were the only source of perceived social support that significantly predicted achievement. The pathway that belongs to teachers as a source of support was positive and direct. Implications for possible interventions are discussed. PMID:25258563

  13. Perceived parenting and social support: can they predict academic achievement in Argentinean college students?

    PubMed

    de la Iglesia, Guadalupe; Freiberg Hoffmann, Agustin; Fernández Liporace, Mercedes

    2014-01-01

    The aim of this study was to test the ability to predict academic achievement through the perception of parenting and social support in a sample of 354 Argentinean college students. Their mean age was 23.50 years (standard deviation =2.62 years) and most of them (83.3%) were females. As a prerequisite for admission to college, students are required to pass a series of mandatory core classes and are expected to complete them in two semesters. Delay in completing the curriculum is considered low academic achievement. Parenting was assessed taking into account the mother and the father and considering two dimensions: responsiveness and demandingness. Perceived social support was analyzed considering four sources: parents, teachers, classmates, and best friend or boyfriend/girlfriend. Path analysis showed that, as hypothesized, responsiveness had a positive indirect effect on the perception of social support and enhanced achievement. Demandingness had a different effect in the case of the mother as compared to the father. In the mother model, demandingness had a positive direct effect on achievement. In the case of the father, however, the effect of demandingness had a negative and indirect impact on the perception of social support. Teachers were the only source of perceived social support that significantly predicted achievement. The pathway that belongs to teachers as a source of support was positive and direct. Implications for possible interventions are discussed.

  14. The Research Circle as a Resource in Challenging Academics' Perceptions of How to Support Students' Literacy Development in Higher Education

    ERIC Educational Resources Information Center

    Bergman, Lotta

    2014-01-01

    This article deals with an action research project in which a group of academics from different disciplines reflect on and gradually extend their knowledge on how to support students' academic literacy development. The aim of this research is to understand how the collaborative work becomes a resource in challenging participants' initial…

  15. Predictors of Academic-Related Stress in College Students: An Examination of Coping, Social Support, Parenting, and Anxiety

    ERIC Educational Resources Information Center

    Smith, Tara; Renk, Kimberly

    2007-01-01

    This study examined potential predictors of the academic-related stress experienced by college students. In particular, the relationships among the coping strategies used by college students, social support, the parenting style used by college students' mothers and fathers, college students' experience of anxiety, and academic-related stress were…

  16. Academic Support by Significant Others and Educational Resilience in Mexican-Origin Ninth Grade Students from Intact Families

    ERIC Educational Resources Information Center

    Plunkett, Scott W.; Henry, Carolyn S.; Houltberg, Benjamin J.; Sands, Tovah; Abarca-Mortensen, Sandra

    2008-01-01

    This study used dominance analysis to examine the relative importance of ninth grade, Mexican-origin adolescents' perceptions of academic support from significant others (i.e., mothers, fathers, teachers, and friends) in relation to aspects of academic success. Self-report and school record data were collected from 216 Mexican-origin adolescents…

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

    PubMed Central

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

    2013-01-01

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

  18. A Successful US Academic Collaborative Supporting Medical Education in a Postconflict Setting.

    PubMed

    McQuilkin, Patricia; Marshall, Roseda E; Niescierenko, Michelle; Tubman, Venée N; Olson, Bradley G; Staton, Donna; Williams, Jackson H; Graham, Elinor A

    2014-01-01

    This article describes a model employed by the Academic Collaborative to Support Medical Education in Liberia to augment medical education in a postconflict setting where the health and educational structures and funding are very limited. We effectively utilized a cohort of visiting US pediatric faculty and trainees for short-term but recurrent clinical work and teaching. This model allows US academic medical centers, especially those with smaller residency programs, to provide global health experiences for faculty and trainees while contributing to the strengthening of medical education in the host country. Those involved can work toward a goal of sustainable training with a strengthened host country specialty education system. Partnerships such as ours evolve over time and succeed by meeting the needs of the host country, even during unanticipated challenges, such as the Ebola virus outbreak in West Africa.

  19. A Successful US Academic Collaborative Supporting Medical Education in a Postconflict Setting

    PubMed Central

    Marshall, Roseda E.; Niescierenko, Michelle; Tubman, Venée N.; Olson, Bradley G.; Staton, Donna; Williams, Jackson H.; Graham, Elinor A.

    2014-01-01

    This article describes a model employed by the Academic Collaborative to Support Medical Education in Liberia to augment medical education in a postconflict setting where the health and educational structures and funding are very limited. We effectively utilized a cohort of visiting US pediatric faculty and trainees for short-term but recurrent clinical work and teaching. This model allows US academic medical centers, especially those with smaller residency programs, to provide global health experiences for faculty and trainees while contributing to the strengthening of medical education in the host country. Those involved can work toward a goal of sustainable training with a strengthened host country specialty education system. Partnerships such as ours evolve over time and succeed by meeting the needs of the host country, even during unanticipated challenges, such as the Ebola virus outbreak in West Africa. PMID:27335926

  20. Child Effortful Control, Teacher-student Relationships, and Achievement in Academically At-risk Children: Additive and Interactive Effects.

    PubMed

    Liew, Jeffrey; Chen, Qi; Hughes, Jan N

    2010-01-01

    The joint contributions of child effortful control (using inhibitory control and task accuracy as behavioral indices) and positive teacher-student relationships at first grade on reading and mathematics achievement at second grade were examined in 761 children who were predominantly from low-income and ethnic minority backgrounds and assessed to be academically at-risk at entry to first grade. Analyses accounted for clustering effects, covariates, baselines of effortful control measures, and prior levels of achievement. Even with such conservative statistical controls, interactive effects were found for task accuracy and positive teacher-student relationships on future achievement. Results suggest that task accuracy served as a protective factor so that children with high task accuracy performed well academically despite not having positive teacher-student relationships. Further, positive teacher-student relationships served as a compensatory factor so that children with low task accuracy performed just as well as those with high task accuracy if they were paired with a positive and supportive teacher. Importantly, results indicate that the influence of positive teacher-student relationships on future achievement was most pronounced for students with low effortful control on tasks that require fine motor skills, accuracy, and attention-related skills. Study results have implications for narrowing achievement disparities for academically at-risk children.

  1. Child Effortful Control, Teacher-student Relationships, and Achievement in Academically At-risk Children: Additive and Interactive Effects

    PubMed Central

    Liew, Jeffrey; Chen, Qi; Hughes, Jan N.

    2009-01-01

    The joint contributions of child effortful control (using inhibitory control and task accuracy as behavioral indices) and positive teacher-student relationships at first grade on reading and mathematics achievement at second grade were examined in 761 children who were predominantly from low-income and ethnic minority backgrounds and assessed to be academically at-risk at entry to first grade. Analyses accounted for clustering effects, covariates, baselines of effortful control measures, and prior levels of achievement. Even with such conservative statistical controls, interactive effects were found for task accuracy and positive teacher-student relationships on future achievement. Results suggest that task accuracy served as a protective factor so that children with high task accuracy performed well academically despite not having positive teacher-student relationships. Further, positive teacher-student relationships served as a compensatory factor so that children with low task accuracy performed just as well as those with high task accuracy if they were paired with a positive and supportive teacher. Importantly, results indicate that the influence of positive teacher-student relationships on future achievement was most pronounced for students with low effortful control on tasks that require fine motor skills, accuracy, and attention-related skills. Study results have implications for narrowing achievement disparities for academically at-risk children. PMID:20161421

  2. Academic Support and Academic Progress: English-Second-Language Speakers in a Faculty of Commerce at a University in South Africa.

    ERIC Educational Resources Information Center

    Agar, David L.

    1991-01-01

    Describes the Academic Support Programme (ASP) established at the University of the Witwatersrand in South Africa in response to (1) the disadvantaged educational background of Black students and their consequently high dropout rate, and (2) the projected increases in the enrollment of such students. ASP primarily serves students whose home…

  3. Additives

    NASA Technical Reports Server (NTRS)

    Smalheer, C. V.

    1973-01-01

    The chemistry of lubricant additives is discussed to show what the additives are chemically and what functions they perform in the lubrication of various kinds of equipment. Current theories regarding the mode of action of lubricant additives are presented. The additive groups discussed include the following: (1) detergents and dispersants, (2) corrosion inhibitors, (3) antioxidants, (4) viscosity index improvers, (5) pour point depressants, and (6) antifouling agents.

  4. Academic Support Program in the Faculty of Agricultural and Forestry Engineering of the University of Cordoba (Spain)

    NASA Astrophysics Data System (ADS)

    Castro, Sergio; Navarro, Rafael M.; Camacho, Emilio; Gallardo, Rosa; García-Ferrer, Alfonso; Pérez-Marín, M. Dolores; Peña, Adolfo; Taguas, Encarnación V.

    2014-05-01

    The incorporation of new students to undergraduate degrees is performed in different stages through a long, sequential enrollment process. The student integration to the new context of higher education including group work and new teaching methodologies lead to notable adaptation difficulties to this new educational environment. In fact, the highest rate of student failure in the Bachelor degree usually happens during the first courses. The Unit of Quality Evaluation/Monitoring of School of Agricultural and Forest Engineering (ETSIAM) has detected that these failure rates at first and second degree course may be reduced through the involvement of students in a support learning process, by increasing their skills and motivation as well as the contact with the University environment in the context of their future professional horizon. In order to establish a program of this type, it has been launched an Academic Support Program (ASP) at the ETSIAM. This program aims to achieve and reinforce the basic academic and personal skills/competences require by the Bologna's process (BC) and specific competences of the engineers on the area of Agriculture and Forestry in the European context. The ASP includes diferent bloks of seminars, lectures, collaborative work and discussion groups among students, professionals, professors and researchers and it has been designed based on these competences and tranversal contents in both degrees. These activities are planned in a common time for both degrees, out of teaching classes. In addition, a virtual space in Moodle has been created for discussion forums and preparation activities. Additional information about schedules, speakers and companies, presentations and other material are also provided. In the preliminary implementation of the ASP, we will present the results corresponding to the first year of this academic support program. We have conducted a survey among the students in order to have a first feedback about the impact of

  5. School Engagement as a Mediator of Academic Performance among Urban Youth: The Role of Career Preparation, Parental Career Support, and Teacher Support

    ERIC Educational Resources Information Center

    Perry, Justin C.; Liu, Xiongyi; Pabian, Yvona

    2010-01-01

    Drawing from the contributions of vocational psychology, this study examined school engagement as a mediator of academic performance through the effects of career preparation (career planning, career decision-making self-efficacy), parental career support, and teacher support among diverse urban youth in middle school and high school (N = 285).…

  6. Going for growth: improvement in the infrastructural and management support for clinical academic research

    PubMed Central

    Fowler Davis, Sally

    2015-01-01

    managers in each professional group to champion research and undertake the organisational change that would be needed. The two cycles of improvement over 14 months were used to achieve “academic status” within the organisation, to include clinical staff in the delivery of the research strategy and to create a clinical academic infrastructure that incorporated a well organised public and patient involvement (PPI) panel. Additional measures included the level of participation of clinical academic staff in grant capture and the level of income from research to sustain the growth in activity. PMID:26734386

  7. Going for growth: improvement in the infrastructural and management support for clinical academic research.

    PubMed

    Fowler Davis, Sally

    2015-01-01

    each professional group to champion research and undertake the organisational change that would be needed. The two cycles of improvement over 14 months were used to achieve "academic status" within the organisation, to include clinical staff in the delivery of the research strategy and to create a clinical academic infrastructure that incorporated a well organised public and patient involvement (PPI) panel. Additional measures included the level of participation of clinical academic staff in grant capture and the level of income from research to sustain the growth in activity.

  8. Benefiting the Educator and Student Alike: Effective Strategies for Supporting the Academic Language Development of English Learner (EL) Teacher Candidates

    ERIC Educational Resources Information Center

    Aminy, Marina; Karathanos, Katya

    2011-01-01

    While programs have been established to support secondary level English Learners (ELs) in their transition to institutions of higher education (IHEs), limited attention has been given to how to support adult ELs who struggle with the academic language demands of their college or university content-area courses. Research indicates that many EL…

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

    ERIC Educational Resources Information Center

    Lizzio, Alf; Wilson, Keithia

    2013-01-01

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

  10. Relationship between School-Wide Positive Behavior Interventions and Supports and Academic, Attendance, and Behavior Outcomes in High Schools

    ERIC Educational Resources Information Center

    Freeman, Jennifer; Simonsen, Brandi; McCoach, D. Betsy; Sugai, George; Lombardi, Allison; Horner, Robert

    2016-01-01

    Attendance, behavior, and academic outcomes are important indicators of school effectiveness and long-term student outcomes. "Multi-tiered systems of support" (MTSS), such as "School-Wide Positive Behavior Interventions and Supports" (SWPBIS), have emerged as potentially effective frameworks for addressing student needs and…

  11. The Relation of Maternal Emotional and Cognitive Support During Problem Solving to Pre-Academic Skills in Preschoolers.

    PubMed

    Leerkes, Esther M; Blankson, A Nayena; O'Brien, Marion; Calkins, Susan D; Marcovitch, Stuart

    2011-11-01

    Using a sample of 263 mother-child dyads, we examined the extent to which maternal emotional and cognitive support during a joint problem solving task when children were 3-years-old predicted children's academic skills one year later independent of each other, the quality of the home learning environment, and maternal emotional responsiveness. When all parenting measures were examined simultaneously, only maternal emotional support during problem solving and the quality of the home learning environment predicted unique variation in gains in pre-academic skills from age 3 to age 4. The positive effect of emotional support during problem solving was especially apparent for children whose pre-academic skills were low at age 3. These findings are discussed in light of the changing demands placed on young children and their parents as they prepare for entry to the formal school system.

  12. The Effectiveness of Additional Literacy Support (ALS) in Years 3 and 4

    ERIC Educational Resources Information Center

    Bunn, Tim

    2008-01-01

    This study compared the progress in reading and spelling of 256 children in 11 classes in 9 English primary schools in Years 3 and 4, and a partially overlapping sample of 126 children who received additional help with literacy during 1 year. Teachers and teaching assistants used either Additional Literacy Support (ALS), a highly structured set of…

  13. Adolescent mental health and academic functioning: empirical support for contrasting models of risk and vulnerability.

    PubMed

    Lucier-Greer, Mallory; O'Neal, Catherine W; Arnold, A Laura; Mancini, Jay A; Wickrama, Kandauda K A S

    2014-11-01

    Adolescents in military families contend with normative stressors that are universal and exist across social contexts (minority status, family disruptions, and social isolation) as well as stressors reflective of their military life context (e.g., parental deployment, school transitions, and living outside the United States). This study utilizes a social ecological perspective and a stress process lens to examine the relationship between multiple risk factors and relevant indicators of youth well-being, namely depressive symptoms and academic performance, as well as the mediating role of self-efficacy (N = 1,036). Three risk models were tested: an additive effects model (each risk factor uniquely influences outcomes), a full cumulative effects model (the collection of risk factors influences outcomes), a comparative model (a cumulative effects model exploring the differential effects of normative and military-related risks). This design allowed for the simultaneous examination of multiple risk factors and a comparison of alternative perspectives on measuring risk. Each model was predictive of depressive symptoms and academic performance through persistence; however, each model provides unique findings about the relationship between risk factors and youth outcomes. Discussion is provided pertinent to service providers and researchers on how risk is conceptualized and suggestions for identifying at-risk youth.

  14. Academic and non-academic career options for marine scientists. - Support measures for early career scientists offered at MARUM - Center for Marine Environmental Sciences, University of Bremen, Germany

    NASA Astrophysics Data System (ADS)

    Hebbeln, Dierk; Klose, Christina

    2015-04-01

    Early career scientists at MARUM cover a wide range of research topics and disciplines including geosciences, biology, chemistry, social sciences and law. Just as colourful as the disciplinary background of the people, are their ideas for their personal careers. With our services and programmes, we aim to address some important career planning needs of PhD students and early career Postdocs, both, for careers in science and for careers outside academia. For PhD students aiming to stay in science, MARUM provides funding opportunities for a research stay abroad for a duration of up to 6 months. A range of courses is offered to prepare for the first Postdoc position. These include trainings in applying for research funding, proposal writing and interview skills. Following MARUM lectures which are held once a month, early career scientists are offered the opportunity to talk to senior scientists from all over the world in an informal Meet&Greet. Mentoring and coaching programmes for women in science are offered in cooperation with the office for equal opportunities at the University of Bremen. These programmes offer an additional opportunity to train interpersonal skills and to develop personal career strategies including a focus on special challenges that especially women might (have to) face in the scientific community. Early career scientists aiming for a non-academic career find support on different levels. MARUM provides funding opportunities for placements in industry, administration, consulting or similar. We offer trainings in e.g. job hunting strategies or interview skills. For a deeper insight into jobs outside the academic world, we regularly invite professionals for informal fireside chats and career days. These events are organised in cooperation with other graduate programmes in the region to broaden the focus of both, the lecturers and the participants. A fundamental component of our career programmes is the active involvement of alumni of MARUM and our

  15. Managing Online Presence in the E-Learning Environment: Technological Support for Academic Staff

    ERIC Educational Resources Information Center

    Islam, Nurul; Beer, Martin; Slack, Frances

    2015-01-01

    Over the last two decades the use of E-learning technology increased to such an extent that the role of the traditional academic has been forced to change. Focusing on academics' views, this study examines their interactions in the E-learning environment and whether online learning applications have increased academic workload (Eynon, 2005;…

  16. Positive Academic and Behavioral Supports: Creating Safe, Effective, and Nurturing Schools for All Students. Highlights from the Forum on Positive Academic and Behavioral Supports (Norfolk, Virginia, February 18-19, 2000).

    ERIC Educational Resources Information Center

    Bullock, Lyndal M., Ed.; Gable, Robert A., Ed.

    This document presents major presentations and conference highlights from a February 2000 conference on providing positive academic and behavioral supports to students with behavior disorders to maximize education in the least restrictive environment as required under the 1997 amendments to the Individuals with Disabilities Education Act. The…

  17. Perspective: adopting an asset bundles model to support and advance minority students' careers in academic medicine and the scientific pipeline.

    PubMed

    Johnson, Japera; Bozeman, Barry

    2012-11-01

    The authors contend that increasing diversity in academic medicine, science, technology, engineering, and mathematics requires the adoption of a systematic approach to retain minority high school and college students as they navigate the scientific pipeline. Such an approach should focus on the interrelated and multilayered challenges that these students face. The authors fuse an alternative conceptualization of the scientific and technical human capital theoretical framework and the theory of social identity contingencies to offer a conceptual model for targeting the critical areas in which minority students may need additional support to continue toward careers in science. Their proposed asset bundles model is grounded in the central premise that making greater progress in recruiting and retaining minorities likely requires institutions to respond simultaneously to various social cues that signal devaluation of certain identities (e.g., gender, race, socioeconomic status). The authors define "asset bundles" as the specific sets of abilities and resources individuals develop that help them succeed in educational and professional tasks, including but not limited to science and research. The model consists of five asset bundles, each of which is supported in the research literature as a factor relevant to educational achievement and, the authors contend, may lead to improved and sustained diversity: educational endowments, science socialization, network development, family expectations, and material resources. Using this framework, they suggest possible ways of thinking about the task of achieving diversity as well as guideposts for next steps. Finally, they discuss the feasibility of implementing such an approach.

  18. Examining the Role, Values, and Legal Policy Issues Facing Public Library Resources in Supporting Students to Achieve Academic Success

    ERIC Educational Resources Information Center

    Achinewhu-Nworgu, Elizabeth; Azaiki, Steve; Nworgu, Queen Chioma

    2016-01-01

    This paper aims to present the role, values, and legal policy issues facing public Library resources in supporting students to achieve academic success. Research indicates that majority of people that own or work in the Library tend to ignore some of the vital roles, values and legal policy issues paramount to libraries. Some of these issues are…

  19. A Predictive Study of Community College Faculty Perceptions of Student Academic Preparation, Work Ethics, and Institutional Support

    ERIC Educational Resources Information Center

    Ibezim-Uche, Scholar

    2013-01-01

    Examined in this study were faculty perceptions of students who do not continue their college education. Also examined was how urban and rural community colleges faculty perceived academic preparation, work ethics, and institutional support as predictors of student success. In this predictive study of community college faculty, 36 faculty members…

  20. An Examination of the Interrelationships between Self-Esteem, Others' Expectations, Family Support, Learning Approaches and Academic Achievement

    ERIC Educational Resources Information Center

    Roman, Sergio; Cuestas, Pedro J.; Fenollar, Pedro

    2008-01-01

    The current research represents an initial step into the analysis of the effect of self-esteem, others' (peers and teachers) expectations and family support on academic achievement through learning approaches (deep processing, surface processing and effort). Data were gathered from 553 university students from different faculties of a Spanish…

  1. Walking the Talk: Collaborative Preparation of Bilingual and Special Educators to Serve English Learners Who Need Academic or Behavioral Supports

    ERIC Educational Resources Information Center

    Robertson, Phyllis M.; García, Shernaz B.; Rodríguez, Haydeé M.

    2016-01-01

    This article describes a Collaborative Intervention Project designed to prepare preservice teachers to develop, implement, monitor, and evaluate interventions for English learners (ELs) in need of academic and/or behavioral supports. Faculty from two departments, one preparing bilingual education (BE) elementary school teachers and the other…

  2. An Empirical Study into Gender Differences in the Relationships among Academic, Social and Psychological Adjustments of University Support

    ERIC Educational Resources Information Center

    Yau, Hon Keung; Cheng, Alison Lai Fong

    2014-01-01

    There are three dimensions through which to measure university support for students' transition to university life: academic adjustment, social adjustment and psychological adjustment. Previous research studies show that there are relationships among those adjustments. However, less is known about gender differences in these relationships. The…

  3. Widening the Academic Conversation to Include Support Staff: Wabash College Extends a Common Classroom Experience to Its Entire Campus Community

    ERIC Educational Resources Information Center

    Eubanks, Philip W.; Lynch, Richard A.

    2005-01-01

    College support staff members often have an important, if sometimes unrecognized, impact on students' lives. Regardless of their job responsibilities, these individuals generally care deeply about the academic environment and the institution in general. When these individuals demonstrate to others how much they care, they are helping to build a…

  4. Fostering Academic Self-Concept: Advisor Support and Sense of Belonging among International and Domestic Graduate Students

    ERIC Educational Resources Information Center

    Curtin, Nicola; Stewart, Abigail J.; Ostrove, Joan M.

    2013-01-01

    International doctoral students in the United States face challenges of acculturation in academia yet complete graduate school at higher rates and more quickly than their domestic counterparts. This study examined advisor support, sense of belonging, and academic self-concept among international and domestic doctoral students at a research…

  5. The Role of Student Support Services in Encouraging Student Involvement and Its Impact on Student Perceptions and Academic Experiences

    ERIC Educational Resources Information Center

    Kelley-Hall, Caren

    2010-01-01

    The purpose of this study was to explore the role of Student Support Services (SSS) in encouraging student involvement and its impact on student perceptions and academic experiences in three technical colleges in upstate South Carolina. By examining Alexander Astin's theory of student involvement in the services provided by the program, a better…

  6. Parental Support, Behavioral Control, and Psychological Control among African American Youth: The Relationships to Academic Grades, Delinquency, and Depression

    ERIC Educational Resources Information Center

    Bean, Roy A.; Barber, Brian K.; Crane, D. Russell

    2006-01-01

    Associations among three dimensions of parenting (support, behavioral control, psychological control) and measures of adolescent depression, delinquency, and academic achievement were assessed in a sample of African American youth. All data were adolescent self-reports by way of school-administered questionnaires in random samples of classrooms in…

  7. Beyond Parenting Practices: Extended Kinship Support and the Academic Adjustment of African-American and European-American Teens

    ERIC Educational Resources Information Center

    Pallock, Linda L.; Lamborn, Susie D.

    2006-01-01

    This study examined adolescents' perceptions of parenting practices and extended kinship support in relation to academic adjustment for 104 African American and 60 European American 9th and 10th graders (14 and 15 year olds). For African-American teens, parental acceptance was associated with school values, teacher bonding, and work orientation.…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  9. The Impact of Interactive Environment and Metacognitive Support on Academic Achievement and Transactional Distance in Online Learning

    ERIC Educational Resources Information Center

    Yilmaz, Ramazan; Keser, Hafize

    2017-01-01

    The aim of the present study is to reveal the impact of the interactive environment and metacognitive support (MS) in online learning on academic achievement and transactional distance (TD). The study is designed as 2 × 2 factorial design, and both qualitative and quantitative research techniques are used. The study was carried out on 127…

  10. Academic and Behavior Supports for At-Risk Students: Tier 2 Interventions. Practical Intervention in the Schools Series

    ERIC Educational Resources Information Center

    Stormont, Melissa; Reinke, Wendy M.; Herman, Keith C.; Lembke, Erica S.

    2012-01-01

    This user-friendly volume provides evidence-based tools for meeting the needs of the approximately 15% of K-6 students who would benefit from more support than is universally offered to all students but do not require intensive, individualized intervention. With a unique focus on Tier 2 interventions for both academic and behavioral difficulties,…

  11. Relationship between Multiple Sources of Perceived Social Support and Psychological and Academic Adjustment in Early Adolescence: Comparisons across Gender

    ERIC Educational Resources Information Center

    Rueger, Sandra Yu; Malecki, Christine Kerres; Demaray, Michelle Kilpatrick

    2010-01-01

    The current study investigated gender differences in the relationship between sources of perceived support (parent, teacher, classmate, friend, school) and psychological and academic adjustment in a sample of 636 (49% male) middle school students. Longitudinal data were collected at two time points in the same school year. The study provided…

  12. An Investigation of Selected Predictors of Nontraditional Student Academic Performance in Different Learning Environments: Personal Characteristics, Stressors, and Social Support

    ERIC Educational Resources Information Center

    Xiong, Hui

    2009-01-01

    The current study employed a secondary statistical analysis on the 2007 National Study on Nontraditional Students Survey data to investigate whether personal characteristics, student perceived stressors, and social support could predict academic performance of nontraditional students enrolled in three different learning environments in terms of…

  13. Solving Additive Problems at Pre-Elementary School Level with the Support of Graphical Representation

    ERIC Educational Resources Information Center

    Selva, Ana Coelho Vieira; Falcao, Jorge Tarcisio da Rocha; Nunes, Terezinha

    2005-01-01

    This research offers empirical evidence of the importance of supplying diverse symbolic representations in order to support concept development in mathematics. Graphical representation can be a helpful symbolic tool for concept development in the conceptual field of additive structures. Nevertheless, this symbolic tool has specific difficulties…

  14. 24 CFR 574.330 - Additional standards for short-term supported housing.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 24 Housing and Urban Development 3 2011-04-01 2010-04-01 true Additional standards for short-term supported housing. 574.330 Section 574.330 Housing and Urban Development Regulations Relating to Housing and Urban Development (Continued) OFFICE OF ASSISTANT SECRETARY FOR COMMUNITY PLANNING AND...

  15. Pedagogical Professional Self-Determination Support for Students under Conditions of Additional Education Program Implementation

    ERIC Educational Resources Information Center

    Khairutdinova, Rezeda R.; Fedorova, Yuliya A.

    2016-01-01

    Significance of the problem stated in the article is stipulated by the fact that professional self-determination of students at the stage of professional education needs pedagogical support; using resources of additional education program will let the individual make smart choices about future professional sphere. Object of the article is to work…

  16. Teachers' Perceptions of Students' Additional Support Needs: In the Eye of the Beholder?

    ERIC Educational Resources Information Center

    Bruggink, Marjon; Goei, Sui L.; Koot, Hans M.

    2016-01-01

    Nowadays, teachers are regarded as key players in the process of identifying and catering to students' additional support needs within mainstream primary classrooms. However, teachers' professional judgements regarding students with special needs have been found to be contextually influenced (e.g. by school context, student population, level of…

  17. Sources of Support and Psychological Distress among Academically Successful Inner-City Youth.

    ERIC Educational Resources Information Center

    Kenny, Maureen E.; Gallagher, Laura A.; Alvarez-Salvat, Rose; Silsby, John

    2002-01-01

    In Study 1, the relationships between parental attachment, academic achievement, and distress were tested with a sample of academically successful inner-city high school students (N=100). Affective quality of maternal attachment was positively associated with grade point average. In Study 2, case examples provided an examination of sources of…

  18. Developing Academic Self-Efficacy: Strategies to Support Gifted Elementary School Students

    ERIC Educational Resources Information Center

    Merriman, Lauren

    2012-01-01

    Self-efficacy is the belief in one's capacity to perform and accomplish goals. Specifically, academic self-efficacy refers to a student's perception of their ability to engage and successfully complete academic tasks. Self-efficacy affects students' behavioral choices, motivation, thought patterns and responses, perception of control, and…

  19. Research Success and Structured Support: Developing Early Career Academics in Higher Education

    ERIC Educational Resources Information Center

    Geber, H.

    2009-01-01

    Entry into a successful academic career is often an arduous process. From career preparation through to doctoral studies and beyond, the journey can be fraught with trials. Why do many academics find difficulty in completing their studies in the minimum time and publishing afterwards? As the University of the Witwatersrand has a strategic goal of…

  20. Can Low-Cost Support Programmes with Coaching Accelerate Doctoral Completion in Health Science Faculty Academics?

    ERIC Educational Resources Information Center

    Geber, Hilary; Bentley, Alison

    2012-01-01

    Career development for full-time Health Sciences academics through to doctoral studies is a monumental task. Many academics have difficulty completing their studies in the minimum time as well as publishing after obtaining their degree. As this problem is particularly acute in the Health Sciences, the PhD Acceleration Programme in Health Sciences…

  1. Mentoring the Next Generation of Faculty: Supporting Academic Career Aspirations among Doctoral Students

    ERIC Educational Resources Information Center

    Curtin, Nicola; Malley, Janet; Stewart, Abigail J.

    2016-01-01

    We know little about the role of faculty mentoring in the development of interest in pursuing an academic career among doctoral students. Drawing on Social Cognitive Career Theory, this study examined the relationships between different kinds of mentoring (instrumental, psychosocial, and sponsorship) and academic career self-efficacy, interests,…

  2. How Non-Academic Supports Work: Four Mechanisms for Improving Student Outcomes. CCRC Brief. Number 54

    ERIC Educational Resources Information Center

    Karp, Melinda Mechur

    2011-01-01

    College success requires more than the ability to master college-level academic skills. Students must learn to navigate an unfamiliar campus, satisfy bureaucratic requirements, meet new expectations (Shields, 2002), and engage in new types of interpersonal relationships (Dickie & Farrell, 1991). Academically vulnerable students--those who are most…

  3. Analysis of Additional CFT Support at Z=0 for the Silicon Half Trough

    SciTech Connect

    Cease, H.; Lee, A.; /Fermilab

    2000-03-20

    The D-Zero silicon trough is segmented into two half troughs. Loading to the Central Fiber Tracker Barrel 1 is at both ends and near Z = 0. The loading near Z = 0 is thought to be 4 lbs at 4 points. The point locations are at +/-45 degrees for each half trough on each side of Z = O. An additional support at Z = O is required to prevent beam sag and out of round distortions to the CFT Barrel 1. An additional joining washer will be attached between barrels 1 and 2 at Z = 0. Also a support ring will be attached to the inner diameter of barrel 1 to further help in out of round distortions. Details of the washer and loading are modeled using ANSYS.

  4. The biobehavioral family model: testing social support as an additional exogenous variable.

    PubMed

    Woods, Sarah B; Priest, Jacob B; Roush, Tara

    2014-12-01

    This study tests the inclusion of social support as a distinct exogenous variable in the Biobehavioral Family Model (BBFM). The BBFM is a biopsychosocial approach to health that proposes that biobehavioral reactivity (anxiety and depression) mediates the relationship between family emotional climate and disease activity. Data for this study included married, English-speaking adult participants (n = 1,321; 55% female; M age = 45.2 years) from the National Comorbidity Survey Replication, a nationally representative epidemiological study of the frequency of mental disorders in the United States. Participants reported their demographics, marital functioning, social support from friends and relatives, anxiety and depression (biobehavioral reactivity), number of chronic health conditions, and number of prescription medications. Confirmatory factor analyses supported the items used in the measures of negative marital interactions, social support, and biobehavioral reactivity, as well as the use of negative marital interactions, friends' social support, and relatives' social support as distinct factors in the model. Structural equation modeling indicated a good fit of the data to the hypothesized model (χ(2)  = 846.04, p = .000, SRMR = .039, CFI = .924, TLI = .914, RMSEA = .043). Negative marital interactions predicted biobehavioral reactivity (β = .38, p < .001), as did relatives' social support, inversely (β = -.16, p < .001). Biobehavioral reactivity predicted disease activity (β = .40, p < .001) and was demonstrated to be a significant mediator through tests of indirect effects. Findings are consistent with previous tests of the BBFM with adult samples, and suggest the important addition of family social support as a predicting factor in the model.

  5. Intelligence is as intelligence does: can additional support needs replace disability?

    PubMed

    Arnold, Samuel R C; Riches, Vivienne C; Stancliffe, Roger J

    2011-12-01

    Abstract In many developed cultures there is an assumption that IQ is intelligence. However, emerging theories of multiple intelligences, of emotional intelligence, as well as the application of IQ testing to other cultural groups, and to people with disability, raises many questions as to what IQ actually measures. Despite recent research that shows IQ testing produces a floor effect when applied to people with lower IQ, as well as research that shows the Flynn effect also applies to people with lower IQ, in practice IQ scores below a certain cut-off are still being used to determine and classify a person's intellectual disability. However, a new paradigm is emerging, almost returning to the original intent of Binet, where measurement is made of the supports the person needs. In this paper, we argue that if one extends the notions of this supports paradigm that diagnosis of intellectual or physical disability could potentially be replaced by diagnosis of additional intellectual support needs, or additional physical support needs.

  6. Supporting academic health centers with knowledge management: learning from the Web.

    PubMed

    Littleton, Dawn

    2009-01-01

    In a 2003 publication, the Association of Academic Health Sciences Libraries (AAHSL) made explicit the many ways in which a library might contribute to an academic health center's success through knowledge management (KM). Building on Success: Charting the Future of Knowledge Management within the Academic Health Center elucidated the ways in which a library can serve as the center of an organization's KM initiatives. The study and application of knowledge management tools is formidable; unlike information management (IM), the field of knowledge management has roots in a seemingly infinite and wide-ranging number of professional and academic disciplines. The planning of institutional KM initiatives is not commonly discussed, and history shows knowledge management projects often fail to thrive. This column introduces the topic of knowledge management and includes suggested Web-based resources for further understanding and project planning.

  7. Language Specialists' Views on the Academic Language and Learning Abilities of English as an Additional Language Postgraduate Coursework Students: Towards an Adjunct Tutorial Model

    ERIC Educational Resources Information Center

    Fenton-Smith, Ben; Humphreys, Pamela

    2017-01-01

    As in other Anglophone nations, a large percentage of Australia's postgraduate international students come from English as an additional language (EAL) backgrounds, and many require development of their academic language and learning (ALL) capabilities to successfully navigate a higher degree. This paper investigates those capabilities through the…

  8. Teaching and Assessing Academic Writing via the Portfolio: Benefits for Learners of English as an Additional Language

    ERIC Educational Resources Information Center

    Romova, Zina; Andrew, Martin

    2011-01-01

    This paper examines the use of portfolios as pedagogical tools for developing academic writing. In particular, it considers the value of multi-drafting, where learners reflect on the learning of a text type as well as focusing on micro and macro aspects. The paper outlines a situated pedagogical approach, where students come to understand their…

  9. The Role of Generational Status, Self-Esteem, Academic Self-Efficacy, and Perceived Social Support in College Students' Psychological Well-Being

    ERIC Educational Resources Information Center

    Wang, Chia-Chih D. C.; Castaneda-Sound, Carrie

    2008-01-01

    This study examined the influences of generational status, self-esteem, academic self-efficacy, and perceived social support on 367 undergraduate college students' well-being. Findings showed that 1st-generation students reported significantly more somatic symptoms and lower levels of academic self-efficacy than did non-1st-generation students. In…

  10. Enhancing and Supporting the Role of Academic Tutors in Developing Undergraduate Writing Skills: Reflections on the Experiences of a Social Work Education Programme

    ERIC Educational Resources Information Center

    Hughes, Nathan; Wainwright, Sue; Cresswell, Caroline

    2012-01-01

    Whilst approaches to the development of undergraduate academic writing skills vary between disciplines and institutions, academic tutors are consistently presented as playing an important role. One aspect of this role is supporting students to engage effectively with feedback in order to develop consciousness and competence regarding academic…

  11. Impact factor of medical education journals and recently developed indices: Can any of them support academic promotion criteria?

    PubMed

    Azer, S A; Holen, A; Wilson, I; Skokauskas, N

    2016-01-01

    Journal Impact Factor (JIF) has been used in assessing scientific journals. Other indices, h- and g-indices and Article Influence Score (AIS), have been developed to overcome some limitations of JIF. The aims of this study were, first, to critically assess the use of JIF and other parameters related to medical education research, and second, to discuss the capacity of these indices in assessing research productivity as well as their utility in academic promotion. The JIF of 16 medical education journals from 2000 to 2011 was examined together with the research evidence about JIF in assessing research outcomes of medical educators. The findings were discussed in light of the nonnumerical criteria often used in academic promotion. In conclusion, JIF was not designed for assessing individual or group research performance, and it seems unsuitable for such purposes. Although the g- and h-indices have demonstrated promising outcomes, further developments are needed for their use as academic promotion criteria. For top academic positions, additional criteria could include leadership, evidence of international impact, and contributions to the advancement of knowledge with regard to medical education.

  12. Impact factor of medical education journals and recently developed indices: Can any of them support academic promotion criteria?

    PubMed Central

    Azer, SA; Holen, A; Wilson, I; Skokauskas, N

    2016-01-01

    Journal Impact Factor (JIF) has been used in assessing scientific journals. Other indices, h- and g-indices and Article Influence Score (AIS), have been developed to overcome some limitations of JIF. The aims of this study were, first, to critically assess the use of JIF and other parameters related to medical education research, and second, to discuss the capacity of these indices in assessing research productivity as well as their utility in academic promotion. The JIF of 16 medical education journals from 2000 to 2011 was examined together with the research evidence about JIF in assessing research outcomes of medical educators. The findings were discussed in light of the nonnumerical criteria often used in academic promotion. In conclusion, JIF was not designed for assessing individual or group research performance, and it seems unsuitable for such purposes. Although the g- and h-indices have demonstrated promising outcomes, further developments are needed for their use as academic promotion criteria. For top academic positions, additional criteria could include leadership, evidence of international impact, and contributions to the advancement of knowledge with regard to medical education. PMID:26732194

  13. Additive benefits of autonomy support and enhanced expectancies for motor learning.

    PubMed

    Wulf, Gabriele; Chiviacowsky, Suzete; Cardozo, Priscila Lopes

    2014-10-01

    Two factors that have been shown to facilitate motor learning are autonomy support (AS) and enhanced expectancies (EE) for performance. We examined the individual and combined influences of these factors. In a 2 × 2 design, participants learning a novel motor skill (throwing with the non-dominant arm) were or were not provided a choice (AS) about the ball color on each of 6 10-trial blocks during practice, and were or were not given bogus positive social-comparative feedback (EE). This resulted in four groups: AS/EE, AS, EE, and C (control). One day after the practice phase, participants completed 10 retention and 10 transfer trials. The distance to the target--a bull's eye with a 1m radius and 10 concentric circles--was 7.5m during practice and retention, and 8.5m during transfer. Autonomy support and enhanced expectancies had additive advantages for learning, with both main effects being significant for retention and transfer. On both tests, the AS/EE group showed the greatest throwing accuracy. Also, the accuracy scores of the AS and EE groups were higher than those of the C group. Furthermore, self-efficacy measured after practice and before retention and transfer was increased by both AS and EE. Thus, supporting learners' need for autonomy by given them a small choice--even though it was not directly related to task performance--and enhancing their performance expectancies appeared to independently influence learning.

  14. New Directions for Academic Video Game Collections: Strategies for Acquiring, Supporting, and Managing Online Materials

    ERIC Educational Resources Information Center

    Robson, Diane; Durkee, Patrick

    2012-01-01

    The work of collection development in academic video game collections is at a crucial point of transformation--gaming librarians are ready to expand beyond console games collected in disc and cartridge format to the world of Internet games. At the same time, forms and genres of video games such as serious and independent games are increasingly…

  15. Strategies to Support Women in the Academic Physical Sciences: Reflections on Experiences and Efforts

    ERIC Educational Resources Information Center

    Stockard, Jean; Lewis, Priscilla A.

    2013-01-01

    In this article, the authors describe a concerted, long-term effort by academic women chemists to provide mentoring and training for their colleagues to survive and change the negative climate of their profession and to develop successful careers in spite of these barriers. Data came from records kept by the group, observations of their…

  16. Faculty Writing Groups: A Support for Women Balancing Family and Career on the Academic Tightrope

    ERIC Educational Resources Information Center

    Penney, Sharon; Young, Gabrielle; Badenhorst, Cecile; Goodnough, Karen; Hesson, J.; Joy, Rhonda; McLeod, Heather; Pickett, Sarah; Stordy, Mary; Vaandering, Dorothy

    2015-01-01

    This qualitative research project explored the experiences of women who juggle the demands of family or parenthood while engaging in academic careers at a faculty of education. The researcher-participants consisted of 11 women; 9 women provided a written narrative, and all women participated in the data analysis. The data consisted of the…

  17. Supporting New Academics' Use of Student Centred Strategies in Traditional University Teaching

    ERIC Educational Resources Information Center

    Plush, Sally E.; Kehrwald, Benjamin A.

    2014-01-01

    Despite the perceived advantages of student centred learning (SCL) in higher education, novice teaching academics' attempts to implement such approaches may be thwarted by a lack of experience with teaching in general and with SCL in particular, difficulties locating suitable practical advice on SCL, and the demands of early career academic…

  18. Supporting the Development of Students' Academic Writing through Collaborative Process Writing

    ERIC Educational Resources Information Center

    Mutwarasibo, Faustin

    2013-01-01

    The study examines how undergraduate university students in Rwanda experience collaborative process writing as an instruction method capable of helping them improve their academic writing abilities in English. It involved 34 second-year students, divided into 12 small working groups. The data were collected by means of group interviews carried out…

  19. Knowledge Management in Academic Libraries: Special Tools and Processes To Support Information Professionals.

    ERIC Educational Resources Information Center

    Jantz, Ron

    2001-01-01

    Examines issues of knowledge management within academic libraries and how reference librarians can become more effective as information intermediaries. Describes the common knowledge database (CKDB) developed at Rutgers University's New Brunswick campus to more fully integrate libraries on campus and to facilitate the use and management of…

  20. Career Advancement of Women Senior Academic Administrators in Indonesia: Supports and Challenges

    ERIC Educational Resources Information Center

    Murniati, Cecilia Titiek

    2012-01-01

    Increasing numbers of women have gained access to college and the college teaching profession worldwide. However, women continue to be underrepresented in academic, research, and leadership positions. Women who have aspirations for top leadership positions still encounter numerous internal and external challenges. Existent literature on women…

  1. How Involvement in African American Student Organizations Supports and Hinders Academic Achievement

    ERIC Educational Resources Information Center

    Guiffrida, Douglas A.

    2004-01-01

    The perspectives of 84 African American students attending a predominantly White institution (PWI) were qualitatively analyzed to identify the conditions under which African American student organizations were perceived as assets and liabilities to academic success. Results indicate that involvement in African American student organizations can…

  2. Academic Library Collaboration in Supporting Students Pre-Induction: The Head Start Project

    ERIC Educational Resources Information Center

    Fraser, James; Shaw, Karen; Ruston, Sarah

    2013-01-01

    For higher education institutions in the United Kingdom there is a growing focus on improving student retention, encouraging academic engagement, and easing transition into university life. This article reports on the creation and outcomes of Head Start, a pre-induction online course created to provide students with a level of understanding of…

  3. The Role of an Academic Development Unit in Supporting Institutional VET Learning and Teaching Change Management

    ERIC Educational Resources Information Center

    Fotinatos, Nina

    2016-01-01

    The aim of this paper is to examine the role and impact of a central academic development unit (ADU) within an institutional strategic and operational change management project. The primary goal of this project was to improve vocational education and training (VET) learning and teaching practice in an Australian dual-sector regional university.…

  4. Creating a Community of Support for Graduate Students and Early Career Academics

    ERIC Educational Resources Information Center

    Foote, Kenneth E.

    2010-01-01

    This paper focuses on strategies for enhancing the preparation of geographers moving into academic careers. Based on research and experience gained from the Geography Faculty Development Alliance and Enhancing Departments and Graduate Education in geography projects, several suggestions for improved practice are detailed. These move beyond…

  5. Academic and Student Affairs Collaborate to Support Student Parents: A Response to Change

    ERIC Educational Resources Information Center

    Albers, Cheryl

    2006-01-01

    The demographic of the American college student has changed significantly in the last 20 years, affecting institutional planning on multiple levels. The study presented in this article examines the collaboration between Academic and Student Affairs at Buffalo State College in planning a family college designed to facilitate the integration of…

  6. Embedding Academic Literacy Support within the Electrical Engineering Curriculum: A Case Study

    ERIC Educational Resources Information Center

    Skinner, I.; Mort, P.

    2009-01-01

    This paper reports the integration of supplementary training in academic literacy, for those without the assumed entry standard, into a standard electrical engineering program without compromising any other educational objectives. All students who commenced an engineering degree were tested as part of their first session's assessment activities.…

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

    ERIC Educational Resources Information Center

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

    2017-01-01

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

  8. Supportive Adult Relationships and the Academic Engagement of Latin American Immigrant Youth

    ERIC Educational Resources Information Center

    Green, G.; Rhodes, J.; Hirsch, A. H.; Suarez-Orozco, C.; Camic, P. M.

    2008-01-01

    The central aim of this study was to explore the academic engagement trajectories of a sample of recently arrived immigrant students from Latin America. Using an analytic framework that can dynamically model time-sensitive fluctuations (HLM; [Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchicical Linear Models: Applications and Data Analysis…

  9. The Relationship of a Systemic Student Support Intervention to Academic Achievement in Urban Catholic Schools

    ERIC Educational Resources Information Center

    Shields, Katherine A.; Walsh, Mary E.; Lee-St. John, Terrence J.

    2016-01-01

    Much of the achievement gap between rich and poor students can be attributed to out-of-school factors, yet few schools have a comprehensive, coordinated system for addressing students' nonacademic needs. Within a group of Catholic schools located in one city, this study examined academic achievement on the Stanford Achievement Test battery in…

  10. Professional Development and the University Casual Academic: Integration and Support Strategies for Distance Education

    ERIC Educational Resources Information Center

    Higgins, Katrina; Harreveld, R. E.

    2013-01-01

    Professional development is imperative for the currency and relevancy of a proficient teaching workforce in distance education, and in turn, the quality of programs being delivered. As participation in distance education within Australian universities is growing, with increasing numbers of academics being required to teach, casual employment of…

  11. Supporting Open Access to European Academic Courses: The ASK-CDM-ECTS Tool

    ERIC Educational Resources Information Center

    Sampson, Demetrios G.; Zervas, Panagiotis

    2013-01-01

    Purpose: This paper aims to present and evaluate a web-based tool, namely ASK-CDM-ECTS, which facilitates authoring and publishing on the web descriptions of (open) academic courses in machine-readable format using an application profile of the Course Description Metadata (CDM) specification, namely CDM-ECTS. Design/methodology/approach: The paper…

  12. Support for Learning Goes beyond Academic Support: Voices of Students with Asperger's Disorder and Attention Deficit Hyperactivity Disorder

    ERIC Educational Resources Information Center

    Bolic Baric, Vedrana; Hellberg, Kristina; Kjellberg, Anette; Hemmingsson, Helena

    2016-01-01

    The purpose of this study was to describe and explore the experiences of support at school among young adults with Asperger's disorder and attention deficit hyperactivity disorder and also to examine what support they, in retrospect, described as influencing learning. Purposive sampling was used to enroll participants. Data were collected through…

  13. Appreciative inquiry for leading in complex systems: supporting the transformation of academic nursing culture.

    PubMed

    Moody, Roseanne C; Horton-Deutsch, Sara; Pesut, Daniel J

    2007-07-01

    Increasingly complex environments in which nurse educators must function create distinct challenges for leaders in nursing education. Complexity is found in the presence of knowledge-driven economies, advancements in technology, and the blurring of campus boundaries created by online learning versus traditional classroom education. A dual bureaucracy of faculty and administration coexists in nursing education. The transformation of bureaucratic culture is a strategic challenge for academic leaders who strive to move dichotomous groups toward a collective vision of a preferred future. This article advocates for the affirmative administrative process of appreciative inquiry for academic nursing leadership, in nudging the dual bureaucracy toward transformational change. The intent and characteristics of appreciative inquiry are discussed, appreciative leadership strategies and actions are explained, methods for leading cultural paradigm shift are outlined, and an exemplar of the actualization of appreciative inquiry is presented.

  14. Student Success Survey: Supporting Academic Success for At-Risk Nursing Students Through Early Intervention.

    PubMed

    McLain, Rhonda M; Fifolt, Matthew; Dawson, Martha A; Su, Wei; Milligan, Gary; Davis, Sandra; Hites, Lisle

    Diversity in the nursing workforce has a positive impact on the quality of care provided to minority patients. Although the number of students from diverse backgrounds entering nursing programs has increased, the attrition rate of these students remains high. This study assessed the construct validity of a self-assessment tool that can be used by faculty advisors to determine individual academic needs of students.

  15. ADHD and academic performance: why does ADHD impact on academic performance and what can be done to support ADHD children in the classroom?

    PubMed

    Daley, D; Birchwood, J

    2010-07-01

    This paper reviews the relationship between attention deficit hyperactivity disorder (ADHD) and academic performance. First, the relationship at different developmental stages is examined, focusing on pre-schoolers, children, adolescents and adults. Second, the review examines the factors underpinning the relationship between ADHD and academic underperformance: the literature suggests that it is the symptoms of ADHD and underlying cognitive deficits not co-morbid conduct problems that are at the root of academic impairment. The review concludes with an overview of the literature examining strategies that are directed towards remediating the academic impairment of individuals with ADHD.

  16. Now is the Time for Psychology to Support the Transformation of Academic Health Centers.

    PubMed

    Linton, John C

    2017-04-11

    Psychologists have made important contributions in academic health centers (AHC), but the reputation of psychology as a discipline has been mixed, by turns viewed as a superfluous soft science, or seen as an important contributor to the AHC mission. AHCs currently face exceptional challenges to the viability of AHCs, including: planned alterations from fee-for-service to value-based funding that requires high quality at lower cost; and rising demands to demonstrate competence in trainees. Now more than ever, psychologists can and must help AHCs to meet these challenges.

  17. Social Support for Career Choices and Academic Achievement: An Empirical Investigation.

    ERIC Educational Resources Information Center

    Inglehart, Marita; Brown, Donald R.

    This study investigated the influence of social support on a person's career choice and its impact on later achievement, testing the hypotheses that social support that pressures a person into entering a given field will lead to lower achievement, and that social support that contributes to the person's development of a professional identity will…

  18. Toward a New Understanding of Non-Academic Student Support: Four Mechanisms Encouraging Positive Student Outcomes in the Community College. CCRC Working Paper No. 28. Assessment of Evidence Series

    ERIC Educational Resources Information Center

    Karp, Melinda Mechur

    2011-01-01

    This paper examines the ways in which academically vulnerable students benefit from non-academic support. By reviewing theories of student persistence as well as program evaluation literature, the author identifies four mechanisms by which non-academic supports can improve student outcomes, including persistence and degree attainment. Programs…

  19. Contextualising change through a common strategy: Lecturers' perceptions and key role in supporting academic reform

    NASA Astrophysics Data System (ADS)

    Kindelan, Paz; Martin, Ana

    2014-05-01

    European universities are currently going through a process of change in order to meet the common goals set for higher education by the European Commission. They are revising their educational models to adjust them to the guidelines of the "Bologna Process" and are devising an institutional strategy for its implementation. In practical terms, this means aligning former national degrees and diplomas to standard European Bachelor and Masters degrees and PhD doctorates, by creating acknowledged professional qualification benchmarks that also include adjusted course lengths and contents. This process, in the end, mostly affects academic staff members who have a fundamental role to play in carrying out the pedagogical reforms on the teaching front. Besides presenting a commentary on the institutional approach of one particular technical university in Spain, the purpose of this paper is to propose, from the authors' point of view as lecturers, a strategy which has the potential to create a favourable atmosphere for carrying out such a reform. The article's main objective is to highlight a series of action points which may serve to reinforce and advance the main institutional strategy by relying on the powerful influence of its academic staff members.

  20. Progress Towards Metal Additive Manufacturing Standardization to Support Qualification and Certification

    NASA Astrophysics Data System (ADS)

    Seifi, Mohsen; Gorelik, Michael; Waller, Jess; Hrabe, Nik; Shamsaei, Nima; Daniewicz, Steve; Lewandowski, John J.

    2017-03-01

    As the metal additive manufacturing (AM) industry moves towards industrial production, the need for qualification standards covering all aspects of the technology becomes ever more prevalent. While some standards and specifications for documenting the various aspects of AM processes and materials exist and continue to evolve, many such standards still need to be matured or are under consideration/development within standards development organizations. An important subset of this evolving the standardization domain has to do with critical property measurements for AM materials. While such measurement procedures are well documented, with various legacy standards for conventional metallic material forms such as cast or wrought structural alloys, many fewer standards are currently available to enable systematic evaluation of those properties in AM-processed metallic materials. This is due in part to the current lack of AM-specific standards and specifications for AM materials and processes, which are a logical precursor to the material characterization standards for any material system. This paper summarizes some of the important standardization activities, as well as limitations associated with using currently available standards for metal AM with a focus on measuring mission-critical properties. Technical considerations in support of future standards development, as well as a pathway for qualification/certification of AM parts enabled by the appropriate standardization landscape, are discussed.

  1. Effect of halide and acid additives on the direct synthesis of hydrogen peroxide using supported gold-palladium catalysts.

    PubMed

    Ntainjua N, Edwin; Piccinini, Marco; Pritchard, James C; Edwards, Jennifer K; Carley, Albert F; Moulijn, Jacob A; Hutchings, Graham J

    2009-01-01

    The effect of halide and acid addition on the direct synthesis of hydrogen peroxide is studied for magnesium oxide- and carbon-supported bimetallic gold-palladium catalysts. The addition of acids decreases the hydrogenation/decomposition of hydrogen peroxide, and the effect is particularly pronounced for the magnesium oxide-supported catalysts whilst for carbon-supported catalysts the pH requires close control to optimize hydrogen peroxide synthesis. The addition of bromide leads to a marked decrease in the hydrogenation/decomposition of hydrogen peroxide with either catalyst. These effects are discussed in terms of the structure of the gold-palladium alloy nanoparticles and the isoelectric point of the support. We conclude that with the highly active carbon-supported gold-palladium catalysts these additives are not required and that therefore this system presents the potential for the direct synthesis of hydrogen peroxide to be operated using green process technology.

  2. Where Is the Learning in Smaller Learning Communities? Academic Press, Social Support for Learning, and Academic Engagement in Smaller Learning Community Classrooms

    ERIC Educational Resources Information Center

    Fischer, Christopher; Bol, Linda; Pribesh, Shana; Nunnery, John

    2013-01-01

    The extent to which smaller learning communities' (SLCs) focus on academic press and strong social relationships affects academic engagement among 9th graders in urban high schools was investigated. Data were collected through classroom observations, student questionnaires, and focus groups with teachers. Data were analyzed using descriptive…

  3. Classroom Social Capital: Development of a Measure of Instrumental Social Support within Academic Settings

    ERIC Educational Resources Information Center

    Shecter, Julie

    2009-01-01

    Many universities implement programs and interventions to increase students' perceived instrumental social support within the classroom setting, yet to date, no measures exist to adequately assess such perceptions. In response to this need, the current research developed an operational definition of instrumental classroom social support and also…

  4. The Impact of Schoolwide Prevention Efforts: Lessons Learned from Implementing Independent Academic and Behavior Support Systems

    ERIC Educational Resources Information Center

    Harn, Beth; Basaraba, Deni; Chard, David; Fritz, Ronda

    2015-01-01

    Great progress has been made in learning how to provide more responsive instructional and behavioral supports to students through efforts in Response to Intervention and Positive Behavior and Intervention Supports. This article presents information and data on a longitudinal study designed to accelerate first graders at-risk for reading…

  5. The Impact of Parental Support, Behavioral Control, and Psychological Control on the Academic Achievement and Self-Esteem of African American and European American Adolescents.

    ERIC Educational Resources Information Center

    Bean, Roy A.; Bush, Kevin R.; McKenry, Patrick C.; Wilson, Stephan M.

    2003-01-01

    Relationships between adolescent functioning and parent support, behavioral control, and psychological control were examined among European American and African American adolescents. A number of correlations were significant, including maternal support and academic achievement and self-esteem, and paternal psychological control and self-esteem.…

  6. Novel Overhang Support Designs for Powder-Based Electron Beam Additive Manufacturing (EBAM)

    NASA Technical Reports Server (NTRS)

    Nabors, Sammy A.

    2014-01-01

    NASA Marshall Space Flight Center, in collaboration with the University of Alabama, has developed a contact-free support structure used to fabricate overhang-type geometries via EBAM. The support structure is used for 3-D metal-printed components for the aerospace, automotive, biomedical and other industries. Current techniques use support structures to address deformation challenges inherent in 3-D metal printing. However, these structures (overhangs) are bonded to the component and need to be removed in post-processing using a mechanical tool. This new technology improves the overhang support structure design for components by eliminating associated geometric defects and post-processing requirements.

  7. How Good Are We at Implementing the Additional Support for Learning Act? How Good Can We Be?

    ERIC Educational Resources Information Center

    Her Majesty's Inspectorate of Education, 2007

    2007-01-01

    This brief publication provides bullet points of what education authorities are doing well and how they can do better in the following areas: (1) Planning for implementation; (2) Transition arrangements; (3) Meeting additional support needs; (4) Resolving disagreements; (5) Coordinated support plans; and (6) Working with children and young…

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

    NASA Astrophysics Data System (ADS)

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

    2013-12-01

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

  9. The work of the European Union Reference Laboratory for Food Additives (EURL) and its support for the authorisation process of feed additives in the European Union: a review

    PubMed Central

    von Holst, Christoph; Robouch, Piotr; Bellorini, Stefano; de la Huebra, María José González; Ezerskis, Zigmas

    2016-01-01

    ABSTRACT This paper describes the operation of the European Union Reference Laboratory for Feed Additives (EURL) and its role in the authorisation procedure of feed additives in the European Union. Feed additives are authorised according to Regulation (EC) No. 1831/2003, which introduced a completely revised authorisation procedure and also established the EURL. The regulations authorising feed additives contain conditions of use such as legal limits of the feed additives, which require the availability of a suitable method of analysis for official control purposes under real world conditions. It is the task of the EURL to evaluate the suitability of analytical methods as proposed by the industry for this purpose. Moreover, the paper shows that one of the major challenges is the huge variety of the methodology applied in feed additive analysis, thus requiring expertise in quite different analytical areas. In order to cope with this challenge, the EURL is supported by a network of national reference laboratories (NRLs) and only the merged knowledge of all NRLs allows for a scientifically sound assessment of the analytical methods. PMID:26540604

  10. City Connects: Redesigning Student Support for Academic Success. The Abell Report. Volume 29, No. 3

    ERIC Educational Resources Information Center

    Manekin, Sarah

    2016-01-01

    Public school systems employ a range of professionals to provide support to children and youth in schools. For students living in poverty and experiencing trauma, the work of these professionals is particularly necessary and urgent. Ranging from the treatment of acute mental health issues and accommodations for students with special needs, to…

  11. Using E-Portfolios to Support an Undergraduate Learning Career: An Experiment with Academic Advising

    ERIC Educational Resources Information Center

    Chen, Helen L.; Black, Thomas C.

    2010-01-01

    Recent years have seen growing interest in electronic learning portfolios (e-portfolios) as a tool to support student learning across higher education in both public and private colleges and universities. The concept of an e-portfolio is multifaceted--it is a technology, a pedagogical approach, and a process, as well as a product. Its purpose can…

  12. Supporting Academic Staff: Meeting New Expectations in Higher Education without Compromising Traditional Faculty Values

    ERIC Educational Resources Information Center

    Meyer, Luanna H.; Evans, Ian M.

    2005-01-01

    University contributions to knowledge flow and capacity development depend upon the engagement and productivity of the faculty, who are called upon to meet changing expectations for teaching, research, and service. Escalating accountability demands accompanied by declining resources to support the professoriate could have unknown impact on…

  13. Girl Power! How Parents Can Support Girls' Academic Success in Stem

    ERIC Educational Resources Information Center

    Gadzikowski, Ann

    2015-01-01

    Helping daughters recognize science, technology, engineering, and math (STEM) in their daily lives, even in tasks like feeding the dog, baking a cake, or packing a suitcase, supports and encourages their STEM interests and abilities. Often young girls, even those who are very bright, aren't accustomed to thinking of themselves as being good at…

  14. Development Intention of Support Staff in an Academic Organization in The Netherlands

    ERIC Educational Resources Information Center

    Renkema, Albert; Schaap, Harmen; van Dellen, Theo

    2009-01-01

    Purpose: The purpose of this paper is to investigate which psychological determinants relate to the intention to participate in development activities. Psychological determinants such as attitude toward development activities, self-efficacy, job satisfaction, organizational commitment and management support are related to the intention of support…

  15. Identifying Types of Parental Involvement That Most Effectively Support Academic Achievement

    ERIC Educational Resources Information Center

    Pruitt, Toni Richardson

    2012-01-01

    Numerous researchers have focused on the importance of parental involvement in education, with a strong consensus among researchers that parental involvement supports student achievement. However, there is a lack of consensus about what constitutes parental involvement and what aspects of parental involvement most benefit the student. The purpose…

  16. The Effects of Teacher Perceptions of Administrative Support, School Climate, and Academic Success in Urban Schools

    ERIC Educational Resources Information Center

    Robinson, Lakishia N.

    2015-01-01

    Teacher turnover refers to major changes in teachers' assignments from one school year to the next. Past research has given an overview of several factors of teacher turnover. These factors include the school environment, teacher collaborative efforts, administrative support, school climate, location, salary, classroom management, academic…

  17. Revisiting First-Year College Students' Mattering: Social Support, Academic Stress, and the Mattering Experience

    ERIC Educational Resources Information Center

    Rayle, Andrea Dixon; Chung, Kuo-Yi

    2008-01-01

    In this study, Nancy Schlossberg's (1989) theory of college students' mattering to others was revisited. Mattering is the experience of others depending on us, being interested in us, and being concerned with our fate. The relationships of gender, mattering to college friends and the college environment, and friend and family social support with…

  18. Supporting Personalization for Academic and Social Learning in High Schools. Practitioner Brief

    ERIC Educational Resources Information Center

    National Center on Scaling Up Effective Schools, 2013

    2013-01-01

    The National Center On Scaling Up Effective Schools spent the 2010-2011 school year observing classrooms and interviewing students, teachers, support staff, and school leadership teams across four high schools in South Florida to study the policies, programs, practices, and processes that made these schools effective in reaching all learners. From…

  19. Student Support and Academic Performance: Experiences at Private Universities in Mexico

    ERIC Educational Resources Information Center

    Canton, Erik; Blom, Andreas

    2010-01-01

    Financial aid to students in tertiary education can contribute to human capital accumulation through two channels: increased enrollment and improved student performance. We pay particular attention to the latter channel, and study its quantitative importance in the context of a student support program from the Sociedad de Fomento a la Educacion…

  20. A Classification of Developmental Activities of Academic Family Medicine Supported by Federal Grants.

    ERIC Educational Resources Information Center

    Davis, Junius A.; And Others

    1991-01-01

    Analysis of 61 successful grant applications for the federal Establishment of Departments of Family Medicine grants program identified three dimensions for classifying supported developmental activities: (1) the functional area of the activity; (2) the objectives of the activity; and (3) the strategies to be used to attain the objectives.…

  1. Engaging with Higher Education Academic Support: A First Year Student Teacher Transition Model

    ERIC Educational Resources Information Center

    Penn-Edwards, Sorrel; Donnison, Sharn

    2011-01-01

    The need for a redefinition of first year experience in higher education is advocated with the aid of two models, which, although focused on a sample of Australian pre-service teaching students, is proposed as generalisable across the first year. Introduction to the mores of higher education is generally supported by teaching institutions during…

  2. U.S. Support for UN Peacekeeping: Areas for Additional DOD Assistance

    DTIC Science & Technology

    2007-09-01

    Operation Centers (JOCs) and Joint Military Analysis Cells ( JMACs ) as well as procedures for crisis response for missions have been established. The...coordination and use of IT capacities in the field, particularly in support of JOC/ JMAC .95 It also needs a better public information capacity in the UN HQ and

  3. Restructuring support staff classification levels for academic health sciences library positions.

    PubMed Central

    McCann, J C; Davis, S E; Trainor, D J; Waller, D K; Greenblatt, R B

    1990-01-01

    Nonprofessional library support staff traditionally hold what are considered to be low-paying, nonchallenging positions. These negative factors make retaining creative and productive employees difficult. This article outlines the approach taken at the Medical College of Georgia's Robert B. Greenblatt, M.D. Library to devise a structure of library staff positions that becomes progressively more demanding. A new nine-level Library Staff Classification Plan resulted. This plan also enables and encourages employees to acquire more skills and to accept more responsibility in order to qualify for higher-level library positions or to advance their present position to receive comparable rewards. The plan expresses the level of responsibilities expected, the employee qualifications desired, and lists representative duties across the spectrum of typical library tasks. PMID:2393758

  4. Reaching the Hard Places: A Three-Year Evaluation of the Addition of Concise Online E-Clips into an Academic Development Program

    ERIC Educational Resources Information Center

    Quinn, Diana

    2010-01-01

    Purpose: The purpose of this paper is to examine current approaches to teaching used in academic development services and consider the diversity of their learners (academic faculty). Faculty engagement with teaching issues and innovations remains a concern for the higher education sector. The academic population contains large numbers of…

  5. Supporting English as an Additional Language Students in Science: Integrating Content and Language

    ERIC Educational Resources Information Center

    McCallum, Miranda; Miller, Jenny

    2013-01-01

    In this article, we report on a teacher-researcher collaboration that emerged from a large study on literacy strategies for diverse classrooms. Using the example of one Year 9 class of ten English as an Additional Language (EAL) students, we trialled language-focussed materials on the topic of Ecosystems as an alternative or adjunct to the…

  6. Does Geographic Setting Alter the Roles of Academically Supportive Factors? African American Adolescents' Friendships, Math Self-Concept, and Math Performance

    ERIC Educational Resources Information Center

    Jones, Martin H.; Irvin, Matthew J.; Kibe, Grace W.

    2012-01-01

    The study is one of few to examine how living in rural, suburban, or urban settings may alter factors supporting African Americans adolescents' math performance. The study examines the relationship of math self-concept and perceptions of friends' academic behaviors to African American students' math performance. Participants (N = 1,049) are…

  7. Autonomy Supported, Learner-Controlled or System-Controlled Learning in Hypermedia Environments and the Influence of Academic Self-Regulation Style

    ERIC Educational Resources Information Center

    Gorissen, Chantal J. J.; Kester, Liesbeth; Brand-Gruwel, Saskia; Martens, Rob

    2015-01-01

    This study focuses on learning in three different hypermedia environments that either support autonomous learning, learner-controlled learning or system-controlled learning and explores the mediating role of academic self-regulation style (ASRS; i.e. a macro level of motivation) on learning. This research was performed to gain more insight in the…

  8. Cultural Differences And Similarities In Seeking Social Support As A Response To Academic Failure: A Comparison Of American And Chinese College Students

    ERIC Educational Resources Information Center

    Mortenson, Steven

    2006-01-01

    Researchers suggest that psycho-social mentoring may represent a way for instructors to provide emotional support and personal insight to students. Given the nationwide rise in academic stress among university students, the present study examines the kinds of negative emotions associated with failing an exam and how such emotions are linked to…

  9. The Impact of Acculturation Strategy and Social Supports on Acculturative Stress and Academic Performance among Hispanic/Latino/a College Students

    ERIC Educational Resources Information Center

    Luciano, David

    2012-01-01

    This study examined the relationship between Acculturation Strategy and Social Supports on Acculturative Stress and Academic Performance Among Hispanic/Latino/a College students. The sample of approximately 522 students was recruited at the City College of The City University of New York. Various statistical methods, including one way ANOVAS,…

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

    ERIC Educational Resources Information Center

    Wagner, Jeffrey P.

    2012-01-01

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

  11. The Emotional and Academic Consequences of Parental Conditional Regard: Comparing Conditional Positive Regard, Conditional Negative Regard, and Autonomy Support as Parenting Practices

    ERIC Educational Resources Information Center

    Roth, Guy; Assor, Avi; Niemiec, Christopher P.; Deci, Edward L.; Ryan, Richard M.

    2009-01-01

    The authors conducted 2 studies of 9th-grade Israeli adolescents (169 in Study 1, 156 in Study 2) to compare the parenting practices of conditional positive regard, conditional negative regard, and autonomy support using data from multiple reporters. Two socialization domains were studied: emotion control and academics. Results were consistent…

  12. The Role of Parental Support, Parental Monitoring, and Time Spent with Parents in Adolescent Academic Achievement in Iceland: A Structural Model of Gender Differences

    ERIC Educational Resources Information Center

    Kristjansson, Alfgeir Logi; Sigfusdottir, Inga Dora

    2009-01-01

    This study examines the relationship between parental support, parental monitoring, and time spent with parents and academic achievement among adolescent girls and boys in Iceland, a high-income per-capita Nordic country. The indirect role of school effort is also examined. Data of 7430 9th and 10th graders is analyzed in the study. Structural…

  13. A Combined Conceptual/Data Based Methodology for the Determination of University Departmental Academic, Supporting and Administrative Staff at an International Level of Application.

    ERIC Educational Resources Information Center

    Legg, Keith

    A generalized methodology is presented for calculating university departmental academic, supporting, and administrative staff for various subject classifications and geographical regions. Emphasis is placed on flexibility to accommodate different types of programs and parametric data are presented to facilitate numerical assessment. The complete…

  14. Toward the Twenty-First Century. Public Supported Academic Libraries and the State Library in South Dakota. Report of a Study-Team. Publication 87-6.

    ERIC Educational Resources Information Center

    Eaton, Nancy; And Others

    This report documents the findings of a study that examined library and information services in South Dakota's state-supported academic libraries, the first such study conducted in 15 years. The state library and six schools--University of South Dakota, South Dakota State University, Black Hills State College, Dakota State College, Northern State…

  15. Factors Affecting Examination Attrition: Does Academic Support Help? A Survey of ACN203S (Cost Accounting and Control) Students at Unisa

    ERIC Educational Resources Information Center

    Tladi, Lerato Sonia

    2013-01-01

    This study sought to determine the attributing and contributing factors to examination absence as well as whether the academic and social support available to students had a role to play in discouraging or reducing absence from examinations using results from a quantitative survey of ACN203S (Cost Accounting and Control) students who were admitted…

  16. Classroom and Teacher Support in Kindergarten: Associations with the Behavioral and Academic Adjustment of Low-Income Students

    PubMed Central

    Lee, Phyllis; Bierman, Karen L.

    2016-01-01

    For socio-economically disadvantaged children, a positive experience in kindergarten may play a particularly important role in fostering the behavioral adjustment and learning engagement necessary for school success. Prior research has identified supportive student-teacher relationships and classroom emotional support as two features of the classroom context that can promote student adjustment; however, very few studies have examined these two aspects of the classroom context simultaneously. Given their modest inter-correlations, these dimensions of classroom context may have both unique and shared associations with child progress. This study followed 164 children as they transitioned from Head Start into elementary school, and regressions revealed significant unique associations between each type of kindergarten support and children’s aggressive behaviors, social withdrawal, learning engagement, and emergent literacy skills in first grade, controlling for their pre-kindergarten adjustment. In addition, learning engagement significantly mediated the association between a supportive relationship with the kindergarten teacher and first grade literacy skills. PMID:27274606

  17. Classroom and Teacher Support in Kindergarten: Associations with the Behavioral and Academic Adjustment of Low-Income Students.

    PubMed

    Lee, Phyllis; Bierman, Karen L

    2015-07-01

    For socio-economically disadvantaged children, a positive experience in kindergarten may play a particularly important role in fostering the behavioral adjustment and learning engagement necessary for school success. Prior research has identified supportive student-teacher relationships and classroom emotional support as two features of the classroom context that can promote student adjustment; however, very few studies have examined these two aspects of the classroom context simultaneously. Given their modest inter-correlations, these dimensions of classroom context may have both unique and shared associations with child progress. This study followed 164 children as they transitioned from Head Start into elementary school, and regressions revealed significant unique associations between each type of kindergarten support and children's aggressive behaviors, social withdrawal, learning engagement, and emergent literacy skills in first grade, controlling for their pre-kindergarten adjustment. In addition, learning engagement significantly mediated the association between a supportive relationship with the kindergarten teacher and first grade literacy skills.

  18. Factors That Support or Inhibit Academic Affairs and Student Affairs from Working Collaboratively to Better Support Holistic Students' Experiences: A Phenomenological Study

    ERIC Educational Resources Information Center

    O'Connor, Joshua Sean

    2012-01-01

    Within a traditional organizational structure in higher education, academic and student affairs divisions may not be collaborating well, and the lack of such collaboration may be impacting the students' holistic experiences. Students' academic and personal development depends not only on the quality of the curriculum and classroom instruction, but…

  19. Academic dentistry.

    PubMed

    Rushton, Vivian E; Horner, Keith

    2008-07-01

    Since 1988, thirteen dental schools have provided dental undergraduate programmes within the United Kingdom (UK). In 2006, two new dental schools were created supporting dental education in the community. A further new dental school in Scotland will be accepting students in autumn 2008. In the past 25 years, extensive reorganisation of the NHS has resulted in long-term implications for the training of medical and dental academic staff. The number of academic clinicians is below the minimum viable level and external constraints, combined with a lack of suitable applicants, have led to a moratorium on academic recruitment within some Dental Schools. A detailed review of the historical and associated factors which have led to the problems presently besetting academic dentistry are discussed along with the initiatives introduced in the last 10 years to revitalise the speciality. Also, the present and future outlook for academic dentistry in other countries are discussed. Opinion is divided as to the appropriate setting for the training of undergraduate students between those who support community-based dental education and those who believe dental education should remain within research led dental establishments. External factors are moulding an unsatisfactory situation that is proving increasingly unattractive to the potential dental academic and the case for reform is obvious.

  20. Indirect additive manufacturing as an elegant tool for the production of self-supporting low density gelatin scaffolds.

    PubMed

    Van Hoorick, Jasper; Declercq, Heidi; De Muynck, Amelie; Houben, Annemie; Van Hoorebeke, Luc; Cornelissen, Ria; Van Erps, Jürgen; Thienpont, Hugo; Dubruel, Peter; Van Vlierberghe, Sandra

    2015-10-01

    The present work describes for the first time the production of self-supporting low gelatin density (<10 w/v%) porous scaffolds using methacrylamide-modified gelatin as an extracellular matrix mimicking component. As porous scaffolds starting from low gelatin concentrations cannot be realized with the conventional additive manufacturing techniques in the abscence of additives, we applied an indirect fused deposition modelling approach. To realize this, we have printed a sacrificial polyester scaffold which supported the hydrogel material during UV crosslinking, thereby preventing hydrogel structure collapse. After complete curing, the polyester scaffold was selectively dissolved leaving behind a porous, interconnective low density gelatin scaffold. Scaffold structural analysis indicated the success of the selected indirect additive manufacturing approach. Physico-chemical testing revealed scaffold properties (mechanical, degradation, swelling) to depend on the applied gelatin concentration and methacrylamide content. Preliminary biocompatibility studies revealed the cell-interactive and biocompatible properties of the materials developed.

  1. Additivity of abrupt onset effects supports nonspatial distraction, not the capture of spatial attention.

    PubMed

    Folk, Charles L; Remington, Roger W; Wu, Shu-Chieh

    2009-02-01

    In a recent article, Schreij, Owens, and Theeuwes (2008) reported that abruptly onsetting distractors produce costs in performance even when spatial-cuing effects confirm the presence of a top-down set for color. The authors argued that these results show that abruptly onsetting new objects capture attention independent of a top-down set and, thus, provide conclusive evidence against the theory that attentional capture is contingent on top-down attentional control settings (Folk, Remington, & Johnston, 1992). In the following article, we argue that, contrary to the conclusion drawn by Schreij et al., their own data (1) disconfirm the claim that their abrupt onsets captured spatial attention and (2) are consistent with nonspatial interference accounts of singleton-distractor effects. In support of the nonspatial account, we show that in a paradigm similar to Schreij et al.'s, distractors that do not capture attention can nonetheless influence responses to a target. We conclude that the results of Schreij et al. do not represent a challenge to contingent capture theory.

  2. Toward True Integration of Academic and Behavior Response to Intervention Systems: Part Two--Tier 2 Support

    ERIC Educational Resources Information Center

    McIntosh, Kent; Goodman, Steve; Bohanon, Hank

    2010-01-01

    In the previous article in this series, the authors provided a rationale for integrating academic and behavior response to intervention (RTI) systems. Their rationale included: (1) research showing that challenges in academic and social behavior are linked; (2) a description of the common features that both RTI systems share; and (3) the…

  3. Supporting the Academic Excellence, Engagement, and College Readiness of High School ESOL Students through ESOL Student Service Learning Clubs

    ERIC Educational Resources Information Center

    Maina, Nyambura Susan; McGaughey, Trisha; Wade, Julie

    2013-01-01

    The purpose of this study was to examine the impact of the English for Speakers of Other Languages (ESOL) Student Service Learning (SSL) Club on academic and non-academic outcomes for students receiving ESOL services during 2012-2013 in six high schools in Montgomery County (Maryland) Public Schools (MCPS). The ESOL SSL Club convenes regularly…

  4. Moderation Effects of Personality and Organizational Support on the Relationship between Prior Job Experience and Academic Performance of Management Students

    ERIC Educational Resources Information Center

    Uppal, Nishant; Mishra, Sushanta Kumar

    2014-01-01

    The study investigates the relationship between prior job experience and current academic performance among management students in India. It further explores the impact of individual and situational factors on the above relationship. Based on a longitudinal study spanning over nine months in the academic year 2010-11 among a sample of 324…

  5. The Power of Community: How Foster Parents, Teachers, and Community Members Support Academic Achievement for Foster Youth

    ERIC Educational Resources Information Center

    Morton, Brenda M.

    2016-01-01

    Foster children have been identified as one of the most high-risk groups for academic failure in schools today. However, a small number of foster youth are beating the odds by achieving academically. How are they able to overcome tremendous barriers and succeed? This phenomenological study reports the findings of former foster youth and their P-12…

  6. Development of a Scale to Measure Academic Capital in High-Risk College Students

    ERIC Educational Resources Information Center

    Winkler, Christa; Sriram, Rishi

    2015-01-01

    This study presents a psychometric instrument that measures academic capital in college students. Academic capital is a set of social processes that aid students in acquiring the knowledge and support necessary to access and navigate higher education. This study establishes the validity and reliability of the Academic Capital Scale. In addition to…

  7. Conversion of syngas to light olefins over silicalite-1 supported iron and cobalt catalysts: Effects of manganese addition

    SciTech Connect

    Das, D.; Ravichandran, G.; Chakrabarty, D.K.

    1996-10-01

    As the demand for light (C2-C4) olefins, an important raw materials for a number of chemical industries, is ever increasing considerable attention is now being paid to the design of suitable catalysts with high selectivity for small chain olefins. Although Fischer-Tropsch synthesis yields a wide spectrum of products from methane to waxes it is possible to restrict the chain growth to a few carbon atoms by containing the active metal panicles inside the small pores of a suitable support like zeolite. The nature of the zeolite support also has a strong influence on the product selectivity due to secondary reactions. This paper discusses the results of syngas conversion to light olefins over iron and cobalt catalysts supported on silicalite-1. Effect of the addition of manganese which is known to improve the selectivity to light olefins is also discussed.

  8. The Role of Information and Communication Technology in Community Outreach, Academic and Research Collaboration, and Education and Support Services (IT-CARES)

    PubMed Central

    Joshi, Ashish; Meza, Jane; Costa, Sergio; Puricelli Perin, Douglas Marcel; Trout, Kate; Rayamajih, Atul

    2013-01-01

    Introduction The purpose of this study is to examine the role of information and communication technology (ICT) in enhancing community outreach, academic and research collaboration, and education and support services (IT-CARES) in an academic setting. Methods A survey was deployed to assess the ICT needs in an academic setting. The survey was developed using the Delphi methodology. Questionnaire development was initiated by asking key stakeholders involved in community outreach, academic, research, education, and support to provide feedback on current ICT issues and future recommendations for relevant ICT tools that would be beneficial to them in their job, and to capture current ICT issues. Participants were asked to rate the level of importance of each ICT question on five-point Likert scales. Results The survey was sent to 359 participants, including faculty, staff, and students. The total number of respondents was 96, for a 27 percent response rate. The majority of the participants (54.1 percent, n = 46) placed a high importance on learning the available research capabilities of the college. The majority of the participants placed moderate (43.5 percent, n = 37) to high importance (40 percent, n = 34) on having an intranet that could support collaborative grant writing. A majority of the participants attributed high importance to learning to interact with the online learning management system Blackboard. A majority of the participants agreed that social media should being more actively utilized for diverse activities for academic and research purposes. Conclusion The study helped to identify the current needs and challenges faced by professionals and students when interacting with ICT. More research is needed in order to effectively integrate the use of ICT in the field of higher education, especially related to the modern global public health context. PMID:24159275

  9. 34 CFR 648.60 - When does an academic department make a commitment to a fellow to provide stipend support?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... academic department makes a commitment to a fellow at any point in his or her graduate study for the length of time necessary for the fellow to complete the course of graduate study, but in no case longer...

  10. Additivity of kinetic and potential energy contributions in modification of graphene supported on SiO2

    NASA Astrophysics Data System (ADS)

    Zhang, Xitong; Zhao, Shijun; Wang, Yuyu; Xue, Jianming

    2017-04-01

    The damage production induced by MeV highly charged ions (HCI) irradiations in graphene supported on a SiO2 substrate is investigated using molecular dynamics method. We get results in agreement with our recent experiments. We find that the electronic energy loss and potential energy deposition have similar effects on the defects creation in SiO2 substrate-supported graphene and both mechanisms of energy deposition seem to contribute in an additive way. The influences of the energy deposition depth and radius are studied. Only the energy deposited below the surface within 2.5 nm will induce the damage in graphene. Hence, the HCI can be a powerful tool to induce defects in graphene without causing deep damage of the substrate. When charge of incident Xeq+ is above 30, a nanopore is formed and the size of nanopore in graphene can be controlled by changing the incident charge state.

  11. The impact of maths support tutorials on mathematics confidence and academic performance in a cohort of HE Animal Science students.

    PubMed

    van Veggel, Nieky; Amory, Jonathan

    2014-01-01

    Students embarking on a bioscience degree course, such as Animal Science, often do not have sufficient experience in mathematics. However, mathematics forms an essential and integral part of any bioscience degree and is essential to enhance employability. This paper presents the findings of a project looking at the effect of mathematics tutorials on a cohort of first year animal science and management students. The results of a questionnaire, focus group discussions and academic performance analysis indicate that small group tutorials enhance students' confidence in maths and improve students' academic performance. Furthermore, student feedback on the tutorial programme provides a deeper insight into student experiences and the value students assign to the tutorials.

  12. Academic Performance of Native and Immigrant Students: A Study Focused on the Perception of Family Support and Control, School Satisfaction, and Learning Environment

    PubMed Central

    Santos, Miguel A.; Godás, Agustín; Ferraces, María J.; Lorenzo, Mar

    2016-01-01

    The international assessment studies of key competences, such as the PISA report of the OECD, have revealed that the academic performance of Spanish students is significantly below the OECD average. In addition, it has also been confirmed that the results of immigrant students are consistently lower than those of their native counterparts. Given the context, the first objective of this work is to observe the variables (support, control, school satisfaction, and learning environment) which distinguish between retained and non-retained native and immigrant students. The second objective is to check, by comparing the retained and non-retained native and immigrant students and separating the two levels, in order to find out which of the selected variables clearly differentiate the two groups. A sample of 1359 students was used (79.8% native students and 20.2% immigrant students of Latin American origin), who were enrolled in the 5th and 6th year of Primary Education (aged 10–11 years) and in the 1st and 2nd year of Secondary Education (aged 12–13 years). The measurement scales, which undergo a psychometric analysis in the current work, have been developed in a previous research study (Lorenzo et al., 2009). The construct validity and reliability are reported (obtaining alpha indices between 0.705 and 0.787). Subsequently, and depending on the results of this analysis, inferential analyses are performed, using as independent variables the ethno-cultural origin and being retained or not, whereas, as dependent variables, the indices referring to students' perception of family support and control, as well as the assessment of the school and learning environment. Among other results, the Group × Being retained/Not being retained [F(1, 1315) = 4.67, p < 0.01] interaction should be pointed out, indicating that native non-retained subjects perceive more control than immigrants, as well as the Group × Being retained/Not being retained [F(1, 1200) = 5.49, p < 0

  13. Development of cities mentor project: an intervention to improve academic outcomes for low-income urban youth through instruction in effective coping supported by mentoring relationships and protective settings.

    PubMed

    Grant, Kathryn E; Farahmand, Farahnaz; Meyerson, David A; Dubois, David L; Tolan, Patrick H; Gaylord-Harden, Noni K; Barnett, Alexandra; Horwath, Jordan; Doxie, Jackie; Tyler, Donald; Harrison, Aubrey; Johnson, Sarah; Duffy, Sophia

    2014-01-01

    This manuscript summarizes an iterative process used to develop a new intervention for low-income urban youth at risk for negative academic outcomes (e.g., disengagement, failure, drop-out). A series of seven steps, building incrementally one upon the other, are described: 1) identify targets of the intervention; 2) develop logic model; 3) identify effective elements of targets; 4) vet intervention with stakeholders; 5) develop models for sustaining the intervention; 6) develop measures of relevant constructs currently missing from the literature; 7) assess feasibility and usability of the intervention. Methods used to accomplish these steps include basic research studies, literature reviews, meta-analyses, focus groups, community advisory meetings, consultations with scholarly consultants, and piloting. The resulting intervention provides early adolescents in low-income urban communities with a) training in contextually relevant coping, b) connection to mentors who support youth's developing coping strategies, and c) connection to youth-serving community organizations, where youth receive additional support.

  14. Innovative Research into Practice in Support Centers for College Athletes: Implications for the Academic Progress Rate Initiative

    ERIC Educational Resources Information Center

    Comeaux, Eddie

    2015-01-01

    Concerns about the educational experiences of Division I athletes are pervasive. Finding meaningful ways to strike a healthy balance between athletics and academics has been an ongoing struggle for colleges and universities, and this article emphasizes the need for and value of innovation in current practices. The article introduces the Career…

  15. Providing Individually Tailored Academic and Behavioral Support Services for Youth in the Juvenile Justice and Child Welfare Systems. Practice Guide

    ERIC Educational Resources Information Center

    Gonsoulin, S.; Darwin, M. J.; Read, N. W.

    2012-01-01

    Youth who are involved with the juvenile justice and child welfare systems face many challenges and barriers to academic and vocational success. Regardless of the reasons for their involvement, youth in these systems are "disproportionately children and youth of color who currently have, or have experienced, a host of risk factors that are…

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

    ERIC Educational Resources Information Center

    Ko, Edmond I.; Chau, Ying

    2010-01-01

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

  17. Empowerment of Non-Academic Personnel in Higher Education: Exploring Associations with Perceived Organizational Support for Innovation and Organizational Trust

    ERIC Educational Resources Information Center

    Lau, Wing Keung Jason

    2010-01-01

    Employee empowerment has long been associated with organizational outcomes such as innovation, greater effectiveness, and better performance. Non-academic professional employees in higher education are responsible for the important day-to-day operations of a university; therefore, organizational strategies such as employee empowerment that…

  18. Goal Setting, Decision-Making Skills and Academic Performance of Undergraduate Distance Learners: Implications for Retention and Support Services

    ERIC Educational Resources Information Center

    Tanglang, Nebath; Ibrahim, Aminu Kazeem

    2015-01-01

    The study adopted an ex-post facto research design. Randomization sampling technique was used to select 346 undergraduate distance learners and the learners were grouped into four, High and Low Goal setter learners and High and Low Decision-making skills learners. The instruments for data collection were Undergraduate Academic Goal Setting Scale…

  19. Academic Self-Regulation as a Function of Age: The Mediating Role of Autonomy Support and Differentiation in School

    ERIC Educational Resources Information Center

    Martinek, Daniela; Hofmann, Franz; Kipman, Ulrike

    2016-01-01

    Numerous studies in the tradition of the self-determination theory (Deci and Ryan in "Can Psychol" 49(1):14-23, 2008) point out the significance of self-determined academic motivation and its relevance for learning processes and well-being. Whereas these results sketch a rather heterogeneous picture of the development of intrinsic and…

  20. What Are Our International Students Telling Us? Further Explorations of a Formative Feedback Intervention, to Support Academic Literacy

    ERIC Educational Resources Information Center

    Burns, Caroline; Foo, Martin

    2014-01-01

    This study reports on a further iteration of an action research cycle, discussed in Burns and Foo (2012, 2013). It explores how formative feedback on academic literacy was used and acted upon, and if a Formative Feedback Intervention (FFI) increased the students' confidence in future assignments. It also considers whether the assignment of a grade…

  1. Equal Talents, Unequal Opportunities: A Report Card on State Support for Academically Talented Low-Income Students

    ERIC Educational Resources Information Center

    Plucker, Jonathan; Giancola, Jennifer; Healey, Grace; Arndt, Daniel; Wang, Chen

    2015-01-01

    Year after year, in every state and community in our nation, students from low-income families are less likely than other students to reach advanced levels of academic performance, even when demonstrating the potential to do so. These income-based "excellence gaps" appear in elementary school and continue through high school. It is a…

  2. Integrating Academic Language into Content Methodology: Supporting Math and Science Teacher Candidates to Meet Students' Language Needs

    ERIC Educational Resources Information Center

    Freking, Frederick; Park, Jaime; Francois, Annamarie

    2015-01-01

    This article describes how a teacher-education program (TEP), whose mission is to improve schooling for linguistically diverse students, develops its' teacher candidate's critical dispositions and pedagogy related to academic-language (AL) development and how candidate performance on PACT can help TEPs better assess and improve how AL…

  3. Arguing as an Academic Purpose: The Role of Asynchronous Conferencing in Supporting Argumentative Dialogue in School and University

    ERIC Educational Resources Information Center

    Coffin, Caroline; Hewings, Ann; North, Sarah

    2012-01-01

    Learning to argue is a key academic purpose for both first and second language students. It has been claimed that computer mediated asynchronous text-based conferencing is a useful medium for developing argumentation skills (Andriessen, Baker, & Suthers, 2003). This paper reports on two research studies which explore this claim. One study focused…

  4. Texas Study of Students at Risk: Efficacy of Grants Supporting Academic Success from Elementary through High School

    ERIC Educational Resources Information Center

    Shapley, Kelly; Vicknair, Keven; Sheehan, Daniel; Pieper, Amy; Jepson, Dana; Sturges, Keith; Bush, Joan; Vandiver, Sherrie

    2004-01-01

    The Texas Study of Students at Risk (TxSSAR) is a comprehensive evaluation examining the effectiveness of three state-level programs with the common goal of helping students at risk of failure to achieve academically. The study comprises investigations of the Optional Extended Year Program (OEYP), the Texas After School Initiative (TASI), and the…

  5. Experiences of Latina First Generation College Students: Exploring Resources Supporting the Balancing of Academic Pursuits and Family Life

    ERIC Educational Resources Information Center

    Corona-Ordonez, Hercilia B.

    2013-01-01

    This study used a qualitative interview approach and thematic analysis (Braune and Clark, 2006) to interview first generation college student Latinas, exploring their experiences with higher education, their navigation/negotiation of resources for academic success and for wellness of self and family, and barriers they face as they attempt to both…

  6. Multiple Case Studies of Teachers and Classrooms Successful in Supporting Academic Success of High Potential Low Economic Students of Color

    ERIC Educational Resources Information Center

    Tomlinson, Carol Ann; Gould, Holly; Schroth, Stephen; Jarvis, Jane

    2006-01-01

    The National Research Center on the Gifted and Talented at the University of Virginia conducted a 4-year qualitative case study in three very different school sites to explore how teachers contribute to the academic success of high potential, low economic students of color. Typically, the ethnicity, race, and/or economic status of these…

  7. Academic Libraries and the Semantic Web: What the Future May Hold for Research-Supporting Library Catalogues

    ERIC Educational Resources Information Center

    Campbell, D. Grant; Fast, Karl V.

    2004-01-01

    This paper examines how future metadata capabilities could enable academic libraries to exploit information on the emerging Semantic Web in their library catalogues. Whereas current metadata architectures treat the Web as a simple means of interchanging bibliographic data that have been created by libraries, this paper suggests that academic…

  8. Case Studies of Success: Supporting Academic Success for Students with High Potential from Ethnic Minority and Economically Disadvantaged Backgrounds

    ERIC Educational Resources Information Center

    Tomlinson, Carol Ann; Jarvis, Jane M.

    2014-01-01

    The underrepresentation of ethnic minority and economically disadvantaged students in gifted education must be understood in terms of broader school contexts and practices. This qualitative study investigated how teachers and schools contributed to the academic success of minority students of high potential from economically disadvantaged…

  9. I Get to Use an iPod in School? Using Technology-Based Advance Organizers to Support the Academic Success of English Learners

    NASA Astrophysics Data System (ADS)

    Billings, Elsa S.; Mathison, Carla

    2012-08-01

    This study investigated the impact of technology-based advance organizers (TBAOs) on the academic performance of 240 4th grade English learners (ELs) participating in a science class in School in the Park (SITP), a museum-school collaboration. While SITP provides a rich, hands-on learning environment, ELs face significant linguistic challenges in their ability to access the dense academic language and concepts provided in SITP's English only curriculum, thus negatively impacting ELs' engagement and learning. The TBAOs were designed in response to this issue. The study investigated two forms of treatment: TBAOs viewed on individual handheld mobile devices (HMDs), specifically iPods; and, TBAOs viewed as a whole class on DVD. The study utilized both qualitative and quantitative data sources, including a pre- and posttest, hands-on and performance-based assessments, as well as focus interviews. Results showed a significant interaction effect between group assignment, language status and application assessments, indicating ELs performed significantly better in the treatment groups. Students who used the HMD instead of the DVD or no treatment improved their total scores significantly on hands-on, performance-based measurements. Differences between treatment and control groups' performance on pre-/posttests approached significance. Furthermore, students reported TBAOs supported learning by introducing new material, introducing and reviewing daily academic vocabulary, and helping them anticipate behavioral and procedural expectations of hands-on activities. Classroom and museum educators reported an increase in the treatment groups' motivation and engagement. The study provided important implications in the use and power of learner-controlled technology in supporting ELs' linguistic and academic success.

  10. Does perceived teacher affective support matter for middle school students in mathematics classrooms?

    PubMed

    Sakiz, Gonul; Pape, Stephen J; Hoy, Anita Woolfolk

    2012-04-01

    The purpose of the present study was to explore the importance of perceived teacher affective support in relation to sense of belonging, academic enjoyment, academic hopelessness, academic self-efficacy, and academic effort in middle school mathematics classrooms. A self-report survey was administered to 317 seventh- and eighth-grade students in 5 public middle schools. Structural equation modeling indicated significant associations between perceived teacher affective support and middle school students' motivational, emotional, and behavioral outcomes. The structural model explained a significant proportion of variance in students' sense of belonging (42%), academic enjoyment (43%), self-efficacy beliefs (43%), academic hopelessness (18%), and academic effort (32%) in mathematics classrooms. In addition to providing the basis for a concise new measure of perceived teacher affective support, these findings point to the importance of students' perceptions of the affective climate within learning environments for promoting academic enjoyment, academic self-efficacy, and academic effort in mathematics.

  11. The Intertwined Nature of Adolescents' Social and Academic Lives: Social and Academic Goal Orientations

    ERIC Educational Resources Information Center

    Ben-Eliyahu, Adar; Linnenbrink-Garcia, Lisa; Putallaz, Martha

    2017-01-01

    The relations of academic and social goal orientations to academic and social behaviors and self-concept were investigated among academically talented adolescents (N = 1,218) attending a mastery-oriented academic residential summer program. Results supported context effects in that academic mastery goal orientations predicted academic (in-class…

  12. Components of yeast (Sacchromyces cervisiae) extract as defined media additives that support the growth and productivity of CHO cells.

    PubMed

    Spearman, Maureen; Chan, Sarah; Jung, Vince; Kowbel, Vanessa; Mendoza, Meg; Miranda, Vivian; Butler, Michael

    2016-09-10

    Yeast and plant hydrolysates are used as media supplements to support the growth and productivity of CHO cultures for biopharmaceutical production. Through fractionation of a yeast lysate and metabolic analysis of a fraction that had bioactivity equivalent to commercial yeast extract (YE), bioactive components were identified that promoted growth and productivity of two recombinant CHO cell lines (CHO-Luc and CHO-hFcEG2) equivalent to or greater than YE-supplemented media. Autolysis of the yeast lysate was not necessary for full activity, suggesting that the active components are present in untreated yeast cells. A bioactive fraction (3KF) of the yeast lysate was isolated from the permeate using a 3kDa molecular weight cut-off (MWCO) filter. Supplementation of this 3KF fraction into the base media supported growth of CHO-Luc cells over eight passages equivalent to YE-supplemented media. The 3KF fraction was fractionated further by a cation exchange spin column using a stepwise pH elution. Metabolomic analysis of a bioactive fraction isolated at high pH identified several arginine and lysine-containing peptides as well as two polyamines, spermine and spermidine, with 3.5× and 4.5× higher levels compared to a fraction showing no bioactivity. The addition of a mixture of polyamines and their precursors (putrescine, spermine, spermidine, ornithine and citrulline) as well as increasing the concentration of some of the components of the original base medium resulted in a chemically-defined (CD) formulation that produced an equivalent viable cell density (VCD) and productivity of the CHO-Luc cells as the YE-supplemented medium. The VCD of the CHO-hFcEG2 culture in the CD medium was 1.9× greater and with equivalent productivity to the YE-supplemented media.

  13. Support vector machine to predict diesel engine performance and emission parameters fueled with nano-particles additive to diesel fuel

    NASA Astrophysics Data System (ADS)

    Ghanbari, M.; Najafi, G.; Ghobadian, B.; Mamat, R.; Noor, M. M.; Moosavian, A.

    2015-12-01

    This paper studies the use of adaptive Support Vector Machine (SVM) to predict the performance parameters and exhaust emissions of a diesel engine operating on nanodiesel blended fuels. In order to predict the engine parameters, the whole experimental data were randomly divided into training and testing data. For SVM modelling, different values for radial basis function (RBF) kernel width and penalty parameters (C) were considered and the optimum values were then found. The results demonstrate that SVM is capable of predicting the diesel engine performance and emissions. In the experimental step, Carbon nano tubes (CNT) (40, 80 and 120 ppm) and nano silver particles (40, 80 and 120 ppm) with nanostructure were prepared and added as additive to the diesel fuel. Six cylinders, four-stroke diesel engine was fuelled with these new blended fuels and operated at different engine speeds. Experimental test results indicated the fact that adding nano particles to diesel fuel, increased diesel engine power and torque output. For nano-diesel it was found that the brake specific fuel consumption (bsfc) was decreased compared to the net diesel fuel. The results proved that with increase of nano particles concentrations (from 40 ppm to 120 ppm) in diesel fuel, CO2 emission increased. CO emission in diesel fuel with nano-particles was lower significantly compared to pure diesel fuel. UHC emission with silver nano-diesel blended fuel decreased while with fuels that contains CNT nano particles increased. The trend of NOx emission was inverse compared to the UHC emission. With adding nano particles to the blended fuels, NOx increased compared to the net diesel fuel. The tests revealed that silver & CNT nano particles can be used as additive in diesel fuel to improve complete combustion of the fuel and reduce the exhaust emissions significantly.

  14. Perceived Academic Control and Academic Emotions Predict Undergraduate University Student Success: Examining Effects on Dropout Intention and Achievement.

    PubMed

    Respondek, Lisa; Seufert, Tina; Stupnisky, Robert; Nett, Ulrike E

    2017-01-01

    The present study addressed concerns over the high risk of university students' academic failure. It examined how perceived academic control and academic emotions predict undergraduate students' academic success, conceptualized as both low dropout intention and high achievement (indicated by GPA). A cross-sectional survey was administered to 883 undergraduate students across all disciplines of a German STEM orientated university. The study additionally compared freshman students (N = 597) vs. second-year students (N = 286). Using structural equation modeling, for the overall sample of undergraduate students we found that perceived academic control positively predicted enjoyment and achievement, as well as negatively predicted boredom and anxiety. The prediction of dropout intention by perceived academic control was fully mediated via anxiety. When taking perceived academic control into account, we found no specific impact of enjoyment or boredom on the intention to dropout and no specific impact of all three academic emotions on achievement. The multi-group analysis showed, however, that perceived academic control, enjoyment, and boredom among second-year students had a direct relationship with dropout intention. A major contribution of the present study was demonstrating the important roles of perceived academic control and anxiety in undergraduate students' academic success. Concerning corresponding institutional support and future research, the results suggested distinguishing incoming from advanced undergraduate students.

  15. Perceived Academic Control and Academic Emotions Predict Undergraduate University Student Success: Examining Effects on Dropout Intention and Achievement

    PubMed Central

    Respondek, Lisa; Seufert, Tina; Stupnisky, Robert; Nett, Ulrike E.

    2017-01-01

    The present study addressed concerns over the high risk of university students' academic failure. It examined how perceived academic control and academic emotions predict undergraduate students' academic success, conceptualized as both low dropout intention and high achievement (indicated by GPA). A cross-sectional survey was administered to 883 undergraduate students across all disciplines of a German STEM orientated university. The study additionally compared freshman students (N = 597) vs. second-year students (N = 286). Using structural equation modeling, for the overall sample of undergraduate students we found that perceived academic control positively predicted enjoyment and achievement, as well as negatively predicted boredom and anxiety. The prediction of dropout intention by perceived academic control was fully mediated via anxiety. When taking perceived academic control into account, we found no specific impact of enjoyment or boredom on the intention to dropout and no specific impact of all three academic emotions on achievement. The multi-group analysis showed, however, that perceived academic control, enjoyment, and boredom among second-year students had a direct relationship with dropout intention. A major contribution of the present study was demonstrating the important roles of perceived academic control and anxiety in undergraduate students' academic success. Concerning corresponding institutional support and future research, the results suggested distinguishing incoming from advanced undergraduate students. PMID:28326043

  16. A Developmental Examination of School-Wide Positive Behavior Support in Elementary School: Behavior Patterns, School Climate, and Academic Achievement

    ERIC Educational Resources Information Center

    Betters-Bubon, Jennifer

    2012-01-01

    School-wide Positive Behavior Support (SWPBS) programs integrate research-based practice within a three-tier approach of prevention and intervention to impact change within school systems. Research suggests positive changes in student outcomes with the implementation of SWPBS. Supported by social-ecological and behavioral theory, this longitudinal…

  17. A pathway-based analysis provides additional support for an immune-related genetic susceptibility to Parkinson's disease.

    PubMed

    Holmans, Peter; Moskvina, Valentina; Jones, Lesley; Sharma, Manu; Vedernikov, Alexey; Buchel, Finja; Saad, Mohamad; Sadd, Mohamad; Bras, Jose M; Bettella, Francesco; Nicolaou, Nayia; Simón-Sánchez, Javier; Mittag, Florian; Gibbs, J Raphael; Schulte, Claudia; Durr, Alexandra; Guerreiro, Rita; Hernandez, Dena; Brice, Alexis; Stefánsson, Hreinn; Majamaa, Kari; Gasser, Thomas; Heutink, Peter; Wood, Nicholas W; Martinez, Maria; Singleton, Andrew B; Nalls, Michael A; Hardy, John; Morris, Huw R; Williams, Nigel M

    2013-03-01

    Parkinson's disease (PD) is the second most common neurodegenerative disease affecting 1-2% in people >60 and 3-4% in people >80. Genome-wide association (GWA) studies have now implicated significant evidence for association in at least 18 genomic regions. We have studied a large PD-meta analysis and identified a significant excess of SNPs (P < 1 × 10(-16)) that are associated with PD but fall short of the genome-wide significance threshold. This result was independent of variants at the 18 previously implicated regions and implies the presence of additional polygenic risk alleles. To understand how these loci increase risk of PD, we applied a pathway-based analysis, testing for biological functions that were significantly enriched for genes containing variants associated with PD. Analysing two independent GWA studies, we identified that both had a significant excess in the number of functional categories enriched for PD-associated genes (minimum P = 0.014 and P = 0.006, respectively). Moreover, 58 categories were significantly enriched for associated genes in both GWA studies (P < 0.001), implicating genes involved in the 'regulation of leucocyte/lymphocyte activity' and also 'cytokine-mediated signalling' as conferring an increased susceptibility to PD. These results were unaltered by the exclusion of all 178 genes that were present at the 18 genomic regions previously reported to be strongly associated with PD (including the HLA locus). Our findings, therefore, provide independent support to the strong association signal at the HLA locus and imply that the immune-related genetic susceptibility to PD is likely to be more widespread in the genome than previously appreciated.

  18. Beyond Mentoring: A Review of Literature Detailing the Need for Additional and Alternative Forms of Support for Novice Music Teachers

    ERIC Educational Resources Information Center

    Bell-Robertson, Catherine G.

    2015-01-01

    Support for music teachers new to the profession is important and necessary. Some school districts use traditional mentor-mentee pairings as their primary support for novice music teachers; however, many factors in the professional lives of music teachers, such as traveling among multiple schools or a lack of subject-specific colleagues often…

  19. Identifying potential academic leaders

    PubMed Central

    White, David; Krueger, Paul; Meaney, Christopher; Antao, Viola; Kim, Florence; Kwong, Jeffrey C.

    2016-01-01

    Objective To identify variables associated with willingness to undertake leadership roles among academic family medicine faculty. Design Web-based survey. Bivariate and multivariable analyses (logistic regression) were used to identify variables associated with willingness to undertake leadership roles. Setting Department of Family and Community Medicine at the University of Toronto in Ontario. Participants A total of 687 faculty members. Main outcome measures Variables related to respondents’ willingness to take on various academic leadership roles. Results Of all 1029 faculty members invited to participate in the survey, 687 (66.8%) members responded. Of the respondents, 596 (86.8%) indicated their level of willingness to take on various academic leadership roles. Multivariable analysis revealed that the predictors associated with willingness to take on leadership roles were as follows: pursuit of professional development opportunities (odds ratio [OR] 3.79, 95% CI 2.29 to 6.27); currently holding at least 1 leadership role (OR 5.37, 95% CI 3.38 to 8.53); a history of leadership training (OR 1.86, 95% CI 1.25 to 2.78); the perception that mentorship is important for one’s current role (OR 2.25, 95% CI 1.40 to 3.60); and younger age (OR 0.97, 95% CI 0.95 to 0.99). Conclusion Willingness to undertake new or additional leadership roles was associated with 2 variables related to leadership experiences, 2 variables related to perceptions of mentorship and professional development, and 1 demographic variable (younger age). Interventions that support opportunities in these areas might expand the pool and strengthen the academic leadership potential of faculty members. PMID:27331226

  20. Student Health and Academic Achievement

    MedlinePlus

    ... Evaluation FAQs Additional Evaluation Resources Health & Academics Anti-Bullying Policies and Enumeration: An Infobrief for Local Education ... 11 Resources Health and Academics Data and Statistics Bullying and Absenteeism: Information for State and Local Education ...

  1. Positive Behavioral Interventions and Supports in New Hampshire: Effects of Large-Scale Implementation of Schoolwide Positive Behavior Support on Student Discipline and Academic Achievement

    ERIC Educational Resources Information Center

    Muscott, Howard S.; Mann, Eric L.; LeBrun, Marcel R.

    2008-01-01

    This evaluation report presents outcomes for the first cohort of 28 early childhood education programs and K-12 schools involved in implementing schoolwide positive behavior support as part of a statewide systems change initiative that began in New Hampshire in 2002. Results indicate that the overwhelming majority of schools were able to implement…

  2. Foster Youth and Post-Secondary Education: A Study of the Barriers and Supports That Led to Academic Achievement

    ERIC Educational Resources Information Center

    Morton, Brenda M.

    2012-01-01

    The purpose of this qualitative research study was to explore the perceptions of former and current foster youth on the barriers, supports, helps, and strategies they encountered during their K-12 education, and to learn how these contributed to their ability to enroll in post-secondary education. The study included in-depth interviews of 11…

  3. Academic Blogging: Academic Practice and Academic Identity

    ERIC Educational Resources Information Center

    Kirkup, Gill

    2010-01-01

    This paper describes a small-scale study which investigates the role of blogging in professional academic practice in higher education. It draws on interviews with a sample of academics (scholars, researchers and teachers) who have blogs and on the author's own reflections on blogging to investigate the function of blogging in academic practice…

  4. 49 CFR 40.303 - What happens if the SAP believes the employee needs additional treatment, aftercare, or support...

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 49 Transportation 1 2010-10-01 2010-10-01 false What happens if the SAP believes the employee... the Return-to-Duty Process § 40.303 What happens if the SAP believes the employee needs additional...? (a) As a SAP, if you believe that ongoing services (in addition to follow-up tests) are needed...

  5. 49 CFR 40.303 - What happens if the SAP believes the employee needs additional treatment, aftercare, or support...

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 49 Transportation 1 2014-10-01 2014-10-01 false What happens if the SAP believes the employee... the Return-to-Duty Process § 40.303 What happens if the SAP believes the employee needs additional...? (a) As a SAP, if you believe that ongoing services (in addition to follow-up tests) are needed...

  6. 49 CFR 40.303 - What happens if the SAP believes the employee needs additional treatment, aftercare, or support...

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 49 Transportation 1 2013-10-01 2013-10-01 false What happens if the SAP believes the employee... the Return-to-Duty Process § 40.303 What happens if the SAP believes the employee needs additional...? (a) As a SAP, if you believe that ongoing services (in addition to follow-up tests) are needed...

  7. 49 CFR 40.303 - What happens if the SAP believes the employee needs additional treatment, aftercare, or support...

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 49 Transportation 1 2011-10-01 2011-10-01 false What happens if the SAP believes the employee... the Return-to-Duty Process § 40.303 What happens if the SAP believes the employee needs additional...? (a) As a SAP, if you believe that ongoing services (in addition to follow-up tests) are needed...

  8. 49 CFR 40.303 - What happens if the SAP believes the employee needs additional treatment, aftercare, or support...

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 49 Transportation 1 2012-10-01 2012-10-01 false What happens if the SAP believes the employee... the Return-to-Duty Process § 40.303 What happens if the SAP believes the employee needs additional...? (a) As a SAP, if you believe that ongoing services (in addition to follow-up tests) are needed...

  9. Academic Hospitality

    ERIC Educational Resources Information Center

    Phipps, Alison; Barnett, Ronald

    2007-01-01

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

  10. Supporting Education PhD and DEd Students to Become Confident Academic Writers: An Evaluation of Thesis Writers' Circles

    ERIC Educational Resources Information Center

    Larcombe, Wendy; McCosker, Anthony; O'Loughlin, Kieran

    2007-01-01

    This paper critically evaluates the pilot of a Thesis Writers' Circles program offered to Education PhD and DEd students at the University of Melbourne in semester 2, 2005. The analysis focuses on the needs of those students that were felt to be well-met by this model of support. Broadly, the paper identifies two distinct but inter-related themes:…

  11. Interdisciplinary studies on the development of nuclear-fueled circulatory support systems: Collaboration of industry and academe

    NASA Technical Reports Server (NTRS)

    Norman, J. C.

    1974-01-01

    The purpose of this report is to acquaint the Houston community with specific areas of available technology, both public and private, to demonstrate to industry how this technology may be acquired and put to use to provide new and useful services for man. Much of the technology utilized in the development of nuclear-fueled circulatory support systems in our laboratories has evolved from industry, NASA, and AEC; our projects involve radiation biology, thermodynamics, energy transfers, hemodynamics, hematology, pathology, and surgery.

  12. Effect of PEG additive on anode microstructure and cell performance of anode-supported MT-SOFCs fabricated by phase inversion method

    NASA Astrophysics Data System (ADS)

    Ren, Cong; Liu, Tong; Maturavongsadit, Panita; Luckanagul, Jittima Amie; Chen, Fanglin

    2015-04-01

    Anode-supported micro-tubular solid oxide fuel cells (MT-SOFCs) have been fabricated by phase inversion method. For the anode support preparation, N-methyl-2-pyrrolidone (NMP), polyethersulfone (PESf) and poly ethylene glycol (PEG) were applied as solvent, polymer binder and additive, respectively. The effect of molecular weight and amount of PEG additive on the thermodynamics of the casting solutions was characterized by measuring the coagulation value. Viscosity of the casting slurries was also measured and the influence of PEG additive on viscosity was studied and discussed. The presence of PEG in the casting slurry can significantly influence the final anode support microstructure. Based on the microstructure result and the measured gas permeation value, two anode supports were selected for cell fabrication. For cell with the anode support fabricated using slurry with PEG additive, a maximum cell power density of 704 mW cm-2 is obtained at 750 °C with humidified hydrogen as fuel and ambient air as oxidant; cell fabricated without any PEG additive shows the peak cell power density of 331 mW cm-2. The relationship between anode microstructure and cell performance was discussed.

  13. Dihydrogen addition in a dinuclear rare-earth metal hydride complex supported by a metalated TREN ligand.

    PubMed

    Venugopal, Ajay; Fegler, Waldemar; Spaniol, Thomas P; Maron, Laurent; Okuda, Jun

    2011-11-09

    The dinuclear lutetium dihydride dication supported by metalated tripodal ligands undergoes facile hydrogenolysis with H(2) to form a trihydride dication. Molecular orbital analysis shows that the LUMO is a bonding Lu···Lu orbital that is poised to activate dihydrogen.

  14. Role of Additives in Composite PEI/Oxide CO₂ Adsorbents: Enhancement in the Amine Efficiency of Supported PEI by PEG in CO₂ Capture from Simulated Ambient Air.

    PubMed

    Sakwa-Novak, Miles A; Tan, Shuai; Jones, Christopher W

    2015-11-11

    Supported amines are promising candidate adsorbents for the removal of CO2 from flue gases and directly from ambient air. The incorporation of additives into polymeric amines such as poly(ethylenimine) (PEI) supported on mesoporous oxides is an effective strategy to improve the performance of the materials. Here, several practical aspects of this strategy are addressed with regards to direct air capture. The influence of three additives (CTAB, PEG200, PEG1000) was systematically explored under dry simulated air capture conditions (400 ppm of CO2, 30 °C). With SBA-15 as a model support for poly(ethylenimine) (PEI), the nature of the additive induced heterogeneities in the deposition of organic on the interior and exterior of the particles, an important consideration for future scale up to practical systems. The PEG200 additive increased the observed thermodynamic performance (∼60% increase in amine efficiency) of the adsorbents regardless of the PEI content, while the other molecules had less positive effects. A threshold PEG200/PEI value was identified at which the diffusional limitations of CO2 within the materials were nearly eliminated. The threshold PEG/PEI ratio may have physical origin in the interactions between PEI and PEG, as the optimal ratio corresponded to nearly equimolar OH/reactive (1°, 2°) amine ratios. The strategy is shown to be robust to the characteristics of the host support, as PEG200 improved the amine efficiency of PEI when supported on two varieties of mesoporous γ-alumina with PEI.

  15. New supported beta-amino alcohols as efficient catalysts for the enantioselective addition of diethylzinc to benzaldehyde under flow conditions.

    PubMed

    Burguete, M Isabel; García-Verdugo, Eduardo; Vicent, María J; Luis, Santiago V; Pennemann, Helmut; Graf von, Keyserling Nikolai; Martens, Jürgen

    2002-10-31

    [formula: see text] Polymeric monoliths 10 containing an amino alcohol moiety derived from an industrial waste material represent one of the best ligands for the enantioselective catalytic addition of ZnEt2 to benzaldehyde (99% ee), being recoverable and usable under flow conditions.

  16. Unmanned Aircraft Systems: Additional Actions Needed to Improve Management and Integration of DOD Efforts to Support Warfighter Needs

    DTIC Science & Technology

    2008-11-01

    Services, House of Representatives UNMANNED AIRCRAFT SYSTEMS Additional Actions Needed to Improve Management and Integration of DOD Efforts to...Armed Services, House of Representatives The Department of Defense’s (DOD) use of unmanned aircraft systems (UAS) continues to increase. In 2000...unmanned aircraft systems This is a work of the U.S. government and is not subject to copyright protection in the United States. It may be reproduced

  17. Mitochondrial genome sequence and gene order of Sipunculus nudus give additional support for an inclusion of Sipuncula into Annelida

    PubMed Central

    Mwinyi, Adina; Meyer, Achim; Bleidorn, Christoph; Lieb, Bernhard; Bartolomaeus, Thomas; Podsiadlowski, Lars

    2009-01-01

    Background Mitochondrial genomes are a valuable source of data for analysing phylogenetic relationships. Besides sequence information, mitochondrial gene order may add phylogenetically useful information, too. Sipuncula are unsegmented marine worms, traditionally placed in their own phylum. Recent molecular and morphological findings suggest a close affinity to the segmented Annelida. Results The first complete mitochondrial genome of a member of Sipuncula, Sipunculus nudus, is presented. All 37 genes characteristic for metazoan mtDNA were detected and are encoded on the same strand. The mitochondrial gene order (protein-coding and ribosomal RNA genes) resembles that of annelids, but shows several derivations so far found only in Sipuncula. Sequence based phylogenetic analysis of mitochondrial protein-coding genes results in significant bootstrap support for Annelida sensu lato, combining Annelida together with Sipuncula, Echiura, Pogonophora and Myzostomida. Conclusion The mitochondrial sequence data support a close relationship of Annelida and Sipuncula. Also the most parsimonious explanation of changes in gene order favours a derivation from the annelid gene order. These results complement findings from recent phylogenetic analyses of nuclear encoded genes as well as a report of a segmental neural patterning in Sipuncula. PMID:19149868

  18. Assessing the Value of Additional Years of Schooling for the Non-Academically Inclined. Longitudinal Surveys of Australian Youth. Research Report 38

    ERIC Educational Resources Information Center

    Dockery, Alfred Michael

    2005-01-01

    In this report data from the 1995 Year 9 Cohort of the Longitudinal Surveys of Australian Youth (LSAY) is used along with a variety of empirical approaches to assess the benefits of additional years of schooling for various groups of youth conditional upon their estimated propensity to engage in further schooling. Background material is provided…

  19. Supportive Practices among Low-Income Parents of Academically Successful Elementary Students in Even Start Programs = Practicas Efectivas que Apoyan el Exito Academico en Ninos Hispanos a Traves de la Participacion de sus Padres.

    ERIC Educational Resources Information Center

    Ebener, Richard; Lara-Alecio, Rafael; Irby, Beverly J.

    This study (reported in separate English and Spanish versions) used a qualitative approach to identify the supportive parental behaviors of academically successful children from low income families in Even Start programs, from the parents', teachers', and children's perspectives. The sample contained 12 low income parents who had one or more…

  20. Vocational-Technical and Professional Studies' Academic Programs and Support Services Self-Study and Evaluation Visit by the New Mexico Department of Education's Vocational-Technical Programs (April 17-20, 1995).

    ERIC Educational Resources Information Center

    Cowen, Sonia S.

    This report presents results from an April 1995 self-study of academic programs and support services in the vocational-technical and professional studies division at New Mexico State University's two-year branch campus at Carlsbad. College activities and outcomes are described for the following 12 programs and centers: pre-business, the Career…

  1. Student academic achievement in college chemistry

    NASA Astrophysics Data System (ADS)

    Tabibzadeh, Kiana S.

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

  2. Piloting the Post-Entry Language Assessment: Outcomes from a New System for Supporting Research Candidates with English as an Additional Language

    ERIC Educational Resources Information Center

    Tynan, Liz; Johns, Kellie

    2015-01-01

    The Post-Entry Language Assessment (PELA) was introduced by the James Cook University Graduate Research School in February 2013 as a pilot programme to test a new mechanism for initiating post-enrolment support for research degree candidates who have English as an additional language. Language ability does not necessarily, on its own, predict…

  3. Linking process, structure, property, and performance for metal-based additive manufacturing: computational approaches with experimental support

    NASA Astrophysics Data System (ADS)

    Smith, Jacob; Xiong, Wei; Yan, Wentao; Lin, Stephen; Cheng, Puikei; Kafka, Orion L.; Wagner, Gregory J.; Cao, Jian; Liu, Wing Kam

    2016-04-01

    Additive manufacturing (AM) methods for rapid prototyping of 3D materials (3D printing) have become increasingly popular with a particular recent emphasis on those methods used for metallic materials. These processes typically involve an accumulation of cyclic phase changes. The widespread interest in these methods is largely stimulated by their unique ability to create components of considerable complexity. However, modeling such processes is exceedingly difficult due to the highly localized and drastic material evolution that often occurs over the course of the manufacture time of each component. Final product characterization and validation are currently driven primarily by experimental means as a result of the lack of robust modeling procedures. In the present work, the authors discuss primary detrimental hurdles that have plagued effective modeling of AM methods for metallic materials while also providing logical speculation into preferable research directions for overcoming these hurdles. The primary focus of this work encompasses the specific areas of high-performance computing, multiscale modeling, materials characterization, process modeling, experimentation, and validation for final product performance of additively manufactured metallic components.

  4. Gene expression suggests conserved aspects of Hox gene regulation in arthropods and provides additional support for monophyletic Myriapoda.

    PubMed

    Janssen, Ralf; Budd, Graham E

    2010-07-05

    Antisense transcripts of Ultrabithorax (aUbx) in the millipede Glomeris and the centipede Lithobius are expressed in patterns complementary to that of the Ubx sense transcripts. A similar complementary expression pattern has been described for non-coding RNAs (ncRNAs) of the bithoraxoid (bxd) locus in Drosophila, in which the transcription of bxd ncRNAs represses Ubx via transcriptional interference. We discuss our findings in the context of possibly conserved mechanisms of Ubx regulation in myriapods and the fly.Bicistronic transcription of Ubx and Antennapedia (Antp) has been reported previously for a myriapod and a number of crustaceans. In this paper, we show that Ubx/Antp bicistronic transcripts also occur in Glomeris and an onychophoran, suggesting further conserved mechanisms of Hox gene regulation in arthropods.Myriapod monophyly is supported by the expression of aUbx in all investigated myriapods, whereas in other arthropod classes, including the Onychophora, aUbx is not expressed. Of the two splice variants of Ubx/Antp only one could be isolated from myriapods, representing a possible further synapomorphy of the Myriapoda.

  5. Academic writing

    NASA Astrophysics Data System (ADS)

    Eremina, Svetlana V.

    2003-10-01

    The series of workshops on academic writing have been developed by academic writing instructors from Language Teaching Centre, Central European University and presented at the Samara Academic Writing Workshops in November 2001. This paper presents only the part dealing with strucutre of an argumentative essay.

  6. Fish composition and species richness in eastern South American coastal lagoons: additional support for the freshwater ecoregions of the world.

    PubMed

    Petry, A C; Guimarães, T F R; Vasconcellos, F M; Hartz, S M; Becker, F G; Rosa, R S; Goyenola, G; Caramaschi, E P; Díaz de Astarloa, J M; Sarmento-Soares, L M; Vieira, J P; Garcia, A M; Teixeira de Mello, F; de Melo, F A G; Meerhoff, M; Attayde, J L; Menezes, R F; Mazzeo, N; Di Dario, F

    2016-07-01

    The relationships between fish composition, connectivity and morphometry of 103 lagoons in nine freshwater ecoregions (FEOW) between 2·83° S and 37·64° S were evaluated in order to detect possible congruence between the gradient of species richness and similarities of assemblage composition. Most lagoons included in the study were <2 km(2) , with a maximum of 3975 km(2) in surface area. Combined surface area of all lagoons included in the study was 5411 km(2) . Number of species varied locally from one to 76. A multiple regression revealed that latitude, attributes of morphometry and connectivity, and sampling effort explained a large amount of variability in species richness. Lagoon area was a good predictor of species richness except in low latitude ecoregions, where lagoons are typically small-sized and not affected by marine immigrants, and where non-native fish species accounted for a significant portion of species richness. Relationships between species and area in small-sized lagoons (<2 km(2) ) is highly similar to the expected number in each ecoregion, with systems located between 18·27° S and 30·15° S attaining higher levels of species richness. Similarities in species composition within the primary, secondary and peripheral or marine divisions revealed strong continental biogeographic patterns only for species less tolerant or intolerant to salinity. Further support for the FEOW scheme in the eastern border of South America is therefore provided, and now includes ecotonal systems inhabited simultaneously by freshwater and marine species of fishes.

  7. Systematic Dissection of Coding Exons at Single Nucleotide Resolution Supports an Additional Role in Cell-Specific Transcriptional Regulation

    PubMed Central

    Kim, Mee J.; Findlay, Gregory M.; Martin, Beth; Zhao, Jingjing; Bell, Robert J. A.; Smith, Robin P.; Ku, Angel A.; Shendure, Jay; Ahituv, Nadav

    2014-01-01

    In addition to their protein coding function, exons can also serve as transcriptional enhancers. Mutations in these exonic-enhancers (eExons) could alter both protein function and transcription. However, the functional consequence of eExon mutations is not well known. Here, using massively parallel reporter assays, we dissect the enhancer activity of three liver eExons (SORL1 exon 17, TRAF3IP2 exon 2, PPARG exon 6) at single nucleotide resolution in the mouse liver. We find that both synonymous and non-synonymous mutations have similar effects on enhancer activity and many of the deleterious mutation clusters overlap known liver-associated transcription factor binding sites. Carrying a similar massively parallel reporter assay in HeLa cells with these three eExons found differences in their mutation profiles compared to the liver, suggesting that enhancers could have distinct operating profiles in different tissues. Our results demonstrate that eExon mutations could lead to multiple phenotypes by disrupting both the protein sequence and enhancer activity and that enhancers can have distinct mutation profiles in different cell types. PMID:25340400

  8. Can a Systematic Assessment Moderation Process Assure the Quality and Integrity of Assessment Practice While Supporting the Professional Development of Casual Academics?

    ERIC Educational Resources Information Center

    Crimmins, Gail; Nash, Gregory; Oprescu, Florin; Alla, Kristel; Brock, Ginna; Hickson-Jamieson, Bree; Noakes, Caitlin

    2016-01-01

    There has been a threefold increase in the employment of casual academics in Australian universities within the last 20 years, to the extent that most teaching and marking is now undertaken by casual academics, also known as sessional staff. Yet, casualised teaching and assessment has been considered a risk to student engagement and success, and…

  9. Does the Advanced Proficiency Evaluated in Oral-Like Written Text Support Syntactic Parsing in a Written Academic Text among L2 Japanese Learners?

    ERIC Educational Resources Information Center

    Kitajima, Ryu

    2016-01-01

    Corpus linguistics identifies the qualitative difference in the characteristics of spoken discourse vs. written academic discourse. Whereas spoken discourse makes greater use of finite dependent clauses functioning as constituents in other clauses, written academic discourse incorporates noun phrase constituents and complex phrases. This claim can…

  10. Does social support in addition to ART make a difference? Comparison of households with TASO and MOH PLWHA in Central Uganda.

    PubMed

    Abimanyi-Ochom, Julie; Lorgelly, Paula; Hollingsworth, Bruce; Inder, Brett

    2013-01-01

    Social support in addition to antiretroviral therapy (ART) has been indicated to be beneficial to person living with HIV/AIDS (PLWHA) and their families, but very few ART service providers go beyond ART. This study investigates whether receipt of social support in addition to ART for PLWHA makes the households that they reside in better off than households that have PLWHA but are without social support. The analysis uses data comprising of 450 households, which is a sub-sample from the 2010/2011 Centre for Health Economics Ugandan HIV Survey, a cross-sectional survey of 596 households that was undertaken in Uganda. Data were collected from households of clients that obtained ART from two major ART service providers in Central Uganda; The AIDS Support Organisation (TASO) and Ministry of Health (MOH), Uganda. Probit models and ordinary least squares regressions are employed to compare outcomes for individuals from households with a TASO or MOH client. Outcomes for individuals in households with a TASO PLWHA are hypothesised to be superior to those from households with an MOH PLWHA given that the benefits from social support accrue not only to the PLWHA but also to the household and communities they belong to. The results confirm that individuals from a household with a TASO PLWHA are better off in terms of physical health outcomes including better productivity as non-wage labour hours and having more cash in hand and having savings. The findings highlight the importance of additional support to HIV/AIDS clients and have implications for supplementation of ART service provision with other services to maximise the benefits from ART in resource constrained countries like Uganda.

  11. The role of enrichment programs in strengthening the academic Pipeline to dental education.

    PubMed

    Alexander, Charles J; Mitchell, Dennis A

    2010-10-01

    Academic enrichment programs can be essential to efforts by dental schools to recruit and enroll underrepresented minority students (URM). Many summer academic enrichment programs provide additional preparation and support to URM students in the sciences. They often address barriers to student achievement such as unevenness in academic preparation, less rigorous educational background, family influence on preparation aspiration and success, unease in a new setting, and lack of professional role models. To be successful, these programs must address both the academic and social complexities of URM students and often require a range of programs to meet the specific needs of different student groups.

  12. How Academic Is Academic Development?

    ERIC Educational Resources Information Center

    Fraser, Kym; Ling, Peter

    2014-01-01

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

  13. A review of the work of the EU Reference Laboratory supporting the authorisation process of feed additives in the EU. [corrected].

    PubMed

    von Holst, Christoph; Robouch, Piotr; Bellorini, Stefano; González de la Huebra, María José; Ezerskis, Zigmas

    2016-01-01

    This paper describes the operation of the European Union Reference Laboratory for Feed Additives (EURL) and its role in the authorisation procedure of feed additives in the European Union. Feed additives are authorised according to Regulation (EC) No. 1831/2003, which introduced a completely revised authorisation procedure and also established the EURL. The regulations authorising feed additives contain conditions of use such as legal limits of the feed additives, which require the availability of a suitable method of analysis for official control purposes under real world conditions. It is the task of the EURL to evaluate the suitability of analytical methods as proposed by the industry for this purpose. Moreover, the paper shows that one of the major challenges is the huge variety of the methodology applied in feed additive analysis, thus requiring expertise in quite different analytical areas. In order to cope with this challenge, the EURL is supported by a network of national reference laboratories (NRLs) and only the merged knowledge of all NRLs allows for a scientifically sound assessment of the analytical methods.

  14. Is academic buoyancy anything more than adaptive coping?

    PubMed

    Putwain, David W; Connors, Liz; Symes, Wendy; Douglas-Osborn, Erica

    2012-05-01

    Academic buoyancy refers to a positive, constructive, and adaptive response to the types of challenges and setbacks experienced in a typical and everyday academic setting. In this project we examined whether academic buoyancy explained any additional variance in test anxiety over and above that explained by coping. Two hundred and ninety-eight students in their final two years of compulsory schooling completed self-report measures of academic buoyancy, coping, and test anxiety. Results suggested that buoyancy was inversely related to test anxiety and unrelated to coping. With the exception of test-irrelevant thoughts, test anxiety was positively related to avoidance coping and social support. Test-irrelevant thoughts were inversely related to task focus, unrelated to social support, and positively related to avoidance. A hierarchical regression analysis showed that academic buoyancy explained a significant additional proportion of variance in test anxiety when the variance for coping had already been accounted for. These findings suggest that academic buoyancy can be considered as a distinct construct from that of adaptive coping.

  15. Identifying Teaching Groups as a Basis for Academic Development

    ERIC Educational Resources Information Center

    Heinrich, Eva

    2015-01-01

    Academic development recognizes the strengths of communities, such as communities of practice or learning communities, in providing academics with supportive environments for the development of teaching. The problem academic development faces is that not enough academics are involved in these communities. Instead of trying to interest academics in…

  16. Bifunctional heterogeneous catalysis of silica-alumina-supported tertiary amines with controlled acid-base interactions for efficient 1,4-addition reactions.

    PubMed

    Motokura, Ken; Tanaka, Satoka; Tada, Mizuki; Iwasawa, Yasuhiro

    2009-10-19

    We report the first tunable bifunctional surface of silica-alumina-supported tertiary amines (SA-NEt(2)) active for catalytic 1,4-addition reactions of nitroalkanes and thiols to electron-deficient alkenes. The 1,4-addition reaction of nitroalkanes to electron-deficient alkenes is one of the most useful carbon-carbon bond-forming reactions and applicable toward a wide range of organic syntheses. The reaction between nitroethane and methyl vinyl ketone scarcely proceeded with either SA or homogeneous amines, and a mixture of SA and amines showed very low catalytic activity. In addition, undesirable side reactions occurred in the case of a strong base like sodium ethoxide employed as a catalytic reagent. Only the present SA-supported amine (SA-NEt(2)) catalyst enabled selective formation of a double-alkylated product without promotions of side reactions such as an intramolecular cyclization reaction. The heterogeneous SA-NEt(2) catalyst was easily recovered from the reaction mixture by simple filtration and reusable with retention of its catalytic activity and selectivity. Furthermore, the SA-NEt(2) catalyst system was applicable to the addition reaction of other nitroalkanes and thiols to various electron-deficient alkenes. The solid-state magic-angle spinning (MAS) NMR spectroscopic analyses, including variable-contact-time (13)C cross-polarization (CP)/MAS NMR spectroscopy, revealed that acid-base interactions between surface acid sites and immobilized amines can be controlled by pretreatment of SA at different temperatures. The catalytic activities for these addition reactions were strongly affected by the surface acid-base interactions.

  17. Academic Bullies

    ERIC Educational Resources Information Center

    Fogg, Piper

    2008-01-01

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

  18. Academic Freedom and Academic Tenure.

    ERIC Educational Resources Information Center

    De George, Richard T.

    2001-01-01

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

  19. Academic Libraries in Japan

    ERIC Educational Resources Information Center

    Cullen, Rowena; Nagata, Haruki

    2008-01-01

    Academic libraries in Japan are well resourced by international standards, and support Japan's internationally recognized research capability well, but there are also ways in which they reflect Japan's strong bureaucratic culture. Recent changes to the status of national university libraries have seen a new interest in customer service, and…

  20. Incremental validity of emotional intelligence ability in predicting academic achievement.

    PubMed

    Lanciano, Tiziana; Curci, Antonietta

    2014-01-01

    We tested the incremental validity of an ability measure of emotional intelligence (El) in predicting academic achievement in undergraduate students, controlling for cognitive abilities and personality traits. Academic achievement has been conceptualized in terms of the number of exams, grade point average, and study time taken to prepare for each exam. Additionally, gender differences were taken into account in these relationships. Participants filled in the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), the Raven's Advanced Progressive Matrices, the reduced version of the Eysenck Personality Questionnaire, and academic achievement measures. Results showed that El abilities were positively related to academic achievement indices, such as the number of exams and grade point average; total El ability and the Perceiving branch were negatively associated with the study time spent preparing for exams. Furthermore, El ability adds a percentage of incremental variance with respect to cognitive ability and personality variables in explaining scholastic success. The magnitude of the associations between El abilities and academic achievement measures was generally higher for men than for women. Jointly considered, the present findings support the incremental validity of the MSCEIT and provide positive indications of the importance of El in students' academic development. The helpfulness of El training in the context of academic institutions is discussed.

  1. Widening Our Evaluative Lenses of Formal, Facilitated, and Spontaneous Academic Development

    ERIC Educational Resources Information Center

    Hoessler, Carolyn; Godden, Lorraine; Hoessler, Brian

    2015-01-01

    As conceptions of academic development expand to encompass a more diverse and flexible set of supports, traditional approaches to evaluation, including impact studies of formal programming, become insufficient. A program may appear ineffective when evaluation ignores additional supports that interact to counteract implementation or alternatively…

  2. I Get to Use an iPod in School? Using Technology-Based Advance Organizers to Support the Academic Success of English Learners

    ERIC Educational Resources Information Center

    Billings, Elsa S.; Mathison, Carla

    2012-01-01

    This study investigated the impact of technology-based advance organizers (TBAOs) on the academic performance of 240 4th grade English learners (ELs) participating in a science class in School in the Park (SITP), a museum-school collaboration. While SITP provides a rich, hands-on learning environment, ELs face significant linguistic challenges in…

  3. Brick and Click Libraries: How Do We Support Both? Proceedings of a Regional Academic Library Symposium (Iowa, Kansas, Missouri & Nebraska) (1st, Maryville, Missouri, October 26, 2001).

    ERIC Educational Resources Information Center

    Meldrem, Joyce A., Ed.; Johnson, Carolyn, Ed.

    This document presents the proceedings of a Regional Academic Library Symposium, "Brick and Click Libraries." Contributors are professionals from colleges and universities in the states of Iowa, Kansas, Missouri, and Nebraska. Papers include: "Library Web Site Redesign and Usability Testing" (Michelle Beattie and Susan Sykes Berry); "The…

  4. Joining Forces for Student Success: The Emergence of State and Local Policies to Support the Recognition of Academic Credit for CTE Coursework

    ERIC Educational Resources Information Center

    Meeder, Hans; Hebert-Giffen, Michelle

    2009-01-01

    Throughout the United States, administrators and teachers in American high schools face mounting pressure to increase the academic rigor of their curriculum in an effort to prepare students for postsecondary education and workforce success. Career and technical education (CTE) courses have often been overlooked in the public debate about making…

  5. Relationships among Individual Task Self-Efficacy, Self-Regulated Learning Strategy Use and Academic Performance in a Computer-Supported Collaborative Learning Environment

    ERIC Educational Resources Information Center

    Wilson, Kimberly; Narayan, Anupama

    2016-01-01

    This study investigates relationships between self-efficacy, self-regulated learning strategy use and academic performance. Participants were 96 undergraduate students working on projects with three subtasks (idea generation task, methodical task and data collection) in a blended learning environment. Task self-efficacy was measured with…

  6. 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…

  7. Creating a Supportive Teaching Culture in the Research University Context: Strategic Partnering and Interdisciplinary Collaboration between a Teaching Center and Academic Units

    ERIC Educational Resources Information Center

    Brown, Marie Kendall; Ralston, Patricia A. S.; Baumgartner, Kathy B.; Schreck, Melissa A.

    2015-01-01

    This paper describes 2 "strategic partnering" and "interdisciplinary collaboration" case studies between a Center for Teaching and Learning (CTL) and an academic unit at a mid-sized metropolitan research university in the American Midwest. These faculty development partnerships were developed to meet the unique needs of faculty…

  8. Academic Science, 1972-81: R & D Funds, Scientists and Engineers, Graduate Enrollment and Support. Final Report. Surveys of Science Resources Series.

    ERIC Educational Resources Information Center

    Huckenpahler, J. G.; And Others

    The results of the 1972-1981 National Science Foundation surveys on academic research and development (R&D) funds, the employment and utilization of scientists and engineers, and the characteristics of graduate students enrolled in the sciences and engineering (S/E) are presented. Findings include the following: the steady growth to university…

  9. Academic Health Centers and Health Care Reform.

    ERIC Educational Resources Information Center

    Miles, Stephen H.; And Others

    1993-01-01

    A discussion of the role of academic health centers in health care reform efforts looks at the following issues: balancing academic objectivity and social advocacy; managing sometimes divergent interests of centers, faculty, and society; and the challenge to develop infrastructure support for reform. Academic health centers' participation in…

  10. Colorado Academic Library Master Plan. Revised Edition.

    ERIC Educational Resources Information Center

    Johns, Claude, Jr., Ed.; Moore, Beverly, Ed.

    This master plan for Colorado academic libraries assesses current strengths and weaknesses of public and private academic libraries in the state and forecasts the role of academic libraries in support of higher education. The plan consists of a series of recommendations divided into six related and overlapping sections: access, collection…

  11. Academic Village.

    ERIC Educational Resources Information Center

    Boles, Rebecca

    2001-01-01

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

  12. Academic Libraries

    ERIC Educational Resources Information Center

    Library Journal, 1970

    1970-01-01

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

  13. The Big-Fish-Little-Pond Effect for Academic Self-Concept, Test Anxiety, and School Grades in Gifted Children.

    PubMed

    Zeidner; Schleyer

    1999-10-01

    This study reports data extending work by Marsh and colleagues on the "big-fish-little-pond effect" (BFLPE). The BFLPE hypothesizes that it is better for academic self-concept to be a big fish in a little pond (gifted student in regular reference group) than to be a small fish in a big pond (gifted student in gifted reference group). The BFLPE effect was examined with respect to academic self-concept, test anxiety, and school grades in a sample of 1020 gifted Israeli children participating in two different educational programs: (a) special homogeneous classes for the gifted and (b) regular mixed-ability classes. The central hypothesis, deduced from social comparison and reference group theory, was that academically talented students enrolled in special gifted classes will perceive their academic ability and chances for academic success less favorably compared to students in regular mixed-ability classes. These negative self-perceptions, in turn, will serve to deflate students' academic self-concept, elevate their levels of evaluative anxiety, and result in depressed school grades. A path-analytic model linking reference group, academic self-concept, evaluative anxiety, and school performance, was employed to test this conceptualization. Overall, the data lend additional support to reference group theory, with the big-fish-little-pond effect supported for all three variables tested. In addition, academic self-concept and test anxiety were observed to mediate the effects of reference group on school grades. Copyright 1999 Academic Press.

  14. Academic Leaders as Thermostats

    ERIC Educational Resources Information Center

    Kekale, Jouni

    2003-01-01

    University of Jones launched a two-year development and training project on academic management and leadership in the beginning of 2002. Open seminars were arranged for heads for departments, deans and administrative managers. In addition, personnel administration started pilot projects with two departments in co-operation with the Finnish…

  15. Bioethics and academic freedom.

    PubMed

    Singer, Peter

    1990-01-01

    The author describes the events surrounding his attempts to lecture on the subject of euthanasia in West Germany in June 1989. Singer, who defends the view that active euthanasia for some newborns with handicaps may be ethically permissible, had been invited to speak to professional and academic groups. Strong public protests against Singer and his topic led to the cancellation of some of his engagements, disruptions during others, and harrassment of the German academics who had invited him to speak. These incidents and the subject of euthanasia became matters of intense national debate in West Germany, but there was little public or academic support for Singer's right to be heard. Singer argues that bioethics and bioethicists must have the freedom to challenge conventional moral beliefs, and that the events in West Germany illustrate the grave danger to that freedom from religious and political intolerance.

  16. Latino adolescents' academic success: the role of discrimination, academic motivation, and gender.

    PubMed

    Alfaro, Edna C; Umaña-Taylor, Adriana J; Gonzales-Backen, Melinda A; Bámaca, Mayra Y; Zeiders, Katharine H

    2009-08-01

    Guided by the academic resilience perspective, the current longitudinal study examined whether academic motivation mediated the relation between Latino adolescents' (N=221) experiences with discrimination and their academic success. The potential moderating role of gender was also examined. Using multiple group analysis in structural equation modeling, findings indicated that perceived discrimination at Wave 2 significantly predicted academic motivation at Waves 2 and 3 for boys but not girls. Additionally, for boys, academic motivation significantly mediated the relation between perceived discrimination and academic success. Findings underscore the importance of considering the long-term implications of discrimination for Latino boys' academic success. Furthermore, findings encourage moving beyond the examination of gender differences in specific academic outcomes (e.g., academic success) and focusing on how the processes leading to academic success vary by gender.

  17. [Expects for academic detailing from the standpoints of evidence-based medicine (EBM)].

    PubMed

    Nakayama, Takeo

    2014-01-01

    Academic detailing, interactive information services by pharmacists for clinicians, has been getting interests in the US and European countries. A systematic review of randomized controlled trials supported the effectiveness of academic detailing. Knowledge of evidence-based medicine and clinical practice guidelines is one of the essential bases for pharmacists to promote these activities. In addition, pharmacists need to understand attitudes and ways of thinking of clinicians toward medicines. Through communications and information sharing between clinicians and pharmacists, collaborations to modify and improve the use of medicines should be facilitated. On these grounds, academic detailing will be able to play an important role in real healthcare circumstances.

  18. Structured role orientation and academic self-concept in the secondary school.

    PubMed

    Moir, J; Todman, J

    1989-06-01

    Gordon's (1978) School Environment Preference Survey (SEPS) and Cohen's (1976) six-item adaptation of the Brookover (1967) Self-Concept of Academic Ability Scale were administered to 25 pupils in each of the first four years in a Scottish secondary school. The correlations obtained provide support for Gordon's (1971) hypothesis that pupils with a high degree of structured role orientation, as measured by the SEPS, lack confidence in their academic ability. In addition, there was a decrease in SEPS scores and an increase in academic self-concept over successive year levels.

  19. Industry-Supported Team Students' Projects.

    ERIC Educational Resources Information Center

    Glozman, Vladimir

    The industry-supported team students' project enhances professional, intellectual, and personal development of students while addressing the needs of local industry. In addition to achieving academic excellence, the students are exposed to industry requirements, and excel in effective oral communication and cooperative teamwork. The teamwork…

  20. Leading Academics.

    ERIC Educational Resources Information Center

    Middlehurst, Robin

    This book aims to increase the level of interest and understanding of leadership within the academic context and to demonstrate the relevance of leadership for contemporary United Kingdom universities. The book considers the concept of leadership and its appropriateness and usefulness for nonprofit professional organizations such as universities,…

  1. Academic Aspirations

    ERIC Educational Resources Information Center

    Durant, Linda

    2013-01-01

    As colleges and universities become even more complex organizations, advancement professionals need to have the skills, experience, and academic credentials to succeed in this ever-changing environment. Advancement leaders need competencies that extend beyond fundraising, alumni relations, and communications and marketing. The author encourages…

  2. Academic Cloning.

    ERIC Educational Resources Information Center

    Sikula, John P.; Sikula, Andrew F.

    1980-01-01

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

  3. The Horizontal and Vertical Fragmentation of Academic Work and the Challenge for Academic Governance and Leadership

    ERIC Educational Resources Information Center

    Jones, Glen A.

    2013-01-01

    Academic work has become increasingly fragmented. The horizontal fragmentation of the profession into disciplinary tribes has been accompanied by the increasing participation of student affairs and educational development professionals located outside the academic units but are actively engaged in academic work, such as supporting teaching and…

  4. Lateral Diffusion of Proteins on Supported Lipid Bilayers: Additive Friction of Synaptotagmin 7 C2A–C2B Tandem Domains

    PubMed Central

    2015-01-01

    The synaptotagmin (Syt) family of proteins contains tandem C2 domains, C2A and C2B, which bind membranes in the presence of Ca2+ to trigger vesicle fusion during exocytosis. Despite recent progress, the role and extent of interdomain interactions between C2A and C2B in membrane binding remain unclear. To test whether the two domains interact on a planar lipid bilayer (i.e., experience thermodynamic interdomain contacts), diffusion of fluorescent-tagged C2A, C2B, and C2AB domains from human Syt7 was measured using total internal reflection fluorescence microscopy with single-particle tracking. The C2AB tandem exhibits a lateral diffusion constant approximately half the value of the isolated single domains and does not change when additional residues are engineered into the C2A–C2B linker. This is the expected result if C2A and C2B are separated when membrane-bound; theory predicts that C2AB diffusion would be faster if the two domains were close enough together to have interdomain contact. Stopped-flow measurements of membrane dissociation kinetics further support an absence of interdomain interactions, as dissociation kinetics of the C2AB tandem remain unchanged when rigid or flexible linker extensions are included. Together, the results suggest that the two C2 domains of Syt7 bind independently to planar membranes, in contrast to reported interdomain cooperativity in Syt1. PMID:25437758

  5. Neighborhood crime and school climate as predictors of elementary school academic quality: a cross-lagged panel analysis.

    PubMed

    McCoy, Dana Charles; Roy, Amanda L; Sirkman, Gabriel M

    2013-09-01

    Past research has found negative relationships between neighborhood structural disadvantage and students' academic outcomes. Comparatively little work has evaluated the associations between characteristics of neighborhoods and schools themselves. This study explored the longitudinal, reciprocal relationships between neighborhood crime and school-level academic achievement within 500 urban schools. Results revealed that higher neighborhood crime (and particularly violent crime) predicted decreases in school academic achievement across time. School climate emerged as one possible mechanism within this relationship, with higher neighborhood crime predicting decreases in socioemotional learning and safety, but not academic rigor. All three dimensions of school climate were predictive of changes in academic achievement. Although this research supports a primarily unidirectional hypothesis of neighborhoods' impacts on embedded settings, additional work is needed to understand these relationships using additional conceptualizations of neighborhood climate.

  6. Federal Student Aid: Recent Changes to Eligibility Requirements and Additional Efforts to Promote Awareness Could Increase Academic Competitiveness and SMART Grant Participation. Report to Congressional Requesters. GAO-09-343

    ERIC Educational Resources Information Center

    US Government Accountability Office, 2009

    2009-01-01

    The Academic Competitiveness (AC) and National Science and Mathematics Access to Retain Talent (SMART) Grants were established by the Deficit Reduction Act of 2005. The grants provide merit-based financial aid to certain low-income college students eligible for Federal Pell Grants and are administered by the Department of Education (Education).…

  7. Restructuring within an academic health center to support quality and safety: the development of the Center for Quality and Safety at the Massachusetts General Hospital.

    PubMed

    Bohmer, Richard M J; Bloom, Jonathan D; Mort, Elizabeth A; Demehin, Akinluwa A; Meyer, Gregg S

    2009-12-01

    Recent focus on the need to improve the quality and safety of health care has created new challenges for academic health centers (AHCs). Whereas previously quality was largely assumed, today it is increasingly quantifiable and requires organized systems for improvement. Traditional structures and cultures within AHCs, although well suited to the tripartite missions of teaching, research, and clinical care, are not easily adaptable to the tasks of measuring, reporting, and improving quality. Here, the authors use a case study of Massachusetts General Hospital's efforts to restructure quality and safety to illustrate the value of beginning with a focus on organizational culture, using a systematic process of engaging clinical leadership, developing an organizational framework dependent on proven business principles, leveraging focus events, and maintaining executive dedication to execution of the initiative. The case provides a generalizable example for AHCs of how applying explicit management design can foster robust organizational change with relatively modest incremental financial resources.

  8. The "Sandwich Generation" in Korean Academe: Between Traditional Academic Authority and Meritocratic Culture

    ERIC Educational Resources Information Center

    Shin, Jung Cheol; Kim, Yangson; Lim, Heejin; Shim, Bongsup; Choi, Younggi

    2015-01-01

    This study investigates how academics hired during the period of rapid neoliberal reforms differ from the senior academics hired before the reforms and the junior academics hired after the reforms were institutionalized. The faculty members who were employed in a period of radical reform may be impacted by the additional requirements and tasks…

  9. Academic Excellence Workshops for Underrepresented Students at Cal Poly, Pomona.

    ERIC Educational Resources Information Center

    Hiemenz, Paul C.; Hudspeth, M. Catharine

    1993-01-01

    Describes the Academic Excellence Workshops program at California State Polytechnic University, Pomona, as a potential model for an academic support system specifically designed for underrepresented students in math-based disciplines. (PR)

  10. 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

  11. Some Prerequisites for Access Programmes That Contribute to Academic Success in Higher Education

    ERIC Educational Resources Information Center

    Shandler, Maxine; Steenekamp, Karen

    2014-01-01

    The balance between the cost and value of access programmes is a concern in higher education. The function of access programmes is to provide support and additional time for under-prepared students to cope with the academic workload during the first year. This article aims to indicate the value students place on participation in an access…

  12. Planning and Implementing a 3D Printing Service in an Academic Library

    ERIC Educational Resources Information Center

    Gonzalez, Sara Russell; Bennett, Denise Beaubien

    2014-01-01

    Initiating a 3D printing service in an academic library goes beyond justification of its value and gaining the necessary library and administrative support. Additional aspects such as policies, environmental safety, training, publicizing, maintenance, and scope of service must be considered. This article provides a guide to developing a 3D print…

  13. Challenges and opportunities for early-career Teaching-Focussed academics in the biosciences

    PubMed Central

    Hubbard, Katharine; Gretton, Sarah; Jones, Katherine; Tallents, Lucy

    2015-01-01

    Twenty-seven percent of academics in UK Higher Education (HE) are in Teaching-Focussed positions, making major contributions to undergraduate programmes in an era of high student expectations when it comes to teaching quality. However, institutional support for Teaching-Focussed academics is often limited, both in terms of peer networking and opportunities for career development. As four early-career stage Teaching-Focussed academics working in a variety of institutions, we explore what motivated our choices to make teaching our primary academic activity, and the challenges that we have faced in doing so. In addition to highlighting the need for universities to fully recognise the achievements of teaching staff, we discuss the role that the various biosciences learned societies have in supporting Teaching-Focussed academics. We identify that there is a need for the learned societies to come together and pool their expertise in this area. The fragmented nature of the Teaching-Focussed academic community means that clear sources of national support are needed in order to best enable the next generation of bioscience educators to reach their full potential. PMID:25977754

  14. Examining the Motivational Impact of Intrinsic Versus Extrinsic Goal Framing and Autonomy-Supportive Versus Internally Controlling Communication Style on Early Adolescents' Academic Achievement

    ERIC Educational Resources Information Center

    Vansteenkiste, Maarten; Simons, Joke; Lens, Willy; Soenens, Bart; Matos, Lennia

    2005-01-01

    The present experimental research examined whether framing early adolescents' (11- to 12-year-olds) learning activity in terms of the attainment of an extrinsic (i.e., physical attractiveness) versus intrinsic (i.e., health) goal and communicating these different goal contents in an internally controlling versus autonomy-supportive way affect…

  15. Prosocial foundations of children's academic achievement.

    PubMed

    Caprara, G V; Barbaranelli, C; Pastorelli, C; Bandura, A; Zimbardo, P G

    2000-07-01

    The present longitudinal research demonstrates robust contributions of early prosocial behavior to children's developmental trajectories in academic and social domains. Both prosocial and aggressive behaviors in early childhood were tested as predictors of academic achievement and peer relations in adolescence 5 years later. Prosocialness included cooperating, helping, sharing, and consoling, and the measure of antisocial aspects included proneness to verbal and physical aggression. Prosocialness had a strong positive impact on later academic achievement and social preferences, but early aggression had no significant effect on either outcome. The conceptual model accounted for 35% of variance in later academic achievement, and 37% of variance in social preferences. Additional analysis revealed that early academic achievement did not contribute to later academic achievement after controlling for effects of early prosocialness. Possible mediating processes by which prosocialness may affect academic achievement and other socially desirable developmental outcomes are proposed.

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

    PubMed

    Good, Marie; Adams, Gerald R

    2008-01-01

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

  17. The Importance of a Theory-Informed Understanding of Additive Bilingual Education: Supporting Bilingualism and Biliteracy in a Melbourne Primary School

    ERIC Educational Resources Information Center

    Molyneux, Paul

    2006-01-01

    While Government commitments to supporting instruction in languages other than English have largely been honoured, bilingual education as a form of learning has not been widespread. Acknowledging the benefits of learning a language other than English, the most recent Australian national languages policy statement nonetheless makes no mention of…

  18. Improving Academic Writing in Nursing Education

    ERIC Educational Resources Information Center

    Mattsson, Janet

    2016-01-01

    Background: At a specialist nursing education in intensive care, located at a University college in Sweden, there was a desire among the faculty to develop their ability to support specialist nursing students in their academic development, as well as in their academic writing, to improve the overall quality of the master theses. A quality…

  19. The Academic Controversy Technique: Towards Cooperative Debates

    ERIC Educational Resources Information Center

    Jacobs, George M.

    2010-01-01

    The purpose of this paper is to introduce and explain a cooperative learning technique, Academic Controversy (Johnson, Johnson, & Smith, 1996), also known as Cooperative Controversy, Structured Controversy and Structured Academic Controversy, that has potential for use in education and other areas, and has support in both research and theory.…

  20. Job Satisfaction of Academics: Does Gender Matter?

    ERIC Educational Resources Information Center

    Machado-Taylor, Maria de Lourdes; White, Kate; Gouveia, Odilia

    2014-01-01

    Academic work in higher education has been influenced by global trends such as accountability, massification and deteriorating financial support. Within this broader context, the performance of academic staff as teachers and researchers has an impact on student learning and implications for the quality of higher education institutions (HEIs).…

  1. Family factors related to children's intrinsic/extrinsic motivational orientation and academic performance.

    PubMed

    Ginsburg, G S; Bronstein, P

    1993-10-01

    This study examined 3 familial factors--parental surveillance of homework, parental reactions to grades, and general family style--in relation to children's motivational orientation and academic performance. Family, parent, and child measures were obtained in the home from 93 fifth graders and their parents. Teachers provided a measure of classroom motivational orientation, and grades and achievement scores were obtained from school records. Higher parental surveillance of homework, parental reactions to grades that included negative control, uninvolvement, or extrinsic reward, and over- and undercontrolling family styles were found to be related to an extrinsic motivational orientation and to lower academic performance. On the other hand, parental encouragement in response to grades children received was associated with an intrinsic motivational orientation, and autonomy-supporting family styles were associated with intrinsic motivation and higher academic performance. In addition, socioeconomic level was a significant predictor of motivational orientation and academic performance.

  2. Establishment of a reference collection of additives and an analytical handbook of reference data to support enforcement of EU regulations on food contact plastics.

    PubMed

    van Lierop, B; Castle, L; Feigenbaum, A; Ehlert, K; Boenke, A

    1998-10-01

    A collection has been made of additives that are required as analytical standards for enforcement of European Union legislation on food contact plastics. The 100 additives have been characterized by mass spectrometry, infra-red spectroscopy and proton nuclear magnetic resonance spectroscopy to provide reference spectra. Gas chromatographic retention times have been recorded to facilitate identification by retention index. This information has been further supplemented by physico-chemical data. Finally, chromatographic methods have been used to indicate the presence of any impurities in the commercial chemicals. Samples of the reference substances are available on request and the collection of spectra and other information will be made available in printed format and on-line through the Internet. This paper gives an overview of the work done to establish the reference collection and the spectral atlas, which together will assist enforcement laboratories in the characterization of plastics and the selection of analytical methods for additives that may migrate.

  3. In Arabidopsis thaliana distinct alleles encoding mitochondrial RNA PROCESSING FACTOR 4 support the generation of additional 5' termini of ccmB transcripts.

    PubMed

    Stoll, Katrin; Jonietz, Christian; Schleicher, Sarah; des Francs-Small, Catherine Colas; Small, Ian; Binder, Stefan

    2017-04-01

    In plant mitochondria, the 5' ends of many transcripts are generated post-transcriptionally. We show that the pentatricopeptide repeat (PPR) protein RNA PROCESSING FACTOR 4 (RPF4) supports the generation of extra 5' ends of ccmB transcripts in Landsberg erecta (Ler) and a number of other Arabidopsis thaliana ecotypes. RPF4 was identified in Ler applying a forward genetic approach supported by complementation studies of ecotype Columbia (Col), which generates the Ler-type extra ccmB 5' termini only after the introduction of the RPF4 allele from Ler. Studies with chimeric RPF4 proteins composed of various parts of the RPF4 proteins from Ler and Col identified differences in the N-terminal and central PPR motifs that explain ecotype-specific variations in ccmB processing. These results fit well with binding site predictions in ccmB transcripts based on the known determinants of nucleotide base recognition by PPR motifs.

  4. Career Choice in Academic Medicine: Systematic Review

    PubMed Central

    Straus, Sharon E; Straus, Christine; Tzanetos, Katina

    2006-01-01

    OBJECTIVES To review systematically the evidence about what factors influence the decision to choose or not choose a career in academic medicine. DESIGN A systematic review of relevant literature from 1990 to May 2005. DATA SOURCES Searches of The Cochrane Library, Medline (using Ovid and PubMed) from 1990 to May 2005, and EMBASE from 1990 to May 2005 were completed to identify relevant studies that explored the influential factors. Additional articles were identified from searching the bibliographies of retrieved articles. SELECTION OF STUDIES We attempted to identify studies that included residents, fellows, or staff physicians. No restrictions were placed on the study methodologies identified and all articles presenting empirical evidence were retrieved. For cohort, case-control, and cross-sectional studies, minimum inclusion criteria were the presence of defined groups, and the ability to extract relevant data. For surveys that involved case series, minimum inclusion criteria were a description of the population, and the availability of extractable data. Minimum inclusion criteria for qualitative studies were descriptions of the sampling strategy and methods. RESULTS The search identified 251 abstracts; 25 articles were included in this review. Completion of an MD with a graduate degree or fellowship program is associated with a career in academic medicine. Of the articles identified in this review, this finding is supported by the highest quality of evidence. Similarly, the completion of research and publication of this research in medical school and residency are associated with a career in academic medicine. The desire to teach, conduct research, and the intellectual stimulation and challenge provided in academia may also persuade people to choose this career path. The influence of a role model or a mentor was reported by physicians to impact their decision making. Trainees' interest in academic medicine wanes as they progress through their residency

  5. Kennedy: Future Academic Research Policy.

    ERIC Educational Resources Information Center

    Chemical and Engineering News, 1982

    1982-01-01

    The president of Stanford University discusses his views on problems facing research universities, including research secrecy, ethics, and economics of proprietary knowledge generated in the university, faculty conflict of interest, place of humanities in a society driven by technology, and decline of government support for academic research.…

  6. The Undermining of Academic Medicine.

    ERIC Educational Resources Information Center

    Andreoli, Thomas E.

    1999-01-01

    Discussion of trends in academic medicine focuses on declining support for research, pressures on medical schools to increase clinical revenues, public demands for cheaper care, and rising health-care costs in light of an aging population. Urges establishment of a system of universal health care equivalent to Medicare for all citizens. (DB)

  7. Critical Connections: Health and Academics

    ERIC Educational Resources Information Center

    Michael, Shannon L.; Merlo, Caitlin L.; Basch, Charles E.; Wentzel, Kathryn R.; Wechsler, Howell

    2015-01-01

    Background: While it is a national priority to support the health and education of students, these sectors must better align, integrate, and collaborate to achieve this priority. This article summarizes the literature on the connection between health and academic achievement using the Whole School, Whole Community, and Whole Child (WSCC) framework…

  8. Is tenure justified? An experimental study of faculty beliefs about tenure, promotion, and academic freedom.

    PubMed

    Ceci, Stephen J; Williams, Wendy M; Mueller-Johnson, Katrin

    2006-12-01

    The behavioral sciences have come under attack for writings and speech that affront sensitivities. At such times, academic freedom and tenure are invoked to forestall efforts to censure and terminate jobs. We review the history and controversy surrounding academic freedom and tenure, and explore their meaning across different fields, at different institutions, and at different ranks. In a multifactoral experimental survey, 1,004 randomly selected faculty members from top-ranked institutions were asked how colleagues would typically respond when confronted with dilemmas concerning teaching, research, and wrong-doing. Full professors were perceived as being more likely to insist on having the academic freedom to teach unpopular courses, research controversial topics, and whistle-blow wrong-doing than were lower-ranked professors (even associate professors with tenure). Everyone thought that others were more likely to exercise academic freedom than they themselves were, and that promotion to full professor was a better predictor of who would exercise academic freedom than was the awarding of tenure. Few differences emerged related either to gender or type of institution, and behavioral scientists' beliefs were similar to scholars from other fields. In addition, no support was found for glib celebrations of tenure's sanctification of broadly defined academic freedoms. These findings challenge the assumption that tenure can be justified on the basis of fostering academic freedom, suggesting the need for a re-examination of the philosophical foundation and practical implications of tenure in today's academy.

  9. Repaving the road to academic success: the IMeRGE approach to peer mentoring.

    PubMed

    Bussey-Jones, Jada; Bernstein, Lisa; Higgins, Stacy; Malebranche, David; Paranjape, Anuradha; Genao, Inginia; Lee, Bennett; Branch, William

    2006-07-01

    In recent years, academic health centers have made a considerable effort to encourage medical students and physicians-in-training to consider academic medicine as a career choice. For physicians, selecting a career in academic medicine may be the first hurdle, but the challenge of successfully maintaining an academic career is perhaps a more formidable task. Mentoring is a much-needed response to this challenge. But the success of traditional mentoring programs at academic institutions is often limited by, among other things, the availability of senior faculty who can serve as mentors. The authors describe the formation and organization of the Internal Medicine Research Group at Emory (IMeRGE), an innovative peer mentoring group within the Division of General Medicine at Emory University. This group, born partially out of the mentoring needs of our women and minority faculty, shared the primary goal of fostering a collaborative atmosphere among junior faculty, while simultaneously acquiring experience through advanced faculty development. The authors present our methods of garnering division support for designated time and financial resources, defining member responsibilities, developing a curriculum, providing peer support, and seeking advisors with expertise in the areas on which we wished to focus. In addition to the development of IMeRGE, the authors provide an overview of the pros and cons of traditional mentoring versus peer mentoring; discuss the challenges faced by IMeRGE and strategies for addressing these issues; and present the paradigm of IMeRGE as a template for alternative forms of academic mentorship.

  10. The addition of decision support into computerized physician order entry reduces red blood cell transfusion resource utilization in the intensive care unit.

    PubMed

    Fernández Pérez, Evans R; Winters, Jeffrey L; Gajic, Ognjen

    2007-07-01

    Computerized physician order entry (CPOE) has the potential for cost containment in critically ill patients through practice standardization and elimination of unnecessary interventions. Previous study demonstrated the beneficial short-term effect of adding a decision support for red blood cell (RBC) transfusion into the hospital CPOE. We evaluated the effect of such intervention on RBC resource utilization during the two-year study period. From the institutional APACHE III database we identified 2,200 patients with anemia, but no active bleeding on admission: 1,100 during a year before and 1,100 during a year after the intervention. The mean number of RBC transfusions per patient decreased from 1.5 +/- 1.9 units to 1.3 +/- 1.8 units after the intervention (P = 0.045). RBC transfusion cost decreased from $616,442 to $556,226 after the intervention. Hospital length of stay and adjusted hospital mortality did not differ before and after protocol implementation. In conclusion, the implementation of an evidenced-based decision support system through a CPOE can decrease RBC transfusion resource utilization in critically ill patients.

  11. Bringing together the academic drug discovery community

    PubMed Central

    Slusher, Barbara S.; Conn, P. Jeffrey; Frye, Stephen; Glicksman, Marcie; Arkin, Michelle

    2014-01-01

    The newly formed Academic Drug Discovery Consortium (ADDC) aims to support the growing numbers of university centres engaged in drug discovery that have emerged in response to recent changes in the drug discovery ecosystem. PMID:24172316

  12. Academic detailing.

    PubMed

    Shankar, P R; Jha, N; Piryani, R M; Bajracharya, O; Shrestha, R; Thapa, H S

    2010-01-01

    There are a number of sources available to prescribers to stay up to date about medicines. Prescribers in rural areas in developing countries however, may not able to access some of them. Interventions to improve prescribing can be educational, managerial, and regulatory or use a mix of strategies. Detailing by the pharmaceutical industry is widespread. Academic detailing (AD) has been classically seen as a form of continuing medical education in which a trained health professional such as a physician or pharmacist visits physicians in their offices to provide evidence-based information. Face-to-face sessions, preferably on an individual basis, clear educational and behavioural objectives, establishing credibility with respect to objectivity, stimulating physician interaction, use of concise graphic educational materials, highlighting key messages, and when possible, providing positive reinforcement of improved practices in follow-up visits can increase success of AD initiatives. AD is common in developed countries and certain examples have been cited in this review. In developing countries the authors have come across reports of AD in Pakistan, Sudan, Argentina and Uruguay, Bihar state in India, Zambia, Cuba, Indonesia and Mexico. AD had a consistent, small but potentially significant impact on prescribing practices. AD has much less resources at its command compared to the efforts by the industry. Steps have to be taken to formally start AD in Nepal and there may be specific hindering factors similar to those in other developing nations.

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

    ERIC Educational Resources Information Center

    Jenkins, Lyndsay N.; Demaray, Michelle Kilpatrick

    2015-01-01

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

  14. Strategies to Enhance Interpersonal Relations in Academic Advising

    ERIC Educational Resources Information Center

    Hughey, Judy K.

    2011-01-01

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

  15. Food additives

    PubMed Central

    Spencer, Michael

    1974-01-01

    Food additives are discussed from the food technology point of view. The reasons for their use are summarized: (1) to protect food from chemical and microbiological attack; (2) to even out seasonal supplies; (3) to improve their eating quality; (4) to improve their nutritional value. The various types of food additives are considered, e.g. colours, flavours, emulsifiers, bread and flour additives, preservatives, and nutritional additives. The paper concludes with consideration of those circumstances in which the use of additives is (a) justified and (b) unjustified. PMID:4467857

  16. Additional case of Marden-Walker syndrome: support for the autosomal-recessive inheritance adn refinement of phenotype in a surviving patient.

    PubMed

    Orrico, A; Galli, L; Zappella, M; Orsi, A; Hayek, G

    2001-02-01

    In this report, we present a 14-year-old girl, born to consanguineous parents, who presented with severe mental retardation, hypotonia, short stature, and congenital joint contractures. The craniofacial features were scaphocephaly, thin/long and immobile face, marked hypoplasia of the midface, temporal narrowness, blepharophimosis, palpebral ptosis, and strabismus. The combination of such a distinctive craniofacial appearance and psychomotor retardation allows us to recognize a new case of the Marden-Walker syndrome. Our patient represents one of the rare cases in which consanguineous mating supports the autosomal-recessive pattern of inheritance of this condition. Furthermore, through refining the phenotype of a surviving patient, this report may contribute to a better recognition of this disorder in older affected children.

  17. Assessment and Placement: Supporting Student Success in College Gateway Courses

    ERIC Educational Resources Information Center

    Vandal, Bruce

    2014-01-01

    Evidence is mounting that the vast majority of students who are currently placed into prerequisite remedial education could be successful in gateway college-­level courses if they receive additional academic support as a corequisite. Recent research on college placement exams reveals that the exams are unreliable at predicting college success, and…

  18. Academic Misconduct: Where Do We Start?

    ERIC Educational Resources Information Center

    Roberts, Patty; Anderson, Janet; Yanish, Paula

    This study examined the relationship between demographic variables and academic misconduct (cheating) among undergraduate students at a mid-sized, four-year public university. A total of 422 students from 22 classes completed a 27-item self-report measure assessing their involvement in 17 types of academic misconduct. In addition, the measure…

  19. Academic Year Report, 2009-2010

    ERIC Educational Resources Information Center

    Washington State Board for Community and Technical Colleges, 2010

    2010-01-01

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

  20. Academic Integrity in Web Based Distance Education

    ERIC Educational Resources Information Center

    Baron, Julie; Crooks, Steven M.

    2005-01-01

    This paper reviews the literature relative to academic dishonesty in WBDE settings assuming the average class size to be 30-50 students with the instructor filling the role of facilitator, concept expert, grader and mentor when necessary. It shows that some common stereotypes about academic integrity and WBDE are unsubstantiated. In addition, it…

  1. The Effect of POGIL on Academic Performance and Academic Confidence

    ERIC Educational Resources Information Center

    De Gale, S.; Boisselle, L. N.

    2015-01-01

    POGIL (Process Oriented Guided Inquiry Learning) is a collaborative learning technique that employs guided inquiry within a cyclic system of exploration, concept invention, and application. This action research explores students' academic performance on a unit of organic chemistry work taught using POGIL, in addition to the effect of POGIL on…

  2. Utilizing Distance Learning as a Strategy for Academic Success for Undergraduate Students on Academic Probation: Atypical Candidates for Online Learning

    ERIC Educational Resources Information Center

    Seirup, Holly; Tirotta, Rose

    2010-01-01

    This study explores the implementation, student satisfaction, and the effectiveness of an online academic support course required for students on academic probation at a mid-sized private institution in the Northeast. Although it is often considered that students on academic probation may not exhibit the typical characteristics associated with…

  3. A Look beyond Cognitive Predictors of Academic Success: Understanding the Relationship between Academic Self-Beliefs and Outcomes

    ERIC Educational Resources Information Center

    Mattern, Krista D.; Shaw, Emily J.

    2010-01-01

    The purpose of this study was to examine the relationship between academic self-beliefs (i.e., self-efficacy and degree aspirations) with various academic outcomes. Based on previous findings, it was hypothesized that students with more positive academic self-beliefs would perform better in school. The results supported prior research as students…

  4. Striking a Balance: Supporting Teaching Excellence Award Applications

    ERIC Educational Resources Information Center

    Layton, Catherine; Brown, Christine

    2011-01-01

    Students and peers who nominate academic staff for teaching excellence awards unwittingly invite them to reflect on their work, and explain their practices to other academics. What is an effective system of academic support for these applicants and should academic developers be doing it at all? Is it possible that academic developers and academic…

  5. Effect of active component addition and support modification on catalytic activity of Ag/Al2O3 for the selective catalytic reduction of NOx by hydrocarbon - A review.

    PubMed

    More, Pavan M

    2017-03-01

    The effect of active component addition and support modification of Ag/Al2O3 has been reviewed to examine their contribution to HC-SCR of NOx. This review has depicted the possible mechanisms of reduction of NO by hydrocarbon using metal/metal oxide doped Ag/Al2O3. The addition of second metal results in the maximum formation of well dispersed Agn(δ+) clusters. Specifically, addition of Au improves the low-temperature activity of the catalyst. However, the role of second metal also depends on the pretreatment to the catalyst and nature of the reductants. The support modification of Ag/Al2O3 by the addition of different metal oxides has also been reviewed. Modification by MgO showed improvement in activity besides sulfur tolerance. In situ DRIFT study demonstrates that the modification by MgO leads to the inhibition of sulfate formation of Ag and Al2O3. Enhancement in activity after second metal addition and support modification attributed to the synergistic effect and improved surface properties of Ag/Al2O3 catalyst.

  6. Experiential Components in Academic Courses.

    ERIC Educational Resources Information Center

    Jernstedt, G. Christian

    1980-01-01

    Proposes that more accurate and persistent learning results from programs which permit students to interact with their environment and that the addition of relevant direct and vicarious experiences can lead to improvements in the learning which takes place in traditional academic courses. (JD)

  7. Cardinal Virtues of Academic Administration

    ERIC Educational Resources Information Center

    Curren, Randall

    2008-01-01

    The aim of this article is to articulate the basic elements of a comprehensive ethic of academic administration, organized around a set of three cardinal virtues: "commitment" to the good of the institution; good administrative "judgment"; and "conscientiousness" in discharging the duties of the office. In addition to explaining this framework and…

  8. Mentoring Faculty in Academic Medicine

    PubMed Central

    Pololi, Linda; Knight, Sharon

    2005-01-01

    In this paper, we discuss an alternative structure and a broader vision for mentoring of medical faculty. While there is recognition of the need for mentoring for professional advancement in academic medicine, there is a dearth of research on the process and outcomes of mentoring medical faculty. Supported by the literature and our experience with both formal dyadic and group peer mentoring programs as part of our federally funded National Center of Leadership in Academic Medicine, we assert that a group peer, collaborative mentoring model founded on principles of adult education is one that is likely to be an effective and predictably reliable form of mentoring for both women and men in academic medicine. PMID:16117759

  9. Mental retardation and Ullrich-Turner syndrome in cases with 45,X/46,X, +mar: Additional support for the loss of the X-inactivation center hypothesis

    SciTech Connect

    Cole, H.; Huang, B.; Brown, J.; Howard-Peebles, P.N.; Black, S.H.; Jackson-Cook, C.; Salbert, B.A.; Febles, O.R.; Stevens, C.A.

    1994-08-15

    Four cases having mosaicism for a small marker or ring [45,X/46,X,+mar or 45,X/46,X,+r] chromosome were ascertained following cytogenetic studies requested because of minor anomalies (cases 1, 3, and 4) and/or short stature (cases 2 and 4). While all 4 cases had traits typical of Ullrich-Turner syndrome (UTS), cases 1, 3, and 4 had manifestations not usually present in UTS, including unusual facial appearance, mental retardation/developmental delay (MR/DD) (cases 3 and 4), and syndactylies (case 1). Using fluorescence in situ hybridization (FISH), each of the markers in these 4 cases was identified as having been derived from an X chromosome. Replication studies demonstrated a probable early replication pattern for the mar/r(X) in cases 1, 3, and 4, while the marker in case 2 was apparently late replicating. To date, 41 individuals having mosaicism for a small mar/r(X) chromosome have been described. Interestingly, most of the 14 individuals having a presumedly active mar/r(X) demonstrated clinical findings atypical of UTS, including abnormal facial changes (11) and MR/DD (13). MR was noted most frequently in those cases having at least 50% mosaicism for the marker or ring. In contrast, atypical UTS facial appearance or MR/DD was not noted in 14 of the 16 cases with UTS who carried a probable late replicating marker or ring. In conclusion, although the phenotype of 45,S/46,X, mar/r(X) individuals appears to be influenced by the genetic content and degree of mosaicism for the mar/r(X), the most significant factor associated with MR/DD appears to be the activity status of the mar/r(X) chromosome. Thus, our 4 cases provide further support for the hypothesis that a lack of inactivation of a small mar/r(X) chromosome may be a factor leading to the MR and other phenotypic abnormalities seen in this subset of individuals having atypical UTS. 46 refs., 6 figs., 3 tabs.

  10. Challenges in contemporary academic neurosurgery.

    PubMed

    Black, Peter M

    2006-03-01

    Traditionally, the ideal academic neurosurgeon has been a "quadruple threat," with excellence in clinical work, teaching, research, and administration. This tradition was best exemplified in Harvey Cushing, who developed the field of neurosurgery 90 years ago. This paradigm will probably have to change as academic neurosurgeons face major challenges. In patient care, these include increasing regulatory control, increasing malpractice costs, consolidation of expensive care in academic centers, and decreasing reimbursement; in resident teaching, work hour limitations and a changing resident culture; in research, the increasing dominance of basic scientists in governmental funding decisions and decreased involvement of neurosurgeons in scientific review committees; and in administration, problems of relationships in the workplace, patient safety, and employment compliance in an increasingly bureaucratic system. To meet these challenges, the new academic neurosurgeon will probably not be a quadruple threat personally but will be part of a quadruple threat in a department and institution. Neurosurgeons in such a setting will have to work with hospital, medical school, and national and international groups to address malpractice, reimbursement, subspecialization, and training problems; find supplemental sources of income through grants, development funds, and hospital support; lead in the development of multidisciplinary centers for neuroscience, brain tumor, spine, and other initiatives; and focus on training leaders for hospital, regional, and national groups to reconfigure neurosurgery. Collaboration, flexibility, and leadership will be characteristic of the academic neurosurgeon in this new era.

  11. Positive Academic Emotions Moderate the Relationship between Self-Regulation and Academic Achievement

    ERIC Educational Resources Information Center

    Villavicencio, Felicidad T.; Bernardo, Allan B. I.

    2013-01-01

    Background: 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,…

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

    ERIC Educational Resources Information Center

    Ray, Corey E.; Elliott, Stephen N.

    2006-01-01

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

  13. Houston Baptist University Academic Advising Handbook, 1986-1987.

    ERIC Educational Resources Information Center

    Ford, Jerry

    A handbook for academic advisers at Houston Baptist University (HBU) is presented. Attention is directed to: definitions of advising, roles of academic advisers, behavioral objectives, limitations of academic advising, adviser and advisee responsibilities, and information pertaining to specific HBU departments and regulations. Additional topics…

  14. Exploring Reasons and Consequences of Academic Procrastination: An Interview Study

    ERIC Educational Resources Information Center

    Grunschel, Carola; Patrzek, Justine; Fries, Stefan

    2013-01-01

    In the present study, we broadly investigated reasons and consequences of academic procrastination. Additionally, we explored whether students seeking help from student counselling services to overcome academic procrastination (counselling group) report more serious reasons and consequences of academic procrastination than students who…

  15. Food additives

    MedlinePlus

    ... or natural. Natural food additives include: Herbs or spices to add flavor to foods Vinegar for pickling ... Certain colors improve the appearance of foods. Many spices, as well as natural and man-made flavors, ...

  16. Critical Connections: Health and Academics

    PubMed Central

    Michael, Shannon L; Merlo, Caitlin L; Basch, Charles E; Wentzel, Kathryn R; Wechsler, Howell

    2015-01-01

    BACKGROUND While it is a national priority to support the health and education of students, these sectors must better align, integrate, and collaborate to achieve this priority. This article summarizes the literature on the connection between health and academic achievement using the Whole School, Whole Community, and Whole Child (WSCC) framework as a way to address health-related barriers to learning. METHODS A literature review was conducted on the association between student health and academic achievement. RESULTS Most of the evidence examined the association between student health behaviors and academic achievement, with physical activity having the most published studies and consistent findings. The evidence supports the need for school health services by demonstrating the association between chronic conditions and decreased achievement. Safe and positive school environments were associated with improved health behaviors and achievement. Engaging families and community members in schools also had a positive effect on students' health and achievement. CONCLUSIONS Schools can improve the health and learning of students by supporting opportunities to learn about and practice healthy behaviors, providing school health services, creating safe and positive school environments, and engaging families and community. This evidence supports WSCC as a potential framework for achieving national educational and health goals. PMID:26440816

  17. Postgraduate Supervision and Academic Support: Students' Perceptions.

    ERIC Educational Resources Information Center

    Lessing, A. C.; Schulze, S.

    2002-01-01

    Surveyed graduate distance education students at the University of South Africa about faculty supervision, including individual styles of supervision, the most rewarding and frustrating aspects of their studies, and their recommendations. Found that students' expectations are not entirely met. Offers recommendations. (EV)

  18. The Impact of Unethical Reasoning on Different Types of Academic Dishonesty: An Exploratory Study

    ERIC Educational Resources Information Center

    Eastman, Jacqueline K.; Iyer, Rajesh; Reisenwitz, Timothy H.

    2008-01-01

    This paper offers support that those students who felt they had stronger reasons for committing unethical academic behaviors are more likely to report committing academic dishonesty than those who felt they had weaker reasons for unethical academic behaviors. This relationship held for all four categories of academic dishonesty: cheating (on…

  19. Academic Probation Intervention through Academic Assistance Advising

    ERIC Educational Resources Information Center

    Preuss, Michael; Switalski, Rachael

    2008-01-01

    Retaining and aiding students on academic probation is a concern for all institutions of higher education. Students placed on academic probation by Rockingham Community College (RCC) have been encouraged to participate in an intervention program since the summer of 2006. When treated as an aggregate, the data regarding the program indicates that…

  20. Mentoring urban Black Middle-School Male Students: Implications for Academic Achievement

    PubMed Central

    Gordon, Derrick M.; Iwamoto, Derek; Ward, Nadia; Potts, Randolph; Boyd, Elizabeth

    2010-01-01

    Researchers have called for innovative and culturally responsive intervention programs to enhance male, African American middle school students’ academic achievement. Mentoring has received considerable attention as a novel remedy. Although anecdotal evidence supports the positive role of mentoring on academic achievement, these results are not consistent. The Benjamin E. Mays Institute (BEMI) builds on the ideals of mentoring to counter the effects academic underachievement among adolescent Black males by building a model that is Afro-centric, uses pro-social modeling, and emphasizes cultural strengths and pride, and single-sex instruction in a dual-sex educational environment. Sixty-one middle-school Black males were enrolled (BEMI: n=29; Comparison: n=32) in this study. Results revealed that students in the BEMI program had significantly greater academic attachment scores and academic success than their non-mentored peers. Additionally, racial identity attitudes of immersion/emersion and internalization and identification with academics were also significantly associated with standardized achievement tests and GPA. Policy and practice implications are discussed. PMID:20379371

  1. Association of Academic Physiatrists

    MedlinePlus

    Donate Member Portal Search Search » Donate | Member Portal | Sign In | Join Membership Join the AAP Coming Home Member Benefits Top 5 Reasons to Join Categories & Dues Academic Partnership Program Current Academic ...

  2. Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: a comparison between students with and without learning disabilities.

    PubMed

    Hen, Meirav; Goroshit, Marina

    2014-01-01

    Academic procrastination has been seen as an impediment to students' academic success. Research findings suggest that it is related to lower levels of self-regulated learning and academic self-efficacy and associated with higher levels of anxiety, stress, and illness. Emotional intelligence (EI) is the ability to assess, regulate, and utilize emotions and has been found to be associated with academic self-efficacy and a variety of better outcomes, including academic performance. Students with learning disabilities (LD) are well acquainted with academic difficulty and maladaptive academic behavior. In comparison to students without LD, they exhibit high levels of learned helplessness, including diminished persistence, lower academic expectations, and negative affect. This study examined the relationships among academic procrastination, EI, and academic performance as mediated by academic self-efficacy in 287 LD and non-LD students. Results indicated that the indirect effect of EI on academic procrastination and GPA was stronger in LD students than in non-LD students. In addition, results indicated that LD students scored lower than non-LD students on both EI and academic self-efficacy and higher on academic procrastination. No difference was found in GPA.

  3. Selecting Universal Screening Measures to Identify Students at Risk Academically

    ERIC Educational Resources Information Center

    Salinger, Rachel L.

    2016-01-01

    Universal screening measures can be used to identify students at risk academically due to learning disabilities or other difficulties. Research and legislation support the use of screening measures early in students' education to ensure they receive any supports necessary to bolster their academic achievement. When selecting a screening measure,…

  4. Academic Inbreeding in Nursing

    ERIC Educational Resources Information Center

    Miller, Michael H.

    1977-01-01

    Academic inbreeding, the employment for faculty positions of persons who receive their graduate training at the same academic institution, is considered detrimental to an institution's academic environment. Results of a study conducted at 54 universities revealed that almost half the faculty (48 percent) in collegiate nursing programs are drawn…

  5. The Academic Adviser

    ERIC Educational Resources Information Center

    Darling, Ruth

    2015-01-01

    In this essay, I explore the idea that "academic" advisers are "academics" who play a major role in connecting the general education curriculum to the students' experience as well as connecting the faculty to the students' holistic experience of the curriculum. The National Academic Advising Association Concept of Academic…

  6. What Is Academic Vocabulary?

    ERIC Educational Resources Information Center

    Baumann, James F.; Graves, Michael F.

    2010-01-01

    In this article, the authors address the construct of "academic vocabulary." First, they attempt to bring some clarity to a constellation of terms surrounding academic vocabulary. Second, they compare and contrast definitions of academic vocabulary. Third, they review typologies that researchers and writers have proposed to organize academic…

  7. Potlining Additives

    SciTech Connect

    Rudolf Keller

    2004-08-10

    In this project, a concept to improve the performance of aluminum production cells by introducing potlining additives was examined and tested. Boron oxide was added to cathode blocks, and titanium was dissolved in the metal pool; this resulted in the formation of titanium diboride and caused the molten aluminum to wet the carbonaceous cathode surface. Such wetting reportedly leads to operational improvements and extended cell life. In addition, boron oxide suppresses cyanide formation. This final report presents and discusses the results of this project. Substantial economic benefits for the practical implementation of the technology are projected, especially for modern cells with graphitized blocks. For example, with an energy savings of about 5% and an increase in pot life from 1500 to 2500 days, a cost savings of $ 0.023 per pound of aluminum produced is projected for a 200 kA pot.

  8. Phosphazene additives

    DOEpatents

    Harrup, Mason K; Rollins, Harry W

    2013-11-26

    An additive comprising a phosphazene compound that has at least two reactive functional groups and at least one capping functional group bonded to phosphorus atoms of the phosphazene compound. One of the at least two reactive functional groups is configured to react with cellulose and the other of the at least two reactive functional groups is configured to react with a resin, such as an amine resin of a polycarboxylic acid resin. The at least one capping functional group is selected from the group consisting of a short chain ether group, an alkoxy group, or an aryloxy group. Also disclosed are an additive-resin admixture, a method of treating a wood product, and a wood product.

  9. Case study: a data warehouse for an academic medical center.

    PubMed

    Einbinder, J S; Scully, K W; Pates, R D; Schubart, J R; Reynolds, R E

    2001-01-01

    The clinical data repository (CDR) is a frequently updated relational data warehouse that provides users with direct access to detailed, flexible, and rapid retrospective views of clinical, administrative, and financial patient data for the University of Virginia Health System. This article presents a case study of the CDR, detailing its five-year history and focusing on the unique role of data warehousing in an academic medical center. Specifically, the CDR must support multiple missions, including research and education, in addition to administration and management. Users include not only analysts and administrators but clinicians, researchers, and students.

  10. Mitigating risk in academic preclinical drug discovery.

    PubMed

    Dahlin, Jayme L; Inglese, James; Walters, Michael A

    2015-04-01

    The number of academic drug discovery centres has grown considerably in recent years, providing new opportunities to couple the curiosity-driven research culture in academia with rigorous preclinical drug discovery practices used in industry. To fully realize the potential of these opportunities, it is important that academic researchers understand the risks inherent in preclinical drug discovery, and that translational research programmes are effectively organized and supported at an institutional level. In this article, we discuss strategies to mitigate risks in several key aspects of preclinical drug discovery at academic drug discovery centres, including organization, target selection, assay design, medicinal chemistry and preclinical pharmacology.

  11. Achievement-related expectancies, academic self-concept, and mathematics performance of academically underprepared adolescent students.

    PubMed

    House, J D

    1993-03-01

    The relationship between achievement-related expectancies, academic self-concept, and mathematics performance of 191 academically underprepared adolescent students was examined. After the effects of prior academic achievement were controlled for, a significant main effect for academic self-concept was found; as expected, students with higher academic self-concept earned significantly higher mathematics grades. In addition, after the effects of prior achievement were controlled for, female students were found to earn significantly higher mathematics grades than did male students. A significant three-way (Sex x Ethnic Group x Achievement-Related Expectancies) interaction was also noted. Unlike in several previous studies, no significant racial differences in mathematics performance were found. These students had a similar socioeconomic status (SES), and the effects of prior academic achievement were controlled for, suggesting that racial and gender differences in mathematics achievement may be partially explained by prior schooling and SES background, as posited by Reyes and Stanic (1988).

  12. Early Favorite in Academe Wins Handily

    ERIC Educational Resources Information Center

    Hebel, Sara

    2008-01-01

    Among the many groups of Barack Obama's supporters who considered him one of their own, and helped propel him into the presidency, were large numbers of the nation's college professors, administrators, and students. The president-elect won overwhelming support from academe throughout the campaign. The Obama campaign aggressively courted student…

  13. Fostering Research and Publication in Academic Libraries

    ERIC Educational Resources Information Center

    Sassen, Catherine; Wahl, Diane

    2014-01-01

    This study concerns administrative support provided to encourage the research and publishing activities of academic librarians working in Association of Research Libraries member libraries. Deans and directors of these libraries were asked to respond to an online survey concerning the support measures that their libraries provide, as well as their…

  14. An Academic-Health Service Partnership in Nursing: Lessons from the Field

    PubMed Central

    Granger, Bradi B.; Prvu-Bettger, Janet; Aucoin, Julia; Fuchs, Mary Ann; Mitchell, Pamela H.; Holditch-Davis, Diane; Roth, Deborah; Califf, Robert M.; Gilliss, Catherine L.

    2013-01-01

    Purpose To describe the development of an academic-health services partnership undertaken to improve use of evidence in clinical practice. Approach Academic health science schools and health service settings share common elements of their missions: to educate, participate in research, and excel in healthcare delivery, but differences in the business models, incentives, and approaches to problem-solving can lead to differences in priorities. Thus, academic and health service settings do not naturally align their leadership structures or work processes. We established a common commitment to accelerate the appropriate use of evidence in clinical practice and created an organizational structure to optimize opportunities for partnering that would leverage shared resources to achieve our goal. Findings A jointly governed and funded institute integrated existing activities from the academic and service sectors. Additional resources included clinical staff and student training and mentoring, a pilot research grant-funding program, and support to access existing data. Emergent developments include an appreciation for a wider range of investigative methodologies and cross-disciplinary teams with skills to integrate research in daily practice and improve patient outcomes. Conclusions By developing an integrated leadership structure and commitment to shared goals, we developed a framework for integrating academic and health service resources, leveraging additional resources, and forming a mutually beneficial partnership to improve clinical outcomes for patients. PMID:22339774

  15. Self-care and yoga-academic-practice collaboration for occupational health.

    PubMed

    Alexander, Gina

    2013-12-01

    High rates of stress and burnout among nurses and other health care providers justify the exploration of innovative interventions designed to reduce stress and promote self-care among this population. A growing body of evidence supports the physical and psychosocial benefits of yoga and suggests the potential for yoga to support self-care and reduce stress among health care providers. This article describes the formation of an academic-practice collaboration to use yoga as a model for occupational health and wellness among nurses employed at a tax-supported urban health system. In addition, recommendations for program sustainability over time are discussed.

  16. Transforming Academic Advising through the Use of Information Technology. Monograph Series, No. 4.

    ERIC Educational Resources Information Center

    Kramer, Gary L., Ed; Childs, M. Wayne, Ed.

    This monograph presents 9 papers and 11 reports of innovative applications concerned with the design and integration of technical support systems in the academic advising workplace. The papers are into three parts: technology, student academic advising and planning; using technology to deliver academic support services, and the future roles of…

  17. Exploring the Relationship between Student Involvement in GEAR UP and Academic Achievement

    ERIC Educational Resources Information Center

    Kennedy, Renea F.

    2016-01-01

    The purpose of this study was to examine the relationship between GEAR UP academic support services and student achievement. GEAR UP is an evidence-based college readiness program. This study focused on a subset of academic support services designed to impact student achievement including: academic mentoring, math tutoring, English tutoring, study…

  18. Influence of H{sub 3}PO{sub 4} additives on interaction between NIMoO{sub 4} and support in Al-Ni-Mo catalysts of hydrogenation

    SciTech Connect

    Sydelkovskaya, V.G.; Surin, S.A.; Nefedov, B.K.

    1995-12-31

    Al-Ni-Mo catalysts produced by mixing of NiMoO{sub 4} and alumina hydrooxide (psevdobemit) were investigated by UV reflectance spectroscopy and combination scattering spectroscopy. The catalysts without H{sub 3}PO{sub 4} additives are characterized by destruction of NiMoO{sub 4} and interaction between Ni, Mo had the support with formation of surface Al-Ni-Mo structures. The study of H{sub 3}PO{sub 4} additives effect on the formation of oxide Ni-Mo phases in the Al-Ni-Mo catalysts has shown, that the introduction of H{sub 3}PO{sub 4} allows to stabilize NiMoO{sub 4} and to prevent its decomposition.

  19. NGSI student activities in open source information analysis in support of the training program of the U.S. DOE laboratories for the entry into force of the additional protocol

    SciTech Connect

    Sandoval, M Analisa; Uribe, Eva C; Sandoval, Marisa N; Boyer, Brian D; Stevens, Rebecca S

    2009-01-01

    In 2008 a joint team from Los Alamos National Laboratory (LANL) and Brookhaven National Laboratory (BNL) consisting of specialists in training of IAEA inspectors in the use of complementary access activities formulated a training program to prepare the U.S. Doe laboratories for the entry into force of the Additional Protocol. As a major part of the support of the activity, LANL summer interns provided open source information analysis to the LANL-BNL mock inspection team. They were a part of the Next Generation Safeguards Initiative's (NGSI) summer intern program aimed at producing the next generation of safeguards specialists. This paper describes how they used open source information to 'backstop' the LANL-BNL team's effort to construct meaningful Additional Protocol Complementary Access training scenarios for each of the three DOE laboratories, Lawrence Livermore National Laboratory, Idaho National Laboratory, and Oak Ridge National Laboratory.

  20. Academic voices and the challenges of tutoring.

    PubMed

    Price, Bob

    2003-11-01

    This paper describes grounded theory research conducted amongst postregistration learners completing an undergraduate programme in nursing studies by distance learning at a UK higher education institute. The focus of enquiry was upon student support and learning. Research was conducted between 1996 and 2001 and included 41 interviews with students, 22 interviews with tutors, 24 tutorial observations and 69 field observations conducted within the distance learning centre. A key theme developing within the research was the use of 'academic voices' by students to help manage their support relationship with tutors. Academic voices describe the ways in which students asked for helped and admitted the tutor in varying degrees to their learning. Students adopted a 'voice' that they believed enabled them to manage learning and to determine just what sorts of help the tutor would be permitted to supply. The paper discusses the implications of the use of academic voices' by students for the support work of tutors.

  1. The Impact of Children's Social Adjustment on Academic Outcomes

    PubMed Central

    DeRosier, Melissa E.; Lloyd, Stacey W.

    2011-01-01

    This study tested whether social adjustment added to the prediction of academic outcomes above and beyond prior academic functioning. School records and peer-, teacher-, and self-report measures were collected for 1,255 third grade children in the fall and spring of the school year. Social acceptance by and aggression with peers were included as measures of social adjustment. Academic outcomes included math and reading GPA, classroom behavior, academic self-esteem, and absenteeism. As expected, support for the causal model was found where both forms of social adjustment contributed independently to the prediction of each area of academic adjustment. Gender differences in the patterns of results were present, particularly for the impact of aggression on academic adjustment. Discussion focuses on the implications for social-emotional literacy programs to prevent negative academic outcomes. PMID:21603062

  2. Student Support Services for the Underprepared Student

    ERIC Educational Resources Information Center

    Wilmer, Elizabeth

    2008-01-01

    The needs of students who enter college underprepared transcend academic preparation. These students require an array of student services that will support them in their quest to achieve the academic and personal skills necessary for college-level coursework and academic success. The model the author proposes in this article is not unique, but it…

  3. The Academic Structure in Japan: Institutional Hierarchy and Academic Mobility.

    ERIC Educational Resources Information Center

    Arimoto, Akira

    The characteristics of the Japanese academic structure are examined with attention to the evolution of institutional hierarchy, the closed academic structure, and the effects of the academic structure upon academic research. The evolution of Japan's institutional hierarchy in academics has been tightly related to factors of nationalism,…

  4. Publishing and academic promotion.

    PubMed

    Dixon, A K

    2009-09-01

    Clearly, academic endeavour has to be the single most important criterion for appointment to an academic position and for subsequent promotion. It is rare for excellence either in teaching or clinical practice to offset a poor publication record. However, the pressure to publish and gain related grant income can lead to problems in the normal academic pursuits of a department or institution. These and other related issues will be explored in this editorial.

  5. Academic freedom, public reactions, and anonymity.

    PubMed

    Häyry, Matti

    2014-05-01

    Academic freedom can be defined as immunity against adverse reactions from the general public, designed to keep scholars unintimidated and productive even after they have published controversial ideas. Francesca Minerva claims that this notion of strict instrumental academic freedom is supported by Ronald Dworkin, and that anonymity would effectively defend the sphere of immunity implied by it. Against this, I argue that the idea defended by Minerva finds no support in the work by Dworkin referred to; that anonymity would not in most cases effectively protect the kind of immunity sought after; and that in some cases it would not even be desirable to protect scholars from public reactions to their controversial claims.

  6. The Marketing Concept in an Academic Environment

    NASA Astrophysics Data System (ADS)

    Rešetová, Kvetoslava

    2013-01-01

    Universities, as subjects of the academic environment, are institutions with the priority of education and research. The task of the marketing concept in the academic field is to communicate with all important target groups to support a stronger position and their perception of the school. The aim of the intervention is to increase the prestige, improve awareness, support positive attitudes, and present successful results in all areas of activity. This means creation and protection of a positive image, which enables higher interest of all target groups and secures better awareness about it.

  7. Partnerships with Academic Departments

    ERIC Educational Resources Information Center

    English, Anthony M.

    2013-01-01

    This chapter describes how professional and continuing higher education units can develop and sustain successful partnerships with academic departments in order to deliver educational programs effectively to students.

  8. Integrating Computer Assisted Language Learning into Out-of-Class Extended Learning: The Impact of iPod Touch-Supported Repeated Reading on the Oral Reading Fluency of English for Specific Academic Purposes Students

    ERIC Educational Resources Information Center

    Papadima-Sophocleous, Salomi

    2015-01-01

    By using the formative experiment, this study investigated how an instructional intervention, consisting of a Repeated Reading (RR) technique and an iPod Touch, helped achieve a valued pedagogical goal, that of enhancing the Oral Reading Fluency (ORF) of sixteen English for Specific Academic Purposes (ESAP) first-year university students. Students…

  9. Development of Cities Mentor Project: An Intervention to Improve Academic Outcomes for Low-Income Urban Youth through Instruction in Effective Coping Supported by Mentoring Relationships and Protective Settings

    ERIC Educational Resources Information Center

    Grant, Kathryn E.; Farahmand, Farahnaz; Meyerson, David A.; Dubois, David L.; Tolan, Patrick H.; Gaylord-Harden, Noni K.; Barnett, Alexandra; Horwath, Jordan; Doxie, Jackie; Tyler, Donald; Harrison, Aubrey; Johnson, Sarah; Duffy, Sophia

    2014-01-01

    This manuscript summarizes an iterative process used to develop a new intervention for low-income urban youth at risk for negative academic outcomes (e.g., disengagement, failure, drop-out). A series of seven steps, building incrementally one upon the other, are described: 1) identify targets of the intervention; 2) develop logic model; 3)…

  10. Modeling the Interaction of Academic Self-Beliefs, Frequency of Reading at Home, Emotional Support, and Reading Achievement: An RCT Study of At-Risk Early Readers in First Grade and Second Grade

    ERIC Educational Resources Information Center

    Fives, Allyn

    2016-01-01

    The current article examines what factors explained the success of a reading program delivered by older adult volunteers to at-risk early readers. The article also examines the direction of the relationship over time (both direct and mediated) between reading achievement, frequency of reading at home, and academic self-beliefs. Two hundred and…

  11. Developing critical mass and growing our own academics.

    PubMed

    Winyard, P J D; Cass, H D; Stephenson, T J; Wilkinson, A R; Olver, R E

    2006-12-01

    Academic paediatrics is an exciting and rewarding career path but is not immune to the problems of recruitment and retention currently affecting most branches of medicine. The Modernising Medical Careers initiative, with its explicit academic training path, offers an unparalleled opportunity to develop novel schemes that promote recruitment and retention. Coordinated action is required to define, publicise and support the new academic training programmes and to attract the best trainees into them.

  12. Coaching: a new model for academic and career achievement.

    PubMed

    Deiorio, Nicole M; Carney, Patricia A; Kahl, Leslie E; Bonura, Erin M; Juve, Amy Miller

    2016-01-01

    Background Individualized education is emerging as an innovative model for physician training. This requires faculty coaching to guide learners' achievements in academic performance, competency development, and career progression. In addition, coaching can foster self-reflection and self-monitoring using a data-guided approach to support lifelong learning. Context Coaching differs from mentoring or advising, and its application in medical education is novel. Because of this, definitions of the concept and the constructs of coaching as applied to medical education are needed to accurately assess the coaching relationship and coaching processes. These can then be linked to learner outcomes to inform how coaching serves as a modifier of academic and competency achievement and career satisfaction. Innovation We developed definitions and constructs for academic coaching in medical education based on review of existing education and non-education coaching literature. These constructs focus on 1) establishing relationship principles, 2) conducting learner assessments, 3) developing and implementing an action plan, and 4) assessing results and revising plans accordingly. Implication Coaching is emerging as an important construct in the context of medical education. This article lays the vital groundwork needed for evaluation of coaching programs aimed at producing outstanding physicians.

  13. Coaching: a new model for academic and career achievement

    PubMed Central

    Deiorio, Nicole M.; Carney, Patricia A.; Kahl, Leslie E.; Bonura, Erin M.; Juve, Amy Miller

    2016-01-01

    Background Individualized education is emerging as an innovative model for physician training. This requires faculty coaching to guide learners’ achievements in academic performance, competency development, and career progression. In addition, coaching can foster self-reflection and self-monitoring using a data-guided approach to support lifelong learning. Context Coaching differs from mentoring or advising, and its application in medical education is novel. Because of this, definitions of the concept and the constructs of coaching as applied to medical education are needed to accurately assess the coaching relationship and coaching processes. These can then be linked to learner outcomes to inform how coaching serves as a modifier of academic and competency achievement and career satisfaction. Innovation We developed definitions and constructs for academic coaching in medical education based on review of existing education and non-education coaching literature. These constructs focus on 1) establishing relationship principles, 2) conducting learner assessments, 3) developing and implementing an action plan, and 4) assessing results and revising plans accordingly. Implication Coaching is emerging as an important construct in the context of medical education. This article lays the vital groundwork needed for evaluation of coaching programs aimed at producing outstanding physicians. PMID:27914193

  14. Additional Degree Required? Advanced Subject Knowledge and Academic Librarianship

    ERIC Educational Resources Information Center

    Ferguson, Jennifer

    2016-01-01

    Since the Association of College and Research Libraries (ACRL) first published its terminal degree statement in 1975, the topic of librarians and advanced subject degrees has been controversial, and research on the topic has remained limited. Based on data gathered from two major online job sites as well as library and information science programs…

  15. Combined Training of One Cognitive and One Metacognitive Strategy Improves Academic Writing Skills

    PubMed Central

    Wischgoll, Anke

    2016-01-01

    Academic writing is a challenging task. Expert writers apply various writing skills as they anticipate the reader’s view of their text while paying attention to structure and content. Research in the high school setting shows that the acquisition of writing skills can be supported by single-strategy training. However, research in higher education is scarce. We tested whether the development of academic writing skills can also be effectively supported by training single strategies or even combined strategies. As metacognition is an important skill for advanced and adult learners, we focused in this study on the benefit of combined cognitive strategies with and without a metacognitive strategy. An experiment including three conditions was conducted (N = 60 German-speaking psychology undergraduates, M = 22.8, SD = 4.4), which lasted for three hours. Each group received a modeling intervention of a basic cognitive strategy on the application of text structure knowledge. Two groups received an additional modeling intervention with either a cognitive strategy treatment on text summarization or a metacognitive strategy treatment on self-monitoring the writing process. One group received no further strategy treatment. Prior knowledge and learning outcomes were measured with a specially developed test on academic writing skills. In addition, all participants wrote an abstract of an empirical article. We found that learners who received the additional self-monitoring strategy intervention benefited significantly more in terms of acquisition of academic writing skills and the quality of their texts than learners who did not receive this intervention. Thus, the results underline the importance of self-monitoring strategies in academic writing. Implications and further research opportunities are discussed. PMID:26941671

  16. Combined Training of One Cognitive and One Metacognitive Strategy Improves Academic Writing Skills.

    PubMed

    Wischgoll, Anke

    2016-01-01

    Academic writing is a challenging task. Expert writers apply various writing skills as they anticipate the reader's view of their text while paying attention to structure and content. Research in the high school setting shows that the acquisition of writing skills can be supported by single-strategy training. However, research in higher education is scarce. We tested whether the development of academic writing skills can also be effectively supported by training single strategies or even combined strategies. As metacognition is an important skill for advanced and adult learners, we focused in this study on the benefit of combined cognitive strategies with and without a metacognitive strategy. An experiment including three conditions was conducted (N = 60 German-speaking psychology undergraduates, M = 22.8, SD = 4.4), which lasted for three hours. Each group received a modeling intervention of a basic cognitive strategy on the application of text structure knowledge. Two groups received an additional modeling intervention with either a cognitive strategy treatment on text summarization or a metacognitive strategy treatment on self-monitoring the writing process. One group received no further strategy treatment. Prior knowledge and learning outcomes were measured with a specially developed test on academic writing skills. In addition, all participants wrote an abstract of an empirical article. We found that learners who received the additional self-monitoring strategy intervention benefited significantly more in terms of acquisition of academic writing skills and the quality of their texts than learners who did not receive this intervention. Thus, the results underline the importance of self-monitoring strategies in academic writing. Implications and further research opportunities are discussed.

  17. Instructional Leadership and Student Achievement: The Role of Catholic Identity in Supporting Instructional Leadership

    ERIC Educational Resources Information Center

    McDonald, Jeremy Anthony

    2012-01-01

    This study examined the relationship between strong instructional leadership, as measured by the Principal Instructional Measurement Rating Scale (PIMRS) and high student academic outcomes in 35 Mid35-Atlantic Catholic elementary schools. In addition, the research explored the role of Catholic identity in supporting instructional leadership…

  18. Mo-Fe catalysts supported on activated carbon for synthesis of liquid fuels by the Fischer-Tropsch process: effect of Mo addition on reducibility, activity, and hydrocarbon selectivity

    SciTech Connect

    Wenping Ma; Edwin L. Kugler; James Wright; Dady B. Dadyburjor

    2006-12-15

    The effects of Mo loading (0-12 wt %) on the properties of activated-carbon- (AC-) supported Fe-Cu-K catalysts and their performance for Fischer-Tropsch synthesis are studied. Physicochemical properties studied include particle size, reducibility, and dispersion, and catalytic properties include activity, selectivity, and stability. Catalysts were characterized by N{sub 2} adsorption, energy-dispersive spectroscopy, X-ray diffraction (XRD), H{sub 2} temperature-programmed reduction (TPR), and CO chemisorption. Catalyst performance was studied at 310-320{sup o}C, 2.2 MPa, 3 Nl/g-cat/h, and H{sub 2}/CO = 0.9. Reaction results in a fixed-bed reactor show that addition of 6% Mo into the Fe-Cu-K/AC catalyst improves catalyst stability without sacrificing activity, but activity is suppressed dramatically on a 12% Mo-loaded catalyst. Detectable hydrocarbons of C{sub 1} to C{sub 34} are produced on the Fe-Cu-K/AC catalysts with or without Mo. However, the addition of Mo results in the production of more CH{sub 4} and less C{sub 5+} hydrocarbons. The Mo promoter greatly enhances secondary reactions of olefins, leading to a large amount of internal olefins (i.e., other than 1-olefins) in the product. TPR shows that a strong interaction between Fe and Mo oxides is present, and the extent of reduction of Fe is suppressed after addition of Mo to the Fe-Cu-K catalyst. CO-chemisorption and XRD studies show increased iron dispersion and decreased particle size of the iron carbide and iron oxide after the addition of Mo. Segregation of iron active sites, thereby preventing them from agglomerating, and a larger number of active sites on the 6% Mo catalyst are possible reasons for the improved stability and higher activity of Mo-promoted catalysts. 54 refs., 5 figs., 6 tabs.

  19. Academic Women in Protest.

    ERIC Educational Resources Information Center

    Theodore, Athena

    This paper is an exploratory inquiry into some aspects of protest for sex equality by academic women. The analysis is based on published and unpublished information on sex discrimination in academia, as well as a sample of 65 cases of academic women obtained from a pilot survey. Following introductory material, Part II emphasizes patterns of…

  20. Thinking Academic Freedom

    ERIC Educational Resources Information Center

    Lange, Lis

    2016-01-01

    This lecture argues that the politicisation and instrumentalisation of the university caused by neoliberal frames has as a result the depoliticisation of knowledge and of the academic as individual. This depoliticisation has turned academic freedom into a right to disengage not only from the political fight around these issues but also from the…

  1. Leaving the Academic Library

    ERIC Educational Resources Information Center

    Luzius, Jeff; Ard, Allyson

    2006-01-01

    A survey was distributed to former academic librarians to determine why they left the field and which career they pursued afterward. Results suggest that former academic librarians are unhappy with administration, image, and salary. Time spent as librarians helped individuals in their new careers.

  2. Impulsivity and Academic Cheating

    ERIC Educational Resources Information Center

    Anderman, Eric M.; Cupp, Pamela K.; Lane, Derek

    2009-01-01

    The authors examined the relations between academic cheating and impulsivity in a large sample of adolescents enrolled in high school health education classes. Results indicated that impulsivity predicts academic cheating for students who report extensive involvement in cheating. However, students who engage in extensive cheating are less likely…

  3. Understanding Academic Confidence

    ERIC Educational Resources Information Center

    Sander, Paul; Sanders, Lalage

    2006-01-01

    This paper draws on the psychological theories of self-efficacy and the self-concept to understand students' self-confidence in academic study in higher education as measured by the Academic Behavioural Confidence scale (ABC). In doing this, expectancy-value theory and self-efficacy theory are considered and contrasted with self-concept and…

  4. Marketing Academic Libraries

    ERIC Educational Resources Information Center

    Mallon, Melissa, Ed.

    2013-01-01

    Ask any academic librarian if marketing their library and its services is an important task, and the answer will most likely be a resounding "yes!" Particularly in economically troubled times, librarians are increasingly called upon to promote their services and defend their library's worth. Since few academic libraries have in-house marketing…

  5. Academic Freedom Revisited

    ERIC Educational Resources Information Center

    Doughty, Howard A.

    2010-01-01

    One of the author's enduring concerns about the concept of academic freedom is with semantics. It has seemed to him that one of the biggest difficulties with discussions of academic freedom (as with many conversations about "value-laden" terms such as "democracy," "equity," and "justice") is that people begin from different positions and with…

  6. The Academic Generation Gap

    ERIC Educational Resources Information Center

    Dronzek, Anna

    2008-01-01

    The current generation gap in academia is different--fundamentally shaped by the structural problems of academic employment. The job market has especially exacerbated tensions between senior and junior faculty by ratcheting up expectations and requirements at every stage of the academic career. The disparities have been mentioned often enough to…

  7. Becoming an Academic Researcher

    ERIC Educational Resources Information Center

    Angervall, Petra; Gustafsson, Jan

    2014-01-01

    The neo-liberal restructuring of academia justifies research concerning what constitutes academic work, what it means to be an academic researcher and how researchers manoeuvre in academia. The aim of this article is to investigate how this reshaping of higher education affects how research careers are formed and impacts on "becoming…

  8. Recalibrating Academic Bias

    ERIC Educational Resources Information Center

    Yancey, George

    2012-01-01

    Whether political and/or religious academic bias exists is a question with important ramifications for the educational institutions. Those arguing for the presence of such bias contend that political conservatives and the highly religious in academia are marginalized and face discrimination. The question of academic bias tends to be cast in a…

  9. A 1.1Mb deletion in distal 13q deletion syndrome region with congenital heart defect and postaxial polydactyly: additional support for a CHD locus at distal 13q34 region.

    PubMed

    Yang, Yi-Feng; Ai, Qi; Huang, Can; Chen, Jin-Lan; Wang, Jian; Xie, Li; Zhang, Wei-Zhi; Yang, Jin-Fu; Tan, Zhi-Ping

    2013-10-01

    13q deletion syndrome is a rare genetic disorder, especially for group 3 deletion (13q33-q34 deletion). Previously we described a patient with congenital heart defect and mental retardation and proposed that a distal 6Mb region might contain the causative gene of congenital heart defect. Here we present a new patient with congenital heart defects (CHD), hand and foot anomalies and mild mental retardation. We identified a 1.1Mb deletion at chromosome 13q34 with high resolution SNP-array BeadChips (HumanOmni1-Quad, Illumina, USA). This chromosome region contains ten annotated genes, including GRK1, TFDP1, RASA3 and GAS6. To our knowledge, this represents the smallest 13q34 deletion identified to date. Our study provides additional support that distal 13q34 deletion region might contain key gene(s) responsible for cardiac development.

  10. Randomized pilot study and qualitative evaluation of a clinical decision support system for brain tumour diagnosis based on SV ¹H MRS: evaluation as an additional information procedure for novice radiologists.

    PubMed

    Sáez, Carlos; Martí-Bonmatí, Luis; Alberich-Bayarri, Angel; Robles, Montserrat; García-Gómez, Juan M

    2014-02-01

    The results of a randomized pilot study and qualitative evaluation of the clinical decision support system Curiam BT are reported. We evaluated the system's feasibility and potential value as a radiological information procedure complementary to magnetic resonance (MR) imaging to assist novice radiologists in diagnosing brain tumours using MR spectroscopy (1.5 and 3.0T). Fifty-five cases were analysed at three hospitals according to four non-exclusive diagnostic questions. Our results show that Curiam BT improved the diagnostic accuracy in all the four questions. Additionally, we discuss the findings of the users' feedback about the system, and the further work to optimize it for real environments and to conduct a large clinical trial.

  11. Academic stress and positive affect: Asian value and self-worth contingency as moderators among Chinese international students.

    PubMed

    Liao, Kelly Yu-Hsin; Wei, Meifen

    2014-01-01

    The theoretical model proposed by Berry and colleagues (Berry, 1997; Berry, Kim, Minde, & Mok, 1987) highlights the importance of identifying moderators in the acculturation process. Accordingly, the current study examined the Asian cultural value of family recognition through achievement (FRTA) and contingency of self-worth on academic competence (CSW-AC) as moderators in the association between academic stress and positive affect among Chinese international students. A total of 370 Chinese international students completed online surveys. Results from a hierarchical regression indicated that while academic stress was negatively associated with positive affect, FRTA was positively associated with positive affect. In other words, those with high academic stress reported a lower level of positive affect. However, individuals who endorsed high levels of FRTA reported a higher level of positive affect. In addition, results also revealed a significant interaction between academic stress and CSW-AC on positive affect. Thus, the study's finding supported the moderator role of CSW-AC. Simple effect analyses were conducted to examine the significant interaction. The results showed that higher levels of CSW-AC strengthened the negative association between academic stress and positive affect but lower levels of CSW-AC did not. Future research directions and implications are discussed.

  12. Social cognitive predictors of academic and life satisfaction: Measurement and structural equivalence across three racial/ethnic groups.

    PubMed

    Sheu, Hung-Bin; Mejia, Araceli; Rigali-Oiler, Marybeth; Primé, Dominic R; Chong, Shiqin Stephanie

    2016-07-01

    Data of 306 Caucasian American, 284 Asian American, and 259 Latino/a American college students were analyzed in this study to test a modified version of Lent and Brown's (2006, 2008) satisfaction model in the academic context. In addition to the full set of variables hypothesized in the original model, the modified academic satisfaction model also included independent and interdependent self-construals to represent one's cultural orientations. Comparisons between the hypothesized model and 2 alternative models showed that direct paths from extraversion and emotional stability added significantly to the predictions of academic satisfaction and life satisfaction for all 3 racial/ethnic groups while those from independent and interdependent self-construals also had the same effects for Latino/a American students. The hypothesized model offered excellent fit to the data of all 3 racial/ethnic groups. Consistent with theoretical prediction, academic supports, self-efficacy, outcome expectations, or goal progress formed pathways that mediated the relations of personality traits and self-construals to academic satisfaction or life satisfaction across 3 groups. Although full measurement equivalence (configural invariance and metric invariance) was observed, 4 structural paths and 16 indirect effects differed significantly by race/ethnicity. Most of these differences in structural paths and indirect effects occurred between Caucasian Americans and Asian Americans. On balance, findings of the study provided evidence for the cross-racial/ethnic validity of the modified academic satisfaction model while identifying racial/ethnic differences that might have useful clinical implications. (PsycINFO Database Record

  13. Depression among Indian university students and its association with perceived university academic environment, living arrangements and personal issues.

    PubMed

    Deb, Sibnath; Banu, Parveen R; Thomas, Shinto; Vardhan, R Vishnu; Rao, P Tirupathi; Khawaja, Nigar

    2016-10-01

    The aim of the study is to ascertain the level of depression among university students across gender, academic stream, semesters, perception of family environment and relationship with parents, academic performance, and family income. In addition, the study examines the association between students' perceived university academic environment, living arrangements, personal issues, and depression. Seven hypotheses were formulated for verification. A total of 717 students were recruited following the multistage cluster sampling method, and data were collected by a specially designed structured questionnaire, academic achievement record and a standardized University Students Depression Inventory. Findings disclosed that 37.7%, 13.1%, and 2.4% of the students were suffering from moderate, severe, and extremely severe depression. A significant difference was found across semester, that is, semester II students reported a higher level of depression than semester III students. So far as academic stream is concerned, students from humanities and social science were found to be suffering from more depression compared to students from science and management streams. The study further disclosed that the students who reported positive views about the university academic environment and living arrangements had lower level of depression compared to their counterparts. Personal resilience's such as being able to sharing personal problems with others and doing regular exercise were found to be associated with positive mental health. The findings of the study emphasize the need for immediate mental health support services for about 15.6% of the students who were either suffering from severe or extremely severe depression at the University.

  14. The impact of embedded support for underprepared students in a college chemistry course

    NASA Astrophysics Data System (ADS)

    Hesser, Tiffany L.

    This quasi-experimental study examined the impact of embedded support on academic success for students requiring remediation in college chemistry. Additional support for underprepared students incorporated within a course is recommended by Connecticut's Public Act 12-40, An Act Concerning College Readiness and Completion. For this study, embedded support consisted of weekly instructional support sessions and introduced the concepts of metacognitive awareness and motivation in learning. Students' progression through the course was measured using a series of standardized questions. Metacognitive awareness and motivation levels were measure at the start and completion of the semester using the Metacognitive Awareness Inventory (MAI) and Motivated Student Learning Questionnaire (MSLQ). It was found that with embedded support, underprepared students performed academically at a level equivalent to that of their college-ready peers. Based on these results, this embedded support model as an evidence-based practice should be considered in class development or policies surrounding students identified as underprepared.

  15. An Evaluation of the Academic Volunteer and Mentor Service Program.

    ERIC Educational Resources Information Center

    Illig, David C.

    This report evaluates the performance of the California Academic Volunteer and Mentor Service Program, addressing an assessment of the impact of mentoring on middle school and high school student achievement, attendance, and behavior. The program's goal is to use volunteer mentors to provide support to children at risk of academic failure and…

  16. Dynamic Assessment, Tutor Mediation and Academic Writing Development

    ERIC Educational Resources Information Center

    Shrestha, Prithvi; Coffin, Caroline

    2012-01-01

    Supporting undergraduate students with their academic literacies has recently been a major focus in higher education in the UK. This paper explores the value of tutor mediation in the context of academic writing development among undergraduate business studies students in open and distance learning, following the dynamic assessment (DA) approach…

  17. Entering the Conversation: Reaction Papers in Advanced Academic Literacy

    ERIC Educational Resources Information Center

    Stacey, Jennifer Davida; Granville, S.

    2009-01-01

    Amongst academics working with postgraduate students, there has recently been increasing interest in ways of supporting advanced academic literacy (AAL). This is a concern for us at the University of Witwatersrand in Johannesburg, South Africa, where we teach a diverse group of postgraduate students, most of whom are subject practitioners in…

  18. Latino Adolescents' Academic Motivation: The Role of Siblings

    ERIC Educational Resources Information Center

    Alfaro, Edna C.; Umana-Taylor, Adriana J.

    2010-01-01

    Guided by an ecological perspective, two competing models were tested to examine how sibling relationship quality directly predicted or interacted with academic support from siblings to predict Latino adolescents' academic motivation (N = 258). Gender differences were examined utilizing multiple group analysis in structural equation modeling.…

  19. Building Next Generation Video Game Collections in Academic Libraries

    ERIC Educational Resources Information Center

    Laskowski, Mary; Ward, David

    2009-01-01

    Most academic libraries do not yet have gaming collections, let alone gaming services and facilities that support the unique and growing teaching and research needs of campus environments. Academic libraries in particular need to start thinking about developing the next generation of gaming collections and services. This article examines the…

  20. Designing Search: Effective Search Interfaces for Academic Library Web Sites

    ERIC Educational Resources Information Center

    Teague-Rector, Susan; Ghaphery, Jimmy

    2008-01-01

    Academic libraries customize, support, and provide access to myriad information systems, each with complex graphical user interfaces. The number of possible information entry points on an academic library Web site is both daunting to the end-user and consistently challenging to library Web site designers. Faced with the challenges inherent in…

  1. Open Access in China and Its Effect on Academic Libraries

    ERIC Educational Resources Information Center

    Hu, Dehua; Luo, Aijing; Liu, Haixia

    2013-01-01

    OA is to become the future of academic library exchanges in China. With the government's support and promotion of OA, more and more Chinese academic libraries have been committed to participating in OA. The rapid development of OA not only has changed the model of traditional scholarly communication and brought a free communication environment of…

  2. Integrating Academic and Vocational Education: A Model for Secondary Schools.

    ERIC Educational Resources Information Center

    Penn, Alexandra; Williams, Dennis

    The two-track system that divides academic education from vocational education no longer supports students' interests. This book describes a practical approach to integrating academic and vocational education, focusing on achieving a seamlessly integrated curriculum. Chapter 1 describes the rationale of a high school program--the Cocoa Academy for…

  3. Academic Achievement and Its Impact on Friend Dynamics

    ERIC Educational Resources Information Center

    Flashman, Jennifer

    2012-01-01

    Academic achievement in adolescence is a key determinant of future educational and occupational success. Friends play an important role in the educational process. They provide support and resources and can both encourage and discourage academic achievement. As a result, the friends adolescents make may help to maintain and exacerbate inequality…

  4. Working Memory Updating as a Predictor of Academic Attainment

    ERIC Educational Resources Information Center

    Lechuga, M. Teresa; Pelegrina, Santiago; Pelaez, Jose L.; Martin-Puga, M. Eva; Justicia, M. Jose

    2016-01-01

    There is growing evidence supporting the importance of executive functions, and specifically working memory updating (WMU), for children's academic achievement. This study aimed to assess the specific contribution of updating to the prediction of academic performance. Two updating tasks, which included different updating components, were…

  5. The Protean Challenge of Game Collections at Academic Libraries

    ERIC Educational Resources Information Center

    Cross, Emma; Mould, David; Smith, Robert

    2015-01-01

    The rise of game development and game studies on university campuses prompts academic libraries to consider how to support teaching and research in this area. This article examines current issues and challenges in the development of game collections at academic libraries. The gaming ecosystem has become more complex and libraries may need to move…

  6. Strengthening Academic Advising by Developing a Normative Theory

    ERIC Educational Resources Information Center

    Himes, Hilleary A.

    2014-01-01

    Discussions on academic advising theory have centered on application from many disciplines; however, academic advising is unlike any other field, and therefore, theories from other disciplines do not correspond with all of the unique goals of advising: assisting students in understanding the meaning of higher education, supporting students in…

  7. Age, and Midcareer Crisis: An Empirical Study of Academics.

    ERIC Educational Resources Information Center

    Entrekin, L.V.; Everett, J.E.

    1981-01-01

    Examines the midlife career/crisis transition period of academic staff surveyed in four Australian Universities. Supports a generalized career stage model and a specific career stage model of academic staff, who are shown to be particularly susceptible to the midlife crisis/transition phenomenon. (Author/JAC)

  8. The Internet and Academics' Workload and Work-Family Balance

    ERIC Educational Resources Information Center

    Heijstra, Thamar M.; Rafnsdottir, Gudbjorg Linda

    2010-01-01

    The aim of this article is to analyse whether the Internet and other ICT technologies support a work-family balance amongst academics. The study is based on 20 in-depth interviews with academics in Iceland and analysed according to the Grounded Theory Approach. This study challenges the notion that the Internet, as part of ICT technology, makes it…

  9. Does Academic Work Make Australian Academics Happy?

    ERIC Educational Resources Information Center

    Duncan, Roderick; Tilbrook, Kerry; Krivokapic-Skoko, Branka

    2015-01-01

    Happiness research is a rapidly-growing area in social psychology and has emphasised the link between happiness and workplace productivity and creativity for knowledge workers. Recent articles in this journal have raised concerns about the level of happiness and engagement of Australian academics with their work, however there is little research…

  10. Male Student-Athlete Perceptions of University Academic Staff Expectations: A Qualitative Analysis of Perceptions, Value and Academic Motivation

    ERIC Educational Resources Information Center

    Verbeck, Teresa A.

    2010-01-01

    Semi-structured interviews were conducted with 11 male collegiate student-athletes in a revenue-generating sport in an effort to better inform current academic support practitioners how to best serve this population. The inquiry focused on student-athlete perceptions of two areas: (1) perceptions regarding the expectations academic personnel have…

  11. Factors influencing the academic motivation of individual college students.

    PubMed

    Yoshida, Masahiro; Tanaka, Masaaki; Mizuno, Kei; Ishii, Akira; Nozaki, Kumi; Urakawa, Ayako; Cho, Yuki; Kataoka, Yosky; Watanabe, Yasuyoshi

    2008-10-01

    Motivation is an important psychological concept in academic learning. Subjects performed jigsaw puzzle and square puzzle sessions (as difficulty variant task) and 80%, 50%, and 20% completion sessions (as completion variant task). After square puzzle or 20% completion sessions, subjective motivation decreased. Although baseline scores on an academic motivation scale were negatively correlated with changes in subjective motivation for the square puzzle session, a positive correlation was observed for the 20% completion session. These suggest that while continual completion of facile task trials may support the motivation of college students with lower academic motivation, attempting difficult task trials may sustain that of those with higher academic motivation.

  12. Social support moderates the effects of stress on sleep in adolescents.

    PubMed

    van Schalkwijk, Frank J; Blessinga, Agaath N; Willemen, Agnes M; Van Der Werf, Ysbrand D; Schuengel, Carlo

    2015-08-01

    Academic expectations and demands become primary sources of stress during adolescence, negatively affecting sleep. To cope with stress, adolescents may turn to social support figures. The present study tested the extent of main and moderating effects of various sources of social support on the association between stress and sleep. Adolescents (n = 202, meanage 14.6 years, standard deviation = 0.71) reported on academic stress, sleep, and support using questionnaires during a low- and high-stress period, defined by the absence or presence of examinations, respectively. Inquiries were made regarding social support from parents, friends, and class supervisor. During both stress periods, academic stress was associated negatively with sleep quality and positively with sleep reduction. Social support increased sleep quality and lowered sleep reduction. In addition, social support moderated the effects of academic stress on sleep, thus improving sleep quality and lowering sleep reduction. Moderating effects were stronger during a period of high stress. The present study showed that adolescents can benefit from stress moderation through social support by improvements of sleep quality and sleep reduction. Such moderating effects should be taken into account when studying stress and sleep. Implications and recommendations based on these findings are discussed.

  13. Measuring Situational Interest in Academic Domains

    ERIC Educational Resources Information Center

    Linnenbrink-Garcia, Lisa; Durik, Amanda M.; Conley, AnneMarie M.; Barron, Kenneth E.; Tauer, John M.; Karabenick, Stuart A.; Harackiewicz, Judith M.

    2010-01-01

    Three studies were conducted to develop and validate scores on a new measure appropriate for assessing adolescents' situational interest (SI) across various academic settings. In Study 1 (n = 858), a self-report questionnaire was administered to undergraduates in introductory psychology. Confirmatory factor analyses (CFA) supported a three-factor…

  14. Fostering Topic Knowledge: Essential for Academic Writing

    ERIC Educational Resources Information Center

    Proske, Antje; Kapp, Felix

    2013-01-01

    Several researchers emphasize the role of the writer's topic knowledge for writing. In academic writing topic knowledge is often constructed by studying source texts. One possibility to support that essential phase of the writing process is to provide interactive learning questions which facilitate the construction of an adequate situation…

  15. Academic Placement after Traumatic Brain Injury.

    ERIC Educational Resources Information Center

    Donders, Jacques

    The acadmic placement of 87 children (ages 6 to 16 years) who had sustained brain injuries was determined within 1 year after initial psychological assessment. Forty-five children had returned full time to regular academic programs, 21 children received special education support for less than half of their classes, and 21 children were enrolled in…

  16. Colorado Academic Library Master Plan, Spring 1982.

    ERIC Educational Resources Information Center

    Breivik, Patricia Senn; And Others

    Based on a need to assess current library strengths and weaknesses and to project potential library roles in supporting higher education, this master plan makes a series of recommendations to Colorado's academic libraries. It is noted that the plan was endorsed by both the Colorado Commission on Higher Education and the Colorado State Department…

  17. Academic Voices and the Challenges of Tutoring.

    ERIC Educational Resources Information Center

    Price, Bob

    2003-01-01

    Grounded-theory based research involved interviews with 41 distance education nursing students and 22 tutors and 24 tutorial and 69 field observations. A key theme was students' development of academic voice in the support relationship with tutors. This voice helped them manage learning and determine what kinds of help tutors should give.…

  18. Academic Capitalism and the Community College

    ERIC Educational Resources Information Center

    Kleinman, Ilene

    2010-01-01

    Profit-generating entrepreneurial initiatives have become increasingly important as community colleges look for alternative revenue to support escalating costs in an environment characterized by funding constraints. Academic capitalism was used as the conceptual framework to determine whether community colleges have become increasingly market…

  19. University Academics' Experiences of Learning through Mentoring

    ERIC Educational Resources Information Center

    Ambler, Trudy; Harvey, Marina; Cahir, Jayde

    2016-01-01

    The use of mentoring for staff development is well established within schools and the business sector, yet it has received limited consideration in the higher education literature as an approach to supporting learning for academics. In this study located at one metropolitan university in Australia, an online questionnaire and one-on-one…

  20. Free Academic Content by CII-Shiksha

    ERIC Educational Resources Information Center

    Journal on School Educational Technology, 2005

    2005-01-01

    Shiksha India, a non-profit organization supported by the Confederation of Indian Industry (CII) was formed with the prime intent to bridge the digital divide in India. Through providing various technology tools to the schools free of cost, Shiksha aims to equip the school children with a variety of academic and life-long skills. The only…