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Sample records for affects student outcomes

  1. Using Student Support Systems to Increase Cognitive and Affective Outcomes.

    ERIC Educational Resources Information Center

    Soled, Suzanne Wegener; Bosma, Jennifer F.

    1992-01-01

    Student support systems (small groups of students who meet to learn), help combat the problem of large student-to-teacher ratios and increase cognitive and affective outcomes. Small groups allow large amounts of participation and interaction, rapid error correction, individualized practice, and self-paced work that actively involves students in…

  2. Student perceptions of their biology teacher's interpersonal teaching behaviors and student achievement and affective learning outcomes

    NASA Astrophysics Data System (ADS)

    Smith, Wade Clay, Jr.

    The primary goals of this dissertation were to determine the relationships between interpersonal teaching behaviors and student achievement and affective learning outcomes. The instrument used to collect student perceptions of teacher interpersonal teaching behaviors was the Questionnaire on Teacher Interactions (QTI). The instrument used to assess student affective learning outcomes was the Biology Student Affective Instrument (BSAI). The interpersonal teaching behavior data were collected using students as the observers. 111 students in an urban influenced, rural high school answered the QTI and BSAI in September 1997 and again in April 1998. At the same time students were pre and post tested using the Biology End of Course Examination (BECE). The QTI has been used primarily in European and Oceanic areas. The instrument was also primarily used in educational stratified environment. This was the first time the BSAI was used to assess student affective learning outcomes. The BECE is a Texas normed cognitive assessment test and it is used by Texas schools districts as the end of course examination in biology. The interpersonal teaching behaviors model was tested to ascertain if predictive power in the USA and in a non-stratified educational environment. Findings indicate that the QTI is an adequate predictor of student achievement in biology. The results were not congruent with the non-USA data and results, this indicates that the QTI is a society/culturally sensitive instrument and the instrument needs to be normed to a particular society/culture before it is used to affect teachers' and students' educational environments.

  3. The Synergistic Effect of Affective Factors on Student Learning Outcomes

    ERIC Educational Resources Information Center

    Jack, Brady Michael; Lin, Huann-shyang; Yore, Larry D.

    2014-01-01

    This study investigates how affective and self-related factors impact participation in science learning and environmental awareness and responsibility. Using PISA 2006 datasets from Taiwan and Canada having similar level of science competency, the model for this study verifies and expands an earlier model by examining the relationships among…

  4. Does Augmented Reality Affect High School Students' Learning Outcomes in Chemistry?

    NASA Astrophysics Data System (ADS)

    Renner, Jonathan Christopher

    Some teens may prefer using a self-directed, constructivist, and technologic approach to learning rather than traditional classroom instruction. If it can be demonstrated, educators may adjust their teaching methodology. The guiding research question for this study focused on how augmented reality affects high school students' learning outcomes in chemistry, as measured by a pretest and posttest methodology when ensuring that the individual outcomes were not the result of group collaboration. This study employed a quantitative, quasi-experimental study design that used a comparison and experimental group. Inferential statistical analysis was employed. The study was conducted at a high school in southwest Colorado. Eighty-nine respondents returned completed and signed consent forms, and 78 participants completed the study. Results demonstrated that augmented reality instruction caused posttest scores to significantly increase, as compared to pretest scores, but it was not as effective as traditional classroom instruction. Scores did improve under both types of instruction; therefore, more research is needed in this area. The present study was the first quantitative experiment controlling for individual learning to validate augmented reality using mobile handheld digital devices that affected individual students' learning outcomes without group collaboration. This topic was important to the field of education as it may help educators understand how students learn and it may also change the way students are taught.

  5. Incorporating Meaningful Gamification in a Blended Learning Research Methods Class: Examining Student Learning, Engagement, and Affective Outcomes

    ERIC Educational Resources Information Center

    Tan, Meng; Hew, Khe Foon

    2016-01-01

    In this study, we investigated how the use of meaningful gamification affects student learning, engagement, and affective outcomes in a short, 3-day blended learning research methods class using a combination of experimental and qualitative research methods. Twenty-two postgraduates were randomly split into two groups taught by the same…

  6. Cognitive and Socio-Affective Outcomes of Project-Based Learning: Perceptions of Greek Second Chance School Students

    ERIC Educational Resources Information Center

    Koutrouba, Konstantina; Karageorgou, Elissavet

    2013-01-01

    The present questionnaire-based study was conducted in 2010 in order to examine 677 Greek Second Chance School (SCS) students' perceptions about the cognitive and socio-affective outcomes of project-based learning. Data elaboration, statistical and factor analysis showed that the participants found that project-based learning offered a second…

  7. Technology Integration before Student Outcomes: Factors Affecting Teacher Adoption of Technology in India

    ERIC Educational Resources Information Center

    Bandyopadhyay, Alankar

    2013-01-01

    Since the 1920s, ICTs have been endorsed as solutions to challenges of access and quality in education. Proponents have also supported technology use in education on grounds that it could potentially impact cognitive, affective, and pedagogical outcomes. Based on these perceived benefits, many developed and developing countries have been…

  8. Affecting Factors and Outcome on Intermittent Internet Pulling Behavior in Taiwan's Undergraduate Students

    ERIC Educational Resources Information Center

    Yang, Hui-Jen; Lay, Yun-Long

    2011-01-01

    Nowadays people's lives heavily rely on Internet facilities. Internet users generally have constant Internet connectivity and intermittently click on sites they want to access even amidst studying or working. In this study, we sought to examine the factors affecting intermittent Internet pulling behavior on undergraduate students. Furthermore, the…

  9. Social–Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap

    PubMed Central

    Becker, Bronwyn E.; Luthar, Suniya S.

    2012-01-01

    Despite concentrated efforts at improving inferior academic outcomes among disadvantaged students, a substantial achievement gap between the test scores of these students and others remains (Jencks & Phillips, 1998; National Center for Education Statistics, 2000a, 2000b; Valencia & Suzuki, 2000). Existing research used ecological models to document social–emotional factors at multiple levels of influence that undermine academic performance. This article integrates ideas from various perspectives in a comprehensive and interdisciplinary model that will inform policy makers, administrators, and schools about the social–emotional factors that act as both risk and protective factors for disadvantaged students’ learning and opportunities for academic success. Four critical social–emotional components that influence achievement performance (academic and school attachment, teacher support, peer values, and mental health) are reviewed. PMID:23255834

  10. Interdisciplinary mathematics and science: Characteristics, forms, and related effect sizes for student achievement and affective outcomes

    NASA Astrophysics Data System (ADS)

    Hurley, Marlene M.

    1999-12-01

    This study provides an analytic description of quasi-experimental studies that may either support or deny the wisdom of educational reform through interdisciplinary mathematics and science. Interdisciplinarity is examined on two dimensions, the philosophic and the pedagogic, and by two methodologies, meta-analytic and qualitative, in a search for greater understanding of the definitions, forms, characteristics, and effects from studies of interdisciplinary mathematics and science. Thirty-four studies were collected from a search of the literature that spanned the century, the grade levels, and included many forms of interdisciplinarity. Several research questions were asked: (1) What forms of interdisciplinarity, philosophically and practically, are represented by the studies? (2) What are their qualitative effects in school settings? (3) What are the characteristics of interdisciplinary quasi-experimental research? (4) What achievement effects typify the interdisciplinary comparative studies? (5) What factors account for variation in these achievement effects? (6) What claims or criticisms regarding interdisciplinarity are supported or refuted by the qualitative analysis of forms and effects and the quantitative meta-analytic study? Results from this study support the concerns that terms of interdisciplinarity are used without regard for context and that there is a trend toward a great diversity of ideas regarding the nature of interdisciplinary education. Student achievement data were provided by the 34 studies for mathematics and/or science. The mean effect sizes for student achievement were computed as: mathematics achievement, .27 (SE = .09); science achievement, .37 (SE = .12). Curricular materials developed by teachers were significantly less related to student achievement than materials developed by researchers or commercially. The methods of integration employed by the 34 studies formed a continuum from sequenced instructional integration to total

  11. Student Outcomes Report.

    ERIC Educational Resources Information Center

    Clagett, Craig A.

    Prince George's Community College (PGCC) created a Student Outcomes Report in December 1996 that measures course completion, retention, student achievement, program completion, transfer, and certification. Findings indicated that though the course pass rate was 75%, individual course completion ranged from 44% to 100%. Divisional pass rates ranged…

  12. Teacher Ethnicity, Student Ethnicity, and Student Outcomes

    ERIC Educational Resources Information Center

    Driessen, Geert

    2015-01-01

    A review of the empirical literature was conducted to establish the relation between teacher and student ethnicity, and cognitive and noncognitive student outcomes. It was hypothesized that ethnic teacher-student congruence results in more favorable outcomes for especially minority students. A total of 24 quantitative studies focusing on primary…

  13. Being Nontraditional and Learning Online: Assessing the Psychosocial Learning Environments, Self-Efficacy, and Affective Outcomes among College Student Groups

    ERIC Educational Resources Information Center

    Ashford, Roslyn La'Toya

    2014-01-01

    The study compared traditional and nontraditional students' attitudes about the psychosocial learning environment and their influence on self-efficacy, enjoyment of online learning, and student satisfaction by using Moos' (1979) Model of Environmental and Personal Variables and the three dimensions of social climate as its theoretical framework.…

  14. Language Minority Students at Community College: How Do Developmental Education and English as a Second Language Affect Their Educational Outcomes?

    ERIC Educational Resources Information Center

    Hodara, Michelle

    2012-01-01

    Community colleges play an important role in providing first and second generation immigrants access to higher education and the opportunity to earn a postsecondary credential. However, immigrant students may face obstacles in pursuit of a postsecondary degree, particularly second language challenges that can inhibit their success in college-level…

  15. Student Outcomes: Annual Summary Report.

    ERIC Educational Resources Information Center

    Prince George's Community Coll., Largo, MD. Office of Institutional Research.

    Each year a study is conducted at Prince George's Community College (PGCC) to update student outcomes data using quantifiable measures of student achievement. Data for the 1989 study were obtained from the college's student information system, the University of Maryland (UM) system, and surveys of all 825 fiscal year 1988 graduates and 118 of…

  16. Defining and Assessing Affective Outcomes in Undergraduate Pediatric Dentistry.

    ERIC Educational Resources Information Center

    Cullen, Claire L.

    1990-01-01

    The affective aspect of the curriculum is defined as the development of appropriate and measurable values such as ethical behavior, honesty, tolerance, and becoming a life-long learner. In outcome assessment of the affective category, the goal is to evaluate the transition of the student to a professional. (MLW)

  17. Family Factors and Student Outcomes

    ERIC Educational Resources Information Center

    Xia, Nailing

    2009-01-01

    There is considerable debate about the relative importance of family versus school factors in producing academic and nonacademic student outcomes, and whether and how their impacts vary across different student groups. In addition to critically reviewing and synthesizing earlier work, this study extends the literature by (a) using the ECLS-K, a…

  18. Do School Facilities Affect Academic Outcomes?

    ERIC Educational Resources Information Center

    Schneider, Mark

    This review explores which facility attributes affect academic outcomes the most and in what manner and degree. The research is examined in six categories: indoor air quality, ventilation, and thermal comfort; lighting; acoustics; building age and quality; school size; and class size. The review concludes that school facilities affect learning.…

  19. Early Adolescent Affect Predicts Later Life Outcomes

    PubMed Central

    Kansky, Jessica; Allen, Joseph P.; Diener, Ed

    2016-01-01

    Background Subjective well-being as a predictor for later behavior and health has highlighted its relationship to health, work performance, and social relationships. However, the majority of such studies neglect the developmental nature of well-being in contributing to important changes across the transition to adulthood. Methods To examine the potential role of subjective well-being as a long-term predictor of critical life outcomes, we examined indicators of positive and negative affect at age 14 as a predictor of relationship, adjustment, self worth, and career outcomes a decade later at ages 23 to 25, controlling for family income and gender. We utilized multi-informant methods including reports from the target participant, close friends, and romantic partners in a demographically diverse community sample of 184 participants. Results Early adolescent positive affect predicted less relationship problems (less self-reported and partner-reported conflict, greater friendship attachment as rated by close peers), healthy adjustment to adulthood (lower levels of depression, anxiety, and loneliness). It also predicted positive work functioning (higher levels of career satisfaction and job competence) and increased self-worth. Negative affect did not significantly predict any of these important life outcomes. In addition to predicting desirable mean levels of later outcomes, early positive affect predicted beneficial changes across time in many outcomes. Conclusions The findings extend early research on the beneficial outcomes of subjective well-being by having an earlier assessment of well-being, including informant reports in measuring a large variety of outcome variables, and by extending the findings to a lower socioeconomic group of a diverse and younger sample. The results highlight the importance of considering positive affect as an important component of subjective well-being distinct from negative affect. PMID:27075545

  20. Contingent Faculty and Student Outcomes

    ERIC Educational Resources Information Center

    Jaeger, Audrey J.

    2008-01-01

    While it may provide greater economic efficiency, the increased use of part-time faculty in colleges and universities has been strongly criticized. The criticisms of increased employment of contingent faculty are based on research that supports the idea that faculty-student interaction leads to positive outcomes, including increased cognitive and…

  1. Trait Affect and Job Search Outcomes

    ERIC Educational Resources Information Center

    Cote, Stephane; Saks, Alan M.; Zikic, Jelena

    2006-01-01

    The present study examines the role of trait affect in job search. One hundred and twenty-three university students completed measures of positive and negative affectivity, conscientiousness, job search self-efficacy, job search clarity, and job search intensity during their last year of school while on the job market. At the end of the school…

  2. The Effect of Instructor Nonverbal Immediacy Behaviors and Feedback Sensitivity on Hispanic Students' Affective Learning Outcomes in Ninth-Grade Writing Conferences

    ERIC Educational Resources Information Center

    Martin, Laura; Mottet, Timothy P.

    2011-01-01

    The purpose of this study was to show how instructor use of nonverbal immediacy behaviors influence Hispanic students' affective learning in ninth-grade writing conferences, regardless of the level of feedback sensitivity provided. According to Kluger and DeNisi's (1996) feedback intervention theory, when feedback is direct and targeted on the…

  3. Affective Outcomes of Coursework on Computer Technology in Nursing

    PubMed Central

    Thomas, Barbara; Delaney, Connie; Weiler, Kay

    1989-01-01

    The primary purpose of this study was to examine affective outcomes of the introduction to computer technology provided baccalaureate nursing students. Correlates of positive attitudes were also investigated. Third, the construct validity of the two parallel forms of the attitude measure employed was studied. A one group, pre-test, post-test design was used. Analysis using a paired t-test showed that students' attitudes were significantly higher after the coursework than before it. Significant relationships between attitudes toward computing and the following factors were revealed: area of greatest interest in computing, expectations of future use of computers, age, and basic nursing/RN student status. Outcomes of the study contribute to the construct validity of the attitude measures.

  4. Dynamic Synchronization of Teacher-Students Affection in Affective Instruction

    ERIC Educational Resources Information Center

    Zhang, Wenhai; Lu, Jiamei

    2011-01-01

    Based on Bower's affective network theory, the article links the dynamic analysis of affective factors in affective instruction, and presents affective instruction strategic of dynamic synchronization between teacher and students to implement the best ideal mood that promotes students' cognition and affection together. In the process of teaching,…

  5. Psychosocial Environment and Affective Outcomes in Technology-Rich Classrooms: Testing a Causal Model

    ERIC Educational Resources Information Center

    Dorman, Jeffrey P.; Fraser, Barry J.

    2009-01-01

    Research investigated classroom environment antecedent variables and student affective outcomes in Australian high schools. The Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) was used to assess 10 classroom environment dimensions: student cohesiveness, teacher support, involvement, investigation, task orientation,…

  6. Daily affective experiences predict objective sleep outcomes among adolescents.

    PubMed

    Tavernier, Royette; Choo, Sungsub B; Grant, Kathryn; Adam, Emma K

    2016-02-01

    Adolescence is a sensitive period for changes in both sleep and affect. Although past research has assessed the association between affect and sleep among adolescents, few studies have examined both trait (typical) and day-to-day changes in affect, and fewer still have specifically examined negative social evaluative emotions (e.g. embarrassment) in relation to sleep. Both between- and within-person variations in daily affect were examined in relation to four objectively-measured sleep outcomes (sleep hours; sleep latency; sleep efficiency; and length of wake bouts) among adolescents. Participants (N = 77 high-school students; 42.9% female; M = 14.37 years) wore an actiwatch and completed daily-diaries for 3 days. The results of hierarchical linear models (controlling for age, gender, race, ethnicity, parental employment status, income, puberty and caffeine) indicated that negative social evaluative emotions and high-arousal affective experiences generally predicted poor sleep outcomes, whereas low-arousal affective experiences were associated with good sleep outcomes. Specifically, at the person level, adolescents reporting higher negative social evaluative emotions had shorter average sleep hours, and those experiencing higher anxiety–nervousness had longer wake bouts. In addition, individuals experiencing more dysphoria (sad, depressed, lonely) had longer average sleep hours and shorter wake bouts, while those experiencing more calmness had shorter sleep latencies. At the within-person level, individuals had longer sleep latencies following days that they had experienced high-arousal positive affect (e.g. excitement), and had longer wake bouts following days they had experienced more negative social evaluative emotions. The results highlight the detrimental effects of negative social evaluative emotions and high-arousal affective states for adolescent sleep.

  7. Daily Affective Experiences Predict Objective Sleep Outcomes among Adolescents

    PubMed Central

    Tavernier, Royette; Choo, Sungsub B; Grant, Kathryn; Adam, Emma K

    2015-01-01

    Summary Adolescence is a sensitive period for changes in both sleep and affect. Although past research has assessed the association between affect and sleep among adolescents, few studies have examined both trait (typical) and day-to-day changes in affect, and fewer still have specifically examined negative social evaluative emotions (NSEE; e.g., embarrassment) in relation to sleep. We examined both between- and within-person variations in daily affect in relation to four objectively-measured sleep outcomes (sleep hours, sleep latency, sleep efficiency, and length of wake bouts) among adolescents. Participants (N = 77 high school students, 42.9% female; M = 14.37 years) wore an actiwatch and completed daily diaries for 3 days. Results of hierarchical linear models (controlling for age, gender, race, ethnicity, parental employment status, income, puberty, and caffeine) indicated that NSEE and high arousal affective experiences generally predicted poor sleep outcomes, whereas low arousal affective experiences were associated with good sleep outcomes. Specifically, at the person level, adolescents reporting higher NSEE had shorter average sleep hours, and those experiencing higher anxiety-nervousness had longer wake bouts. In addition, individuals experiencing more dysphoria (sad, depressed, lonely) had longer average sleep hours and shorter wake bouts, while those experiencing more calmness had shorter sleep latencies. At the within person level, individuals had longer sleep latencies following days that they had experienced high arousal positive affect (e.g., excitement) and had longer wake bouts following days they had experienced more NSEE. Results highlight the detrimental effects of NSEE and high arousal affective states for adolescent sleep. PMID:26365539

  8. Issues and Interventions Influencing the Academic Outcomes for Migrant Students

    ERIC Educational Resources Information Center

    Lamb, Gordon D.; Ochoa, Salvador Hector; De Alba, Roman Garcia

    2006-01-01

    This article provides an overview of the major factors and interventions affecting migrant students' academic performance/outcomes. Factors outside the school, such as poverty, family, and English language proficiency, are discussed. Next, factors inside the school, such as student records, credit accrual, and school curriculum, will be reviewed.…

  9. Learning Outcomes in Affective Domain within Contemporary Architectural Curricula

    ERIC Educational Resources Information Center

    Savic, Marko; Kashef, Mohamad

    2013-01-01

    Contemporary architectural education has shifted from the traditional focus on providing students with specific knowledge and skill sets or "inputs" to outcome based, student-centred educational approach. Within the outcome based model, students' performance is assessed against measureable objectives that relate acquired knowledge…

  10. Does Cooperative Learning Improve Student Learning Outcomes?

    ERIC Educational Resources Information Center

    Yamarik, Steven

    2007-01-01

    What is the effect of small-group learning on student learning outcomes in economic instruction? In spring 2002 and fall 2004, the author applied cooperative learning to one section of intermediate macroeconomics and taught another section using a traditional lecture format. He identified and then tracked measures of student learning outcomes.…

  11. Project LIFT: Year Three Student Outcomes Memo

    ERIC Educational Resources Information Center

    Norton, Michael; Kim, Dae Y.; Long, Daniel A.

    2016-01-01

    Research for Action (RFA) was commissioned to evaluate changes in student outcomes during the first three years of the Project Leadership and Investment for Transformation (LIFT). This report focuses on two questions: (1) how do LIFT students' behavioral and academic performance compare to those of a matched set of non-LIFT comparison students?;…

  12. Professor-Student Rapport Scale: Six Items Predict Student Outcomes

    ERIC Educational Resources Information Center

    Wilson, Janie H.; Ryan, Rebecca G.

    2013-01-01

    Rapport between students and teachers leads to numerous positive student outcomes, including attitudes toward the teacher and course, student motivation, and perceived learning. The recent development of a Professor-Student Rapport scale offers assessment of this construct. However, a Cronbach's [alpha] of 0.96 indicated item redundancy, and the…

  13. The experience sampling method: Investigating students' affective experience

    NASA Astrophysics Data System (ADS)

    Nissen, Jayson M.; Stetzer, MacKenzie R.; Shemwell, Jonathan T.

    2013-01-01

    Improving non-cognitive outcomes such as attitudes, efficacy, and persistence in physics courses is an important goal of physics education. This investigation implemented an in-the-moment surveying technique called the Experience Sampling Method (ESM) [1] to measure students' affective experience in physics. Measurements included: self-efficacy, cognitive efficiency, activation, intrinsic motivation, and affect. Data are presented that show contrasts in students' experiences (e.g., in physics vs. non-physics courses).

  14. Implementation of a Classroom Management Program with Urban Elementary Schools in Low-Income Neighborhoods: Does Program Fidelity Affect Student Behavior and Academic Outcomes?

    ERIC Educational Resources Information Center

    Burke, Raymond V.; Oats, Robert G.; Ringle, Jay L.; Fichtner, Leah O'Neill; DelGaudio, Mary Beth

    2011-01-01

    Students with persistent disruptive behavior problems lose valuable time in academic lessons, are a distraction for classmates, and cause stress for teachers. Recent meta-analyses indicate that 87% to 92% of published studies on school-based interventions targeting student problem behaviors report results from demonstration projects (involving…

  15. Conception of Learning Outcomes in the Bloom's Taxonomy Affective Domain

    ERIC Educational Resources Information Center

    Savickiene, Izabela

    2010-01-01

    The article raises a problematic issue regarding an insufficient base of the conception of learning outcomes in the Bloom's taxonomy affective domain. The search for solutions introduces the conception of teaching and learning in the affective domain as well as presents validity criteria of learning outcomes in the affective domain. The…

  16. Correlates of Cognitive Student Outcomes.

    ERIC Educational Resources Information Center

    Kohr, Richard L.

    A study of the correlates of cognitive achievement in Pennsylvania's Educational Quality Assessment Program was conducted by examining both individual (student level) and ecological (building level) correlations. Analyses were completed for grade levels 5, 8 and 11 for the 1985 state assessment. Twenty-four student derived condition variables or…

  17. A Study of the Relationships Between Selected Teacher Affective Characteristics and Student Learning Outcomes in a Junior High School Science Program.

    ERIC Educational Resources Information Center

    Stevens, John Truman

    Reported is a study of possible relationships between selected teacher characteristics and teacher effectiveness in the teaching of junior high school science, Interaction of Matter and Energy (IME). Thirty-two teachers and IME students from eight schools participated in the study. Teacher data were collected by means of: (1) Rokeach Dogmatism…

  18. Family Factors and Student Outcomes. PRGS Dissertation

    ERIC Educational Resources Information Center

    Xia, Nailing

    2010-01-01

    There is considerable debate about the relative importance of family versus school factors in producing academic and nonacademic student outcomes, and whether and how their impacts vary across different student groups. In addition to critically reviewing and synthesizing earlier work, this study extends the literature by (a) using the ECLS-K, a…

  19. Enhancing Teaching Effectiveness and Student Learning Outcomes

    ERIC Educational Resources Information Center

    Paolini, Allison

    2015-01-01

    This manuscript addresses how post-secondary educators can enhance their teaching effectiveness and student learning outcomes through student assessment. Highlights will include evidence-based practices, teaching style, methodology, and the use of assessment data for university instructors. Primary focus will be data obtained from key stakeholders…

  20. Positive Student Outcomes in Community Schools

    ERIC Educational Resources Information Center

    Castrechini, Sebastian; London, Rebecca A.

    2012-01-01

    In a nation where 42 percent of children live in low-income families, too many schools face the challenge of teaching students burdened with unmet needs that pose obstacles to learning. Community schools that align schools and community resources are a promising strategy for improving student outcomes by providing wraparound services that meet the…

  1. Effects of School Design on Student Outcomes

    ERIC Educational Resources Information Center

    Tanner, C. Kenneth

    2009-01-01

    Purpose: The purpose of this study is to compare student achievement with three school design classifications: movement and circulation, day lighting, and views. Design/methodology/approach: From a sample of 71 schools, measures of these three school designs, taken with a ten-point Likert scale, are compared to students' outcomes defined by six…

  2. Demotivation: Affective States and Learning Outcomes

    ERIC Educational Resources Information Center

    Falout, Joseph; Elwood, James; Hood, Michael

    2009-01-01

    Demotivation can negatively influence the learner's attitudes and behaviors, degrade classroom group dynamics and teacher's motivation, and result in long-term and widespread negative learning outcomes. 900 university EFL learners were surveyed to investigate the demotivating factors in learning English as a foreign language (EFL) in Japan, and…

  3. School Factors Explaining Achievement on Cognitive and Affective Outcomes: Establishing a Dynamic Model of Educational Effectiveness

    ERIC Educational Resources Information Center

    Creemers, Bert; Kyriakides, Leonidas

    2010-01-01

    The dynamic model of educational effectiveness defines school level factors associated with student outcomes. Emphasis is given to the two main aspects of policy, evaluation, and improvement in schools which affect quality of teaching and learning at both the level of teachers and students: a) teaching and b) school learning environment. Five…

  4. School Physical Environment and Structure: Their Relationship to Student Outcomes.

    ERIC Educational Resources Information Center

    Stevenson, Kenneth

    2001-01-01

    Better physical conditions produce better student outcomes. Other factors affecting a school's physical environment and academic productivity include school structure, school size, teacher-pupil ratio, school location, grade-level configuration, and classroom size. Building or remodeling schools according to obsolete images is fiscally and…

  5. Student assistance program outcomes for students at risk for suicide.

    PubMed

    Biddle, Virginia Sue; Kern, John; Brent, David A; Thurkettle, Mary Ann; Puskar, Kathryn R; Sekula, L Kathleen

    2014-06-01

    Pennsylvania's response to adolescent suicide is its Student Assistance Program (SAP). SAP has been funded for 27 years although no statewide outcome studies using case-level data have been conducted. This study used logistic regression to examine drug-/alcohol-related behaviors and suspensions of suicidal students who participated in SAP. Of the 46 services, 10 best predicted (p<.01) that these undesirable outcomes would cease. Although no study subjects died by suicide, 42 of 374,626 referred students did die by suicide. Suicidal students who did not participate had double the rate of suicide of suicidal participants of SAP. Students referred for other reasons also killed themselves. Further work must be done to assess all referred students for suicide risk, examine educational outcomes, monitor substance-related crimes and overdoses, and examine school-related factors postmortem. Evidence from this study can be used by researchers to plan future studies and by Pennsylvania's school nurses when planning services.

  6. Factors affecting assertiveness among student nurses.

    PubMed

    Ibrahim, Sanaa Abd El Azim

    2011-05-01

    This study aimed to investigate the factors affecting assertiveness among student nurses. The study was carried out at Faculty of Nursing, Port-Said University, on 207 student nurses from four different grades. Rathus Assertiveness Schedule, consisted of 30 items, was used to measure the students' assertiveness level and a 12-item scale developed by Spreitzer was used to measure students' psychological empowerment. The study results showed that 60.4% of the students were assertive, while about half of the students were empowered. A positive relation between student assertiveness and psychological empowerment was detected. Moreover, positive relations regarding family income and students' assertiveness and psychological empowerment were determined. The study recommended introduction of specific courses aiming at enhancing the acquisition of assertiveness skills, in addition, nurse educators must motivate their students to express their opinion and personal rights and also they must pay attention for students' empowerment and enhance students' autonomy.

  7. Prospects: Student Outcomes. Final Report.

    ERIC Educational Resources Information Center

    Puma, Michael J.; Karweit, Nancy; Price, Cristofer; Ricciuti, Anne; Thompson, William; Vaden-Kiernan, Michael

    This report is one of a series presenting findings from "Prospects: The Congressionally Mandated Study of Educational Growth and Opportunity." This study, conducted in response to the 1988 Hawkins-Stafford Amendments, was a major effort to examine the effects of Chapter 1 on student achievement and other school-related educational…

  8. The Variables Affecting the Success of Students

    ERIC Educational Resources Information Center

    Savas, Behsat; Gurel, Ramazan

    2014-01-01

    The aim of this study is to determine the variables affecting the success of students. This research, which was conducted through the relational screening model, has a sampling of students who were selected from a middle city in Turkey. The schools are classified into three as low, medium and high. A total of 3491 students are selected by using…

  9. Secondary science classroom dissections: Informing policy by evaluating cognitive outcomes and exploring affective outcomes

    NASA Astrophysics Data System (ADS)

    Allspaw, Kathleen M.

    Animal protection organizations claim that dissection is pedagogically unsound and that it will cause students to lose respect for non-human animals. Science teacher organizations support curricula that teach respect for animal life and include dissection. Prior research compared dissection to dissection alternatives. Four of the six studies revealed no difference between groups on tests of cognitive outcomes. One study revealed that dissection was superior, and one revealed that the alternative was superior. No differences in attitudes toward science, dissection or school were found. Attitudes toward non-human animals were not measured. This study focused on the dissections of earthworms and frogs in middle and high school classrooms. Pre and post-tests of conceptual understanding revealed failing scores and no significant pre/post differences. Because these tests required critical thinking skills, and the dissection activities did not, it is difficult to determine if the poor performance on these tests indicates the inability of the students to think critically, and/or if it indicates the ineffectiveness of dissection. Further studies of dissections that focus on critical thinking would be necessary to make this distinction. Classroom observations, student written narratives, and student and adult interviews revealed mixed attitudes toward non-human animals. Student behaviors during dissection were similar to those behaviors exhibited during non-dissection activities. Most students and adults readily supported worm dissections while they expressed some trepidation about frog dissections. Students and adults universally expressed affection for their pets and opposed the use of their own pets for dissection/research. There was slight support for the use of dogs and cats for dissection/research, but only those students who expressed hate for cats said that they could dissect cats. None of the students or adults expressed a willingness to dissect dogs. Some students

  10. Implicit emotion regulation affects outcome evaluation.

    PubMed

    Yang, Qiwei; Tang, Ping; Gu, Ruolei; Luo, Wenbo; Luo, Yue-jia

    2015-06-01

    Efficient implicit emotion regulation processes, which run without awareness, are important for human well-being. In this study, to investigate the influence of implicit emotion regulation on psychological and electrophysiological responses to gains and losses, participants were required to select between two Chinese four-character idioms to match the meaning of the third one before they performed a monetary gambling task. According to whether their meanings were related to emotion regulation, the idioms fell into two categories. Event-related potentials and self-rating emotional experiences to outcome feedback were recorded during the task. Priming emotion regulation reduced subjective emotional experience to both gains and losses and the amplitudes of the feedback-related negativity, while the P3 component was not influenced. According to these results, we suggest that the application of implicit emotion regulation effectively modulated the subjective emotional experience and the motivational salience of current outcomes without the cost of cognitive resources. This study implicates the potential significance of implicit emotion regulation in decision-making processes.

  11. Do Learning Style and Learning Environment Affect Learning Outcome?

    ERIC Educational Resources Information Center

    DiBartola, Leesa M.; Miller, Miriam K.; Turley, Catherine L.

    2001-01-01

    Kolb's Learning Style Inventory was completed by 29 allied health students on campus and 27 in distance education. Both groups had similar learning outcomes. Only the Diverger learning style showed a correlation between learning environment and outcome: 83% of Divergers with above average grades were in distance education. (Contains 20…

  12. Attributions of responsibility and affective reactions to decision outcomes.

    PubMed

    Zeelenberg, M; van der Pligt, J; de Vries, N K

    2000-06-01

    Immediate affective reactions to outcomes are more intense following decisions to act than following decisions not to act. This finding holds for both positive and negative outcomes. We relate this "actor-effect" to attribution theory and argue that decision makers are seen as more responsible for outcomes when these are the result of a decision to act as compared to a decision not to act. Experiment 1 (N = 80) tests the main assumption underlying our reasoning and shows that affective reactions to decision outcomes are indeed more intense when the decision maker is seen as more responsible. Experiment 2 (N = 40) tests whether the actor effect can be predicted on the basis of differential attributions following action and inaction. Participants read vignettes in which active and passive actors obtained a positive or negative outcome. Action resulted in more intense affect than inaction, and positive outcomes resulted in more intense affect than negative outcomes. Experiment 2 further shows that responsibility attributions and affective reactions to outcomes are highly correlated; that is, more extreme affective reactions are associated with more internal attributions. We discuss the implications for research on post-decisional reactions.

  13. Measuring Student Satisfaction from the Student Outcomes Survey. Technical Paper

    ERIC Educational Resources Information Center

    Fieger, Peter

    2012-01-01

    The Student Outcomes Survey is an annual national survey of vocational education and training (VET) students. Since 1995, participants have been asked to rate their satisfaction with different aspects of their training, grouped under three main themes: teaching, assessment, and generic skills and learning experiences. While the composition of the…

  14. Student Assistance Program Outcomes for Students at Risk for Suicide

    ERIC Educational Resources Information Center

    Biddle, Virginia Sue; Kern, John, III; Brent, David A.; Thurkettle, Mary Ann; Puskar, Kathryn R.; Sekula, L. Kathleen

    2014-01-01

    Pennsylvania's response to adolescent suicide is its Student Assistance Program (SAP). SAP has been funded for 27 years although no statewide outcome studies using case-level data have been conducted. This study used logistic regression to examine drug-/alcohol-related behaviors and suspensions of suicidal students who participated in SAP. Of the…

  15. Some Factors Effected Student's Calculus Learning Outcome

    ERIC Educational Resources Information Center

    Rajagukguk, Wamington

    2016-01-01

    The purpose of this study is to determine the factors effected calculus learning outcome of the student. This study was conducted with 176 respondents, which were selected randomly. The data were obtained by questionnaire, and then analyzed by using multiple regressions, and correlation, at level of a = 0.05. The findings showed there is the…

  16. International Student Migration: Outcomes and Implications

    ERIC Educational Resources Information Center

    McGill, Jenny

    2013-01-01

    The present study examined the possible correlation between six life circumstances of international students (N = 124) admitted entry into the United States for the purpose of academic study and their geographic choice of location upon graduation. This paper improves upon the current literature by offering actual migration outcomes (rather than…

  17. Capstone Portfolios and Geography Student Learning Outcomes

    ERIC Educational Resources Information Center

    Mossa, Joann

    2014-01-01

    Due to increasing demands regarding student learning outcomes and accreditation, a capstone portfolio was added to assess critical thinking and communication skills of geography majors at a large public university in the USA. The portfolio guidelines were designed to be adaptable to a flexible curriculum where about half of the requirements within…

  18. Thematic Teaching: Integrating Cognitive and Affective Outcomes in Elementary Classrooms.

    ERIC Educational Resources Information Center

    Brodeur, Doris R.

    1998-01-01

    Defines thematic teaching, also known as interdisciplinary or authentic instruction, as representing cross-disciplinary programs which integrate cognitive, affective, and psychomotor outcomes. Highlights include integrating thematic teaching into elementary school classrooms, cognitive and social learning theories, motivation, cooperative…

  19. Factors Affecting Academic Achievement Of Adult Students

    ERIC Educational Resources Information Center

    Beagle, Peggy; Melnyk, W. T.

    1971-01-01

    Article is an excerpt from Mrs. Beagle's original analysis and includes such considerations as increases in enrollment, university admission policies, counseling, study skills, study facilities, and financial policies and practices affecting adult students. References. (RB)

  20. Affective Responses of Overseas Student-Teachers

    ERIC Educational Resources Information Center

    Firmin, Michael W.; Firmin, Ruth L.; MacKay, Brenda B.

    2007-01-01

    Universities offering teacher education degrees are finding the world to be significantly smaller than did previous generations. Increasingly, American students are completing their required student teaching in foreign contexts. The present research study used rigorous qualitative methods in order to appraise the affective experiences from a…

  1. Affective Commitment among Student Affairs Professionals

    ERIC Educational Resources Information Center

    Boehman, Joseph

    2007-01-01

    Student affairs professionals in the United States were surveyed to determine the predictive value of overall job satisfaction, organizational support, organizational politics, and work/nonwork interaction on affective organizational commitment. Results indicate that a supportive work environment leads to increased affective attachment to the…

  2. Learning with Computers in Small Groups: Cognitive and Affective Outcomes.

    ERIC Educational Resources Information Center

    Mevarech, Zemira R.; And Others

    1991-01-01

    Examines the effects of cooperative and individualistic computer-assisted instruction (CAI) programs on cognitive and affective variables in Israeli grade six mathematics classes. Analyses of the data indicate that students who used CAI for drill and practice in pairs performed better than students who used the same program individually. (30…

  3. Competition within Computer-Assisted Cooperative Learning Environments: Cognitive, Affective, and Social Outcomes.

    ERIC Educational Resources Information Center

    Yu, Fu-Yun

    2001-01-01

    Examines the effects and implications of embedding the element of competition in computer-assisted cooperative learning situations on student cognitive, affective, and social outcomes. Results of statistical analyses of Taiwanese fifth graders show that cooperation without inter-group competition engendered better attitudes and promoted more…

  4. Student Learning Outcomes: Barriers and Solutions for Faculty Development

    ERIC Educational Resources Information Center

    Lightner, Robin; Benander, Ruth

    2010-01-01

    Student learning outcomes clarify the focus of a course. In creating student centered, concrete, measurable outcomes, the instructor creates a framework for coherent, integrated course design. Faculty may be resistant to writing student learning outcomes because of lack of time, teaching philosophy, job descriptions, assessment pressure and…

  5. Emerging from the Pipeline: African American Students, Socioeconomic Status, and College Experiences and Outcomes

    ERIC Educational Resources Information Center

    Walpole, MaryBeth

    2008-01-01

    This study focuses on how social class affects the college experiences and outcomes for African American students in 4-year colleges and universities. Using a national, longitudinal data base, the findings indicate that low SES African American students have less contact with faculty, study less, are less involved with student organizations, work…

  6. How Did September 11th Affect Students?

    ERIC Educational Resources Information Center

    Lange, Nancy

    2002-01-01

    There has been much speculation about how terrorist attacks on September 11th affected everyone, including students on college campuses. At Michigan State University, the assistant director of residence life assessment, research and technology decided to investigate. This article presents results of her department's survey. (Author)

  7. Factors Affecting the Outcomes of School Bond Elections in Iowa.

    ERIC Educational Resources Information Center

    Lode, Marlin D.

    In spite of a nationwide concern for the crumbling infrastructure of school buildings, the prospects of passing bond issues to repair or replace buildings are elusive. This study examined positive and negative factors that affected the outcomes of school bond elections in four purposefully-selected school districts in Iowa. Variables that…

  8. Institutional Factors Affecting Biophysical Outcomes in Forest Management

    ERIC Educational Resources Information Center

    Coleman, Eric A.

    2009-01-01

    Although there is considerable interest in the impact of diverse policies affecting the biophysical outcomes in forests, gaining a substantial sample over time of forests under different institutional arrangements has been difficult. This article analyzes data from 46 forests located in six countries over time. In forests where policies have been…

  9. Affective States and State Tests: Investigating How Affect and Engagement during the School Year Predict End-of-Year Learning Outcomes

    ERIC Educational Resources Information Center

    Pardos, Zachary A.; Baker, Ryan S. J. D.; San Pedro, Maria O. C. Z.; Gowda, Sujith M.; Gowda, Supreeth M.

    2014-01-01

    In this paper, we investigate the correspondence between student affect and behavioural engagement in a web-based tutoring platform throughout the school year and learning outcomes at the end of the year on a high-stakes mathematics exam in a manner that is both longitudinal and fine-grained. Affect and behaviour detectors are used to estimate…

  10. FORUM: Affective Learning. Students' Affective Learning as Affective Experience: Significance, Reconceptualization, and Future Directions

    ERIC Educational Resources Information Center

    Bolkan, San

    2015-01-01

    The mission of "Communication Education" is to publish the best research on communication and learning. Researchers study the communication-learning interface in many ways, but a common approach is to explore how instructor and student communication can lead to better learning outcomes. Although scholars have long classified learning…

  11. Australian Vocational Education and Training Statistics: Student Outcomes, 2012

    ERIC Educational Resources Information Center

    National Centre for Vocational Education Research (NCVER), 2012

    2012-01-01

    This publication presents information about the outcomes of students who completed their vocational education and training (VET) during 2011. The figures are derived from the Student Outcomes Survey, which is an annual survey that covers students who have an Australian address as their usual address and are awarded a qualification (graduates), or…

  12. Factors affecting intellectual outcome in pediatric brain tumor patients

    SciTech Connect

    Ellenberg, L.; McComb, J.G.; Siegel, S.E.; Stowe, S.

    1987-11-01

    A prospective study utilizing repeated intellectual testing was undertaken in 73 children with brain tumors consecutively admitted to Childrens Hospital of Los Angeles over a 3-year period to determine the effect of tumor location, extent of surgical resection, hydrocephalus, age of the child, radiation therapy, and chemotherapy on cognitive outcome. Forty-three patients were followed for at least two sequential intellectual assessments and provide the data for this study. Children with hemispheric tumors had the most general cognitive impairment. The degree of tumor resection, adequately treated hydrocephalus, and chemotherapy had no bearing on intellectual outcome. Age of the child affected outcome mainly as it related to radiation. Whole brain radiation therapy was associated with cognitive decline. This was especially true in children below 7 years of age, who experienced a very significant loss of function after whole brain radiation therapy.

  13. Psychosocial predictors of treatment outcome for trauma-affected refugees

    PubMed Central

    Sonne, Charlotte; Carlsson, Jessica; Bech, Per; Vindbjerg, Erik; Mortensen, Erik Lykke; Elklit, Ask

    2016-01-01

    Background The effects of treatment in trials with trauma-affected refugees vary considerably not only between studies but also between patients within a single study. However, we know little about why some patients benefit more from treatment, as few studies have analysed predictors of treatment outcome. Objective The objective of the study was to examine possible psychosocial predictors of treatment outcome for trauma-affected refugees. Method The participants were 195 adult refugees with posttraumatic stress disorder (PTSD) who were enrolled in a 6- to 7-month treatment programme at the Competence Centre for Transcultural Psychiatry (CTP), Denmark. The CTP Predictor Index used in the study included 15 different possible outcome predictors concerning the patients’ past, chronicity of mental health problems, pain, treatment motivation, prerequisites for engaging in psychotherapy, and social situation. The primary outcome measure was PTSD symptoms measured on the Harvard Trauma Questionnaire (HTQ). Other outcome measures included the Hopkins Symptom Check List-25, the WHO-5 Well-being Index, Sheehan Disability Scale, Hamilton Depression and Anxiety Scales, the somatisation scale of the Symptoms Checklist-90, Global Assessment of Functioning scales, and pain rated on visual analogue scales. The relations between treatment outcomes and the total score as well as subscores of the CTP Predictor Index were analysed. Results Overall, the total score of the CTP Predictor Index was significantly correlated to pre- to post treatment score changes on the majority of the ratings mentioned above. While employment status was the only single item significantly correlated to HTQ-score changes, a number of single items from the CTP Predictor Index correlated significantly with changes in depression and anxiety symptoms, but the size of the correlation coefficients were modest. Conclusions The total score of the CTP Predictor Index correlated significantly with outcomes on most

  14. Benefits of Career and Technical Student Organizations' on Female and Racial Minority Students' Psychosocial and Achievement Outcomes

    ERIC Educational Resources Information Center

    Aragon, Steven R.; Alfeld, Corinne; Hansen, David M.

    2013-01-01

    The purpose of this study was to determine to what extent do CTSOs affect student psychosocial and achievement outcomes (above and beyond stand-alone CTE programs) when controlling for gender and race. Using a cross-sectional descriptive research design, a total of 5,677 students from 10 states were surveyed regarding their high school…

  15. Linking Affective Commitment, Career Self-Efficacy, and Outcome Expectations: A Test of Social Cognitive Career Theory

    ERIC Educational Resources Information Center

    Conklin, Amanda M.; Dahling, Jason J.; Garcia, Pablo A.

    2013-01-01

    The authors tested a model based on the satisfaction model of social cognitive career theory (SCCT) that links college students' affective commitment to their major (the emotional identification that students feel toward their area of study) with career decision self-efficacy (CDSE) and career outcome expectations. Results indicate that CDSE…

  16. Learning science in a cooperative setting: Academic achievement and affective outcomes

    NASA Astrophysics Data System (ADS)

    Lazarowitz, Reuven; Hertz-Lazarowitz, Rachel; Baird, J. Hugh

    A learning unit in earth science was taught to high school students, using a jigsaw-group mastery learning approach. The sample consisted of 73 students in the experimental group and 47 students who learned the topic in an individualized mastery learning approach. The study lasted 5 weeks. Pretests and posttests on academic achievement and affective outcomes were administered. Data were treated with an analysis of covariance. The results show that students of the experimental group achieved significantly higher on academic outcomes, both normative and objective scores. On the creative essay test, the differences in number of ideas and total essay score were not significant between the groups, although the mean scores for number of words were higher for the individualized mastery learning group. On the affective domain, jigsaw-group mastery learning students scored significantly higher on self-esteem, number of friends, and involvement in the classroom. No differences were found in cohesiveness, cooperation, competition, and attitudes toward the subject learned. The results are discussed through the evaluation and comparison of the two methods of instruction used in this study.The cooperative learning movement began in junior high schools as part of the desegregation process, aiming at facilitating positive ethnic relations and increasing academic achievement and social skills among diverse students (Aronson, Stephan, Sikes, Blaney, & Snapp, 1978; Sharan & Hertz-Lazarowitz, 1980; Slavin, 1980). However, elementary teachers quickly recognized the potential of cooperative methods, and such methods were adopted freely in elementary schools before becoming widespread on the junior and senior high level. It has only been during the past few years that application of cooperative learning has been studied extensively with these older students.Cooperative learning methods generally involve heterogeneous groups working together on tasks that are deliberately structured to

  17. Vestibular rehabilitation strategies and factors that affect the outcome.

    PubMed

    Eleftheriadou, Anna; Skalidi, Nikoleta; Velegrakis, Georgios A

    2012-11-01

    Ever since the introduction of Cawthorne-Cooksey exercises, vestibular rehabilitation (VR) has been gaining popularity in the treatment of the dizzy patient. Numerous studies support the effectiveness of VR in improving balance/walking skills, eye-head coordination and the quality of life of the patient. Different rehabilitation protocols have been used to treat patients with peripheral and central vestibular disorders. Assessment of the patients' progress is based on the patients' selfperception of dizziness and their functional skills. Factors such as age, medication, time of onset of vertigo and home based VR have been evaluated on their effect on the rehabilitation's outcome. The aim of this review is to evaluate rehabilitation strategies and discuss the factors that affect the outcome.

  18. Perceptions of Postsecondary Outcomes among High School Students Who Are Deaf or Hard of Hearing

    ERIC Educational Resources Information Center

    Pearson, Gregory J.

    2009-01-01

    The present study investigates how parental influence, career maturity, and self efficacy affect perceptions of postsecondary outcomes among deaf or hard-of-hearing students. Research suggests that deaf or hard-of-hearing students graduate from high school with the equivalent of a 4th or 5th grade reading level. Subsequently, this population of…

  19. Student Self-Reported Learning Outcomes of Field Trips: The pedagogical impact

    NASA Astrophysics Data System (ADS)

    Lavie Alon, Nirit; Tal, Tali

    2015-05-01

    In this study, we used the classification and regression trees (CART) method to draw relationships between student self-reported learning outcomes in 26 field trips to natural environments and various characteristics of the field trip that include variables associated with preparation and pedagogy. We wished to examine the extent to which the preparation for the field trip, its connection to the school curriculum, and the pedagogies used, affect students' self-reported outcomes in three domains: cognitive, affective, and behavioral; and the extent the students' socioeconomic group and the guide's affiliation affect students' reported learning outcomes. Given that most of the field trips were guide-centered, the most important variable that affected the three domains of outcomes was the guide's storytelling. Other variables that showed relationships with self-reported outcomes were physical activity and making connections to everyday life-all of which we defined as pedagogical variables. We found no significant differences in student self-reported outcomes with respect to their socioeconomic group and the guide's organizational affiliation.

  20. Assessment of Student Professional Outcomes for Continuous Improvement

    ERIC Educational Resources Information Center

    Keshavarz, Mohsen; Baghdarnia, Mostafa

    2013-01-01

    This article describes a method for the assessment of professional student outcomes (performance-type outcomes or soft skills). The method is based upon group activities, research on modern electrical engineering topics by individual students, classroom presentations on chosen research topics, final presentations, and technical report writing.…

  1. Outcomes of Students with Disabilities in a Developing Country: Tobago

    ERIC Educational Resources Information Center

    Paul, Sheilah M.

    2011-01-01

    In most developed countries, research studies that investigate the effects of special education on student outcomes have become conventional practice. However, in developing countries such as the twin-island Republic of Trinidad and Tobago, there are no studies about the progress and outcomes of students and youths with disabilities. This…

  2. Empowering Students through Outcome-Based Education (OBE)

    ERIC Educational Resources Information Center

    Kaliannan, Maniam; Chandran, Suseela Devi

    2012-01-01

    There has been greater attention in recent times on the outcomes of the education system so that the return on investments in education could be evaluated. It is measured based on tangible performance indicators and intangible students' outcome known as outcome-based education (OBE). Universiti Teknologi MARA Malaysia has implemented an OBE system…

  3. Student learning outcomes associated with video vs. paper cases in a public health dentistry course.

    PubMed

    Chi, Donald L; Pickrell, Jacqueline E; Riedy, Christine A

    2014-01-01

    Educational technologies such as video cases can improve health professions student learning outcomes, but few studies in dentistry have evaluated video-based technologies. The goal of this study was to compare outcomes associated with video and paper cases used in an introductory public health dentistry course. This was a retrospective cohort study with a historical control group. Based on dual coding theory, the authors tested the hypotheses that dental students who received a video case (n=37) would report better affective, cognitive, and overall learning outcomes than students who received a paper case (n=75). One-way ANOVA was used to test the hypotheses across ten cognitive, two affective, and one general assessment measures (α=0.05). Students in the video group reported a significantly higher overall mean effectiveness score than students in the paper group (4.2 and 3.3, respectively; p<0.001). Video cases were also associated with significantly higher mean scores across the remaining twelve measures and were effective in helping students achieve cognitive (e.g., facilitating good discussions, identifying public health problems, realizing how health disparities might impact their future role as dentists) and affective (e.g., empathizing with vulnerable individuals, appreciating how health disparities impact real people) goals. Compared to paper cases, video cases significantly improved cognitive, affective, and overall learning outcomes for dental students.

  4. Required Discussion Web Pages in Psychology Courses and Student Outcomes

    ERIC Educational Resources Information Center

    Pettijohn, Terry F., II; Pettijohn, Terry F.

    2007-01-01

    We conducted 2 studies that investigated student outcomes when using discussion Web pages in psychology classes. In Study 1, we assigned 213 students enrolled in Introduction to Psychology courses to either a mandatory or an optional Web page discussion condition. Students used the discussion Web page significantly more often and performed…

  5. Academic Remediation-Focused Alternative Schools: Impact on Student Outcomes

    ERIC Educational Resources Information Center

    Wilkerson, Kimber L.; Afacan, Kemal; Yan, Min-Chi; Justin, Whitney; Datar, Sujata D.

    2016-01-01

    School districts offer specialized programming for secondary students who experience high rates of course failure or low credit accumulation. While these alternative programs are meant to increase student success, little research evaluates outcomes for students attending them. In this study, we used propensity score matching (PSM) to investigate…

  6. Enhancing Student Outcomes through Mentoring, Peer Counselling and Parental Involvement

    ERIC Educational Resources Information Center

    Sottie, Cynthia Akorfa; Dubus, Nicole; Sossou, Marie-Antoinette

    2013-01-01

    The government of Ghana has designed various initiatives to achieve the Millennium Development Goals on education and the Education for All goals. Despite these initiatives, student outcomes continue to be poorer than desired. Although access to education has improved, student dropout remains a problem and student scores on achievement tests…

  7. Investigating the Relationship of Library Usage to Student Outcomes

    ERIC Educational Resources Information Center

    Stemmer, John K.; Mahan, David M.

    2016-01-01

    This study connects library user surveys, a common library assessment technique, to institutional data to demonstrate the value an academic library brings to student learning and student outcomes. Using regression techniques, the study identifies multiple significant correlations, both positive and negative, between student use of the library and…

  8. Outcomes of a breastfeeding educational intervention for baccalaureate nursing students.

    PubMed

    Dodgson, Joan E; Tarrant, Marie

    2007-11-01

    Educational institutions have the responsibility to provide students with knowledge and practical experiences of best practices and international standards of care. Worldwide, international standards for appropriate and effective breastfeeding promotion and services often have not been met. The aim of this study was to determine the effectiveness of an infant feeding educational intervention on student nurses' knowledge levels about (1) evidence-based breastfeeding promotion, (2) evidence-based beliefs about outcomes of breastfeeding and formula-feeding, (3) evidence-based attitudes toward breastfeeding and formula-feeding, and (4) intention to perform evidence-based breastfeeding promotion behaviors. A quasi-experimental intervention with a non-equivalent control group was conducted at a major university in Hong Kong. The intervention group (n=111) received 10h of didactic instruction and an 8-week perinatal clinical rotation while the control group (n=162) did not. The intervention group was significantly more likely to associate breastfeeding with positive maternal and child outcomes. Attitudes toward breastfeeding and formula-feeding were not significantly affected by the educational intervention. On the 19-item knowledge survey, the control group (M=6.84; SD=2.95) scored significantly lower than the intervention group (M=10.30; SD=2.51). A public health breastfeeding promotion strategy frequently overlooked is professional-level curricular interventions. Improving evidence-based practices in nursing programs has the potential to impact many breastfeeding families in the hospital and the community.

  9. Type of Speech Material Affects Acceptable Noise Level Test Outcome

    PubMed Central

    Koch, Xaver; Dingemanse, Gertjan; Goedegebure, André; Janse, Esther

    2016-01-01

    The acceptable noise level (ANL) test, in which individuals indicate what level of noise they are willing to put up with while following speech, has been used to guide hearing aid fitting decisions and has been found to relate to prospective hearing aid use. Unlike objective measures of speech perception ability, ANL outcome is not related to individual hearing loss or age, but rather reflects an individual’s inherent acceptance of competing noise while listening to speech. As such, the measure may predict aspects of hearing aid success. Crucially, however, recent studies have questioned its repeatability (test–retest reliability). The first question for this study was whether the inconsistent results regarding the repeatability of the ANL test may be due to differences in speech material types used in previous studies. Second, it is unclear whether meaningfulness and semantic coherence of the speech modify ANL outcome. To investigate these questions, we compared ANLs obtained with three types of materials: the International Speech Test Signal (ISTS), which is non-meaningful and semantically non-coherent by definition, passages consisting of concatenated meaningful standard audiology sentences, and longer fragments taken from conversational speech. We included conversational speech as this type of speech material is most representative of everyday listening. Additionally, we investigated whether ANL outcomes, obtained with these three different speech materials, were associated with self-reported limitations due to hearing problems and listening effort in everyday life, as assessed by a questionnaire. ANL data were collected for 57 relatively good-hearing adult participants with an age range representative for hearing aid users. Results showed that meaningfulness, but not semantic coherence of the speech material affected ANL. Less noise was accepted for the non-meaningful ISTS signal than for the meaningful speech materials. ANL repeatability was comparable

  10. The Effects of Reciprocal Imitation on Teacher-Student Relationships and Student Learning Outcomes

    ERIC Educational Resources Information Center

    Zhou, Jiangyuan

    2012-01-01

    Neuroscientific and developmental psychological research in imitation has yielded important insights into building teacher-student relationships and enhancing students' learning. This study investigated the effects of reciprocal imitation on teacher-student relationships and students' learning outcomes in one-on-one teacher-student interactions.…

  11. Using Student Learning and Development Outcomes to Evaluate a First-Year Undergraduate Group Video Project

    PubMed Central

    Jensen, Murray; Mattheis, Allison; Johnson, Brady

    2012-01-01

    Students in an interdisciplinary undergraduate introductory course were required to complete a group video project focused on nutrition and healthy eating. A mixed-methods approach to data collection involved observing and rating video footage of group work sessions and individual and focus group interviews. These data were analyzed and used to evaluate the effectiveness of the assignment in light of two student learning outcomes and two student development outcomes at the University of Minnesota. Positive results support the continued inclusion of the project within the course, and recommend the assignment to other programs as a viable means of promoting both content learning and affective behavioral objectives. PMID:22383619

  12. Using student learning and development outcomes to evaluate a first-year undergraduate group video project.

    PubMed

    Jensen, Murray; Mattheis, Allison; Johnson, Brady

    2012-01-01

    Students in an interdisciplinary undergraduate introductory course were required to complete a group video project focused on nutrition and healthy eating. A mixed-methods approach to data collection involved observing and rating video footage of group work sessions and individual and focus group interviews. These data were analyzed and used to evaluate the effectiveness of the assignment in light of two student learning outcomes and two student development outcomes at the University of Minnesota. Positive results support the continued inclusion of the project within the course, and recommend the assignment to other programs as a viable means of promoting both content learning and affective behavioral objectives.

  13. Comparison of Public and Parochial School Patterns of Student Affect.

    ERIC Educational Resources Information Center

    Lubin, Bernard; And Others

    1992-01-01

    Compared Multiple Affect Adjective Check List-Revised scores of 139 middle and senior high public school students and of 403 parochial school students. Parochial students scored significantly higher on depression, hostility, and dysphoria, and significantly lower on positive affect and overall positive mood. Offers possible explanations for this…

  14. The Affective Imaginary: Students as Affective Consumers of Risk

    ERIC Educational Resources Information Center

    Lolich, Luciana; Lynch, Kathleen

    2016-01-01

    This paper examines the purpose of higher education (HE) for students in Ireland in the context of the dominant narrative of the knowledge-based economy (KBE). It argues that the KBE is one of the most recent of economic imaginaries devised by governments to manage the population [Hay, S., & Kaptizke, C. (2009). "Smart" state for a…

  15. Intrinsic Factors Affecting Overseas Student Teaching

    ERIC Educational Resources Information Center

    Firmin, Michael W.; MacKay, Brenda B.; Firmin, Ruth L.

    2007-01-01

    We conducted a qualitative research study involving 13 undergraduate students who completed their student-teaching in overseas contexts. Participants completed two waves of interviews immediately after returning to campus from their multicultural experiences. Three intrinsic factors were found to have the greatest impact on students' overseas…

  16. Accountability in Continuing Education: Measuring Noncredit Student Outcomes.

    ERIC Educational Resources Information Center

    Clagett, Craig A.; McConochie, Daniel D.

    1991-01-01

    Although only Ohio has issued statewide standards for noncredit continuing education and a few other states have looked at such a process, most of the literature on student outcomes focuses exclusively on degree-credit programs. A college, university, or state system might want to assess continuing education outcomes for the following reasons: to…

  17. How Are Students' Attitudes Related to Learning Outcomes?

    ERIC Educational Resources Information Center

    Metsärinne, Mika; Kallio, Manne

    2016-01-01

    This article is a part of a research project aimed to find out how different background variables are related to learning outcomes in technology education related to the school subject Sloyd (craft). The research question of this article is: "How are ninth grade students' attitudes towards the subject related to their learning outcomes?"…

  18. Relations between Teachers' Emotional Exhaustion and Students' Educational Outcomes

    ERIC Educational Resources Information Center

    Arens, A. Katrin; Morin, Alexandre J. S.

    2016-01-01

    Studies investigating the effects of emotional exhaustion among teachers have primarily focused on its relations with teacher-related outcome variables but little research has been done for examining its relations with student outcomes. Therefore, this study examines the relations between teachers' emotional exhaustion and educational outcomes…

  19. Student Outcomes Study. Olympic College Program Review.

    ERIC Educational Resources Information Center

    Langan, A. Bud; Keeler, Laura

    A follow-up study was conducted of students who had attended Olympic College (OC), in Washington, in fall 1990. A questionnaire was sent to a stratified random sample of 647 students, 3 years after their 1990 enrollment. A total of 390 responses were received for a 60.3% response rate. Respondents were divided into the following four groups, based…

  20. Student Learning Outcomes Assessment Materials Guidebook

    ERIC Educational Resources Information Center

    ACPA College Student Educators International, 2011

    2011-01-01

    The American College Personnel Association's (ACPA's) Sustainability Task Force partnered with the Commission on Assessment and Evaluation with the goal of creating assessment tools to help ACPA members effectively measure student learning around sustainability. Towards these ends, Kimberly Yousey-Elsener (StudentVoice), Diana Richter Keith…

  1. Melanin content in melanoma metastases affects the outcome of radiotherapy.

    PubMed

    Brożyna, Anna A; Jóźwicki, Wojciech; Roszkowski, Krzysztof; Filipiak, Jan; Slominski, Andrzej T

    2016-04-05

    Melanin possess radioprotective and scavenging properties, and its presence can affect the behavior of melanoma cells, its surrounding environment and susceptibility to the therapy, as showed in vitro experiments. To determine whether melanin presence in melanoma affects the efficiency of radiotherapy (RTH) we evaluated the survival time after RTH treatment in metastatic melanoma patients (n = 57). In another cohort of melanoma patients (n = 84), the relationship between melanin level and pT and pN status was determined. A significantly longer survival time was found in patients with amelanotic metastatic melanomas in comparison to the melanotic ones, who were treated with either RTH or chemotherapy (CHTH) and RTH. These differences were more significant in a group of melanoma patients treated only with RTH. A detailed analysis of primary melanomas revealed that melanin levels were significantly higher in melanoma cells invading reticular dermis than the papillary dermis. A significant reduction of melanin pigmentation in pT3 and pT4 melanomas in comparison to pT1 and T2 tumors was observed. However, melanin levels measured in pT3-pT4 melanomas developing metastases (pN1-3, pM1) were higher than in pN0 and pM0 cases. The presence of melanin in metastatic melanoma cells decreases the outcome of radiotherapy, and melanin synthesis is related to higher disease advancement. Based on our previous cell-based and clinical research and present research we also suggest that inhibition of melanogenesis can improve radiotherapy modalities. The mechanism of relationship between melanogenesis and efficacy of RTH requires additional studies, including larger melanoma patients population and orthotopic, imageable mouse models of metastatic melanoma.

  2. Radiation-induced sarcomas of bone: factors that affect outcome.

    PubMed

    Kalra, S; Grimer, R J; Spooner, D; Carter, S R; Tillman, R M; Abudu, A

    2007-06-01

    We identified 42 patients who presented to our unit over a 27-year period with a secondary radiation-induced sarcoma of bone. We reviewed patient, tumour and treatment factors to identify those that affected outcome. The mean age of the patients at presentation was 45.6 years (10 to 84) and the mean latent interval between radiotherapy and diagnosis of the sarcoma was 17 years (4 to 50). The median dose of radiotherapy given was estimated at 50 Gy (mean 49; 20 to 66). There was no correlation between radiation dose and the time to development of a sarcoma. The pelvis was the most commonly affected site (14 patients (33%)). Breast cancer was the most common primary tumour (eight patients; 19%). Metastases were present at diagnosis of the sarcoma in nine patients (21.4%). Osteosarcoma was the most common diagnosis and occurred in 30 cases (71.4%). Treatment was by surgery and chemotherapy when indicated: 30 patients (71.4%) were treated with the intention to cure. The survival rate was 41% at five years for those treated with the intention to cure but in those treated palliatively the mean survival was only 8.8 months (2 to 22), and all had died by two years. The only factor found to be significant for survival was the ability to completely resect the tumour. Limb sarcomas had a better prognosis (66% survival at five years) than central ones (12% survival at five years) (p = 0.009). Radiation-induced sarcoma is a rare complication of radiotherapy. Both surgical and oncological treatment is likely to be compromised by the treatment received previously by the patient.

  3. Outcomes of Math Faculty Engagement in Student Learning Outcomes Assessment in the Two-Year Colleges

    ERIC Educational Resources Information Center

    Bruley, Marie N.

    2013-01-01

    This study utilizes a mixed methods exploratory design to examine the nature of math faculty engagement in the student learning outcomes assessment cycle. The focus of the study is on the types of changes that math faculty are implementing as a result of assessment outcomes and the institutional environmental factors that impact faculty engagement…

  4. Looking for Students' Personal Characteristics Predicting Study Outcome

    ERIC Educational Resources Information Center

    Van Bragt, Cyrille A. C.; Bakx, Anouke W. E. A.; Bergen, Theo C. M.; Croon, Marcel A.

    2011-01-01

    The central goal of this study is to clarify to what degree former education and students' personal characteristics (the "Big Five personality characteristics", personal orientations on learning and students' study approach) may predict study outcome (required credits and study continuance). Analysis of the data gathered through questionnaires of…

  5. Linking School-University Collaboration and K-12 Student Outcomes.

    ERIC Educational Resources Information Center

    Wiseman, Donna L., Ed.; Knight, Stephanie L., Ed.

    This book provides a platform for an array of educators to discuss the impact of professional development schools and other school-university partnerships on student learning. The 11 papers include: (1) "Using Research to Connect School-University Partnerships to Student Outcomes" (Lee Teitel); (2) "Making a Difference: A…

  6. Australian Vocational Education and Training Statistics: Student Outcomes, 2006. Summary

    ERIC Educational Resources Information Center

    National Centre for Vocational Education Research (NCVER), 2006

    2006-01-01

    This publication provides information regarding the training outcomes for students who completed their vocational education and training (VET) during 2005. The findings presented relate to students who are awarded a qualification (graduates), or who successfully complete part of a course and then leave the VET system (module completers). This…

  7. Parental Involvement in Schooling, Classroom Environment and Student Outcomes

    ERIC Educational Resources Information Center

    Adamski, Aurora; Fraser, Barry J.; Peiro, Maria M.

    2013-01-01

    We investigated relationships between students' perceptions of parental involvement in schooling, their Spanish classroom environment and student outcomes (attitudes and achievement). Modified Spanish versions of the What Is Happening In this Class?, Test of Spanish-Related Attitudes-L[subscript 1], a parental involvement questionnaire and a…

  8. Early Integration and Other Outcomes for Community College Transfer Students

    ERIC Educational Resources Information Center

    D'Amico, Mark M.; Dika, Sandra L.; Elling, Theodore W.; Algozzine, Bob; Ginn, Donna J.

    2014-01-01

    The purpose of this study was to explore academic and social integration and other outcomes for community college transfer students. The study used Tinto's ("Leaving college: Rethinking the causes and cures of student attrition," 1993) "Longitudinal Model of Institutional Departure" and Deil-Amen's ("J Higher…

  9. Measuring Student Learning Outcomes Using the SALG Instrument

    ERIC Educational Resources Information Center

    Scholl, Kathleen; Olsen, Heather M.

    2014-01-01

    U.S. higher education institutions are being called to question their central nature, priorities, and functions, with prominent and unprecedented attention being given to accountability and the measurement of student learning outcomes. As higher education evolves in how it assesses student learning and leisure studies and recreation departments…

  10. Student Activity and Learning Outcomes in a Virtual Learning Environment

    ERIC Educational Resources Information Center

    Romanov, Kalle; Nevgi, Anne

    2008-01-01

    The aim of the study was to explore the relationship between degree of participation and learning outcomes in an e-learning course on medical informatics. Overall activity in using course materials and degree of participation in the discussion forums of an online course were studied among 39 medical students. Students were able to utilise the…

  11. Corporal Punishment and Student Outcomes in Rural Schools

    ERIC Educational Resources Information Center

    Han, Seunghee

    2014-01-01

    This study examined the effects of corporal punishment on student outcomes in rural schools by analyzing 1,067 samples from the School Survey on Crime and Safety 2007-2008. Results of descriptive statistics and multivariate regression analyses indicated that schools with corporal punishment may decrease students' violent behaviors and…

  12. Behavior-Focused Alternative Schools: Impact on Student Outcomes

    ERIC Educational Resources Information Center

    Wilkerson, Kimber; Afacan, Kemal; Perzigian, Aaron; Justin, Whitney; Lequia, Jenna

    2016-01-01

    Behavior-focused alternative schools serve students who have been unsuccessful in other school settings due to low academic achievement coupled with significant behavior challenges. In this study, we investigated the effectiveness of secondary behavior-focused alternative schools on four different student outcome variables: (a) school attendance,…

  13. Investigating ESL Students' Performance on Outcomes Assessments in Higher Education

    ERIC Educational Resources Information Center

    Lakin, Joni M.; Elliott, Diane Cardenas; Liu, Ou Lydia

    2012-01-01

    Outcomes assessments are gaining great attention in higher education because of increased demand for accountability. These assessments are widely used by U.S. higher education institutions to measure students' college-level knowledge and skills, including students who speak English as a second language (ESL). For the past decade, the increasing…

  14. Students with Intellectual Disabilities: Predictors of Transition Outcomes

    ERIC Educational Resources Information Center

    Baer, Robert M.; Daviso, Alfred W., III; Flexer, Robert W.; Queen, Rachel McMahan; Meindl, Richard S.

    2011-01-01

    This study examined the outcomes of 409 students with mental retardation or multiple disabilities from 177 school districts in a Great Lakes state. These students with intellectual disabilities were interviewed at exit and 1 year following graduation. The authors developed and tested three regression models--two to predict full-time employment and…

  15. Improving STEM Student Learning Outcomes with GIS

    NASA Astrophysics Data System (ADS)

    Montgomery, W. W.

    2013-12-01

    Longitudinal data collection initiated a decade ago as part of a successful NSF-CCLI grant proposal has resulted in a large - and growing - sample (200+) of students who report on their perceptions of self-improvement in Technology, Critical Thinking, and Quantitative Reasoning proficiencies upon completion of an introductory (200-level) GIS course at New Jersey City University, a Hispanic-Serving and Minority Institution in Jersey City, NJ. Results from student satisfaction surveys indicate that, not surprisingly, 80% of respondents report improved confidence in Technology Literacy. Critical Thinking proficiency is judged to be significantly improved by 60% of respondents. On the other hand, Quantitative Reasoning proficiency confidence is improved in only 30% of students. This latter finding has prompted the instructor to search for more easily recognizable (to the student) ways of embedding quantitative reasoning into the course, as it is obvious to any GIS professional that there is an enormous amount of quantitative reasoning associated with this technology. A second post-course questionnaire asks students to rate themselves in these STEM proficiency areas using rubrics. Results mirror those from the self-satisfaction surveys. On a 5-point Likkert scale, students tend to see themselves improving about one letter grade on average in each proficiency area. The self-evaluation rubrics are reviewed by the instructor and are judged to be accurate for about 75% of the respondents.

  16. Games Centered Approaches in Teaching Children & Adolescents: Systematic Review of Associated Student Outcomes

    ERIC Educational Resources Information Center

    Miller, Andrew

    2015-01-01

    The purpose of this systematic review was to investigate the weight of scientific evidence regarding student outcomes (physical, cognitive and affective) of a Game Centered Approach (GCA) when the quality of a study was taken into account in the interpretation of collective findings. A systematic search of five electronic databases (Sports…

  17. From Process to Outcome: The Effect of Portfolio Assessment on Student Learning.

    ERIC Educational Resources Information Center

    Tiwari, Agnes; Tang, Catherine

    2003-01-01

    Three findings emerged from 12 Hong Kong student nurses' descriptions of their experiences of portfolio assessment: (1) despite initial anxiety, all favored portfolio use; (2) portfolios had positive academic and affective outcomes; and (3) unexpectedly, spontaneous collaborative learning and increased motivation resulted. (Contains 35…

  18. Affective Teacher—Student Relationships and Students' Externalizing Behavior Problems: A Meta-Analysis

    PubMed Central

    Lei, Hao; Cui, Yunhuo; Chiu, Ming Ming

    2016-01-01

    This meta-analysis of 57 primary studies with 73,933 students shows strong links between affective teacher—student relationships (TSRs) and students' externalizing behavior problems (EBPs). Moreover, students' culture, age, gender, and the report types of EBPs moderated these effects. The negative correlation between positive indicators of affective TSRs and students' EBPs was stronger (a) among Western students than Eastern ones, (b) for students in the lower grades of primary school than for other students, (c) when rated by teachers or parents than by students or peers, and (d) among females than among males. In contrast, the positive correlation between negative indicators of affective TSRs and students' EBPs was stronger (a) among Eastern students than Western ones, (b) for students in the higher grades of primary school than for other students, and (c) when rated by students or peers than by teachers or parents. PMID:27625624

  19. Postsecondary Outcomes for Students with Intellectual Disabilities

    ERIC Educational Resources Information Center

    Farnham, Lindsey Beth

    2011-01-01

    A survey of 89 post secondary youth with intellectual impairments exiting a college based school-to-work program tracked school and post school experiences to identify significant correlates and predictors of post school outcomes. The three significant predictors were self-determination training, course taking patterns, and home care skills…

  20. Professor-Student Rapport Scale Predicts Student Outcomes

    ERIC Educational Resources Information Center

    Wilson, Janie H.; Ryan, Rebecca G.; Pugh, James L.

    2010-01-01

    Rapport traditionally has been measured in therapy or in other one-on-one relationships such as with roommates. As yet, no scale is available to measure professor-student rapport. In this study, 51 undergraduates created items to measure professor-student rapport, and subsequently, 195 different college students rated their agreement with items…

  1. Instructor Attitudes toward Students: Job Satisfaction and Student Outcomes

    ERIC Educational Resources Information Center

    Wilson, Janie H.

    2008-01-01

    The relational teaching approach suggests that instructors should develop positive relationships with students, with benefits including greater job satisfaction. One way to build positive relationships with students involves exhibiting immediacy behaviors. The author examined relationships among professors' attitudes toward students, immediacy…

  2. 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.

  3. College Student Unions: What Professionals Are Doing to Assess Learning Outcomes for Student Program Board Leaders

    ERIC Educational Resources Information Center

    O'Toole-Curran, Janette J.

    2015-01-01

    The descriptive survey employed in this study explored current assessment practices of learning outcomes, including the resources used and the learning outcomes assessed for student programming board leaders. The researcher collected data through document review and phone interviews. She interviewed 21 student activities and union advisors who are…

  4. Factors Affecting Performance of Undergraduate Students in Construction Related Disciplines

    ERIC Educational Resources Information Center

    Olatunji, Samuel Olusola; Aghimien, Douglas Omoregie; Oke, Ayodeji Emmanuel; Olushola, Emmanuel

    2016-01-01

    Academic performance of students in Nigerian institutions has been of much concern to all and sundry hence the need to assess the factors affecting performance of undergraduate students in construction related discipline in Nigeria. A survey design was employed with questionnaires administered on students in the department of Quantity Surveying,…

  5. Leadership Effects: School Principals and Student Outcomes

    ERIC Educational Resources Information Center

    Coelli, Michael; Green, David A.

    2012-01-01

    We identify the effect of individual high school principals on graduation rates and English exam scores using an administrative data set of grade 12 students in BC Canada. Many principals were rotated across schools by districts, permitting isolation of the effect of principals from the effect of schools. We estimate the variance of the…

  6. Assessing Embedded Geospatial Student Learning Outcomes

    ERIC Educational Resources Information Center

    Carr, John David

    2012-01-01

    Geospatial tools and technologies have become core competencies for natural resource professionals due to the monitoring, modeling, and mapping capabilities they provide. To prepare students with needed background, geospatial instructional activities were integrated across Forest Management; Natural Resources; Fisheries, Wildlife, &…

  7. Affective Teacher-Student Relationships and Students' Externalizing Behavior Problems: A Meta-Analysis.

    PubMed

    Lei, Hao; Cui, Yunhuo; Chiu, Ming Ming

    2016-01-01

    This meta-analysis of 57 primary studies with 73,933 students shows strong links between affective teacher-student relationships (TSRs) and students' externalizing behavior problems (EBPs). Moreover, students' culture, age, gender, and the report types of EBPs moderated these effects. The negative correlation between positive indicators of affective TSRs and students' EBPs was stronger (a) among Western students than Eastern ones, (b) for students in the lower grades of primary school than for other students, (c) when rated by teachers or parents than by students or peers, and (d) among females than among males. In contrast, the positive correlation between negative indicators of affective TSRs and students' EBPs was stronger (a) among Eastern students than Western ones, (b) for students in the higher grades of primary school than for other students, and

  8. Factors Affecting Student Attitudes toward War.

    ERIC Educational Resources Information Center

    Lester, David

    1994-01-01

    Reviews previous research on attitudes toward war. Describes a study of undergraduate student attitudes toward war compared with personality traits. Finds that, although personality traits were only minimally associated with attitudes toward war, men were more prowar then women. (CFR)

  9. Complex issues affecting student pharmacist debt.

    PubMed

    Cain, Jeff; Campbell, Tom; Congdon, Heather Brennan; Hancock, Kim; Kaun, Megan; Lockman, Paul R; Evans, R Lee

    2014-09-15

    It is time for colleges and schools of pharmacy to examine and confront the rising costs of pharmacy education and the increasing student loan debt borne by graduates. These phenomena likely result from a variety of complex factors. The academy should begin addressing these issues before pharmacy education becomes cost-prohibitive for future generations. This paper discusses some of the more salient drivers of cost and student debt load and offers suggestions that may help alleviate some of the financial pressures.

  10. Using skinfold calipers while teaching body fatness-related concepts: cognitive and affective outcomes.

    PubMed

    Whitehead, J R; Eklund, R C; Williams, A C

    2003-12-01

    Body composition testing has been advocated as part of fitness test batteries in an educational effort to promote health-related fitness, and to prevent public health problems like obesity. However, the measurement of the body composition of children and youth, especially involving the use of skinfold calipers, has raised concerns. In two experiments the cognitive and affective consequences of skinfold caliper use in a 7th grade (155 boys, 177 girls, total N = 332) health/physical education context were examined. Experiment 1 demonstrated that the students could be taught to accurately measure a partner and/or significantly learn body fatness-related concepts compared to controls. It was also shown that inexpensive plastic Fat Control calipers produced accurate measurements. Experiment 2 was designed to replicate the significant cognitive outcome effects, and also to test the hypothesis that psychological damage is a likely consequence of skinfold caliper use-and that hypothesis was refuted. Specifically, knowledge scores, and outcome scores on adapted affect scales (e.g., PANAS, MAACL), physical self-esteem scales (CY-PSPP) and on the Social Physique Anxiety Scale supported the premise that skinfold calipers can be used in an educational context to facilitate cognitive learning without causing adverse affective consequences.

  11. Implementation of Outcome-Based Education in Universiti Putra Malaysia: A Focus on Students' Learning Outcomes

    ERIC Educational Resources Information Center

    Mohayidin, Mohd Ghazali; Suandi, Turiman; Mustapha, Ghazali; Konting, Mohd. Majid; Kamaruddin, Norfaryanti; Man, Nor Azirawani; Adam, Azura; Abdullah, Siti Norziah

    2008-01-01

    The move towards applying outcome-based education in teaching and learning at tertiary education level has become an important topic in Malaysia. Apart from the three learning domains; namely, cognitive, psychomotor and affective, the Ministry of Higher Education has determined eight learning outcomes which are important in providing wholesome…

  12. Factors Affecting Student Success with a Google Earth-Based Earth Science Curriculum

    NASA Astrophysics Data System (ADS)

    Blank, Lisa M.; Almquist, Heather; Estrada, Jen; Crews, Jeff

    2016-02-01

    This study investigated to what extent the implementation of a Google Earth (GE)-based earth science curriculum increased students' understanding of volcanoes, earthquakes, plate tectonics, scientific reasoning abilities, and science identity. Nine science classrooms participated in the study. In eight of the classrooms, pre- and post-assessments of earth science content, scientific reasoning, and science identity were completed. In one classroom, a staggered implementation of the curriculum was completed to control for student and teacher variables. In all nine classrooms, implementation of the GE curriculum advanced students' science identity, earth science understanding, and science reasoning, but the curriculum was most transformative in terms of scientific reasoning. Two factors were identified related to student success. Students with strong science identities and high reading proficiencies demonstrated greater science learning outcomes. Math proficiency and gender did not affect learning outcomes.

  13. Psychological Factors Affecting Rehabilitation and Outcomes Following Elective Orthopaedic Surgery.

    PubMed

    Flanigan, David C; Everhart, Joshua S; Glassman, Andrew H

    2015-09-01

    Orthopaedic surgery often requires many months of rehabilitation to achieve a successful outcome, regardless of subspecialty. Several important psychological factors strongly influence pain perceptions, rehabilitation compliance, and patient outcomes after common orthopaedic surgeries that require extensive rehabilitation, including total joint arthroplasty, anterior cruciate ligament reconstruction, and spine surgery for degenerative disease. Early recognition of patients exhibiting psychological distress, fear-avoidance behavior, or poor perceived self-efficacy or pessimistic personality traits can be used to improve preoperative risk stratification for poor rehabilitation or surgical outcomes. Several intervention strategies exist to address these psychological factors when they appear to contribute suboptimal postoperative rehabilitation or recovery.

  14. Nurse managed prenatal programs affect outcomes for corporations.

    PubMed

    Thompson, P E; Bitowski, B E; Bell, P L

    1997-09-01

    Faced with higher medical costs and increased insurance premiums, corporations are focusing on health promotion and wellness. With increasing numbers of women in the workforce, corporations have identified the need for prenatal programs. By developing, initiating, and evaluating outcome-based prenatal programs nurses can target the health care needs of this select population. One such program documented several outcomes including improved employee health and an 86% reduction in maternal/newborn costs.

  15. Complex Issues Affecting Student Pharmacist Debt

    PubMed Central

    Campbell, Tom; Congdon, Heather Brennan; Hancock, Kim; Kaun, Megan; Lockman, Paul R.; Evans, R. Lee

    2014-01-01

    It is time for colleges and schools of pharmacy to examine and confront the rising costs of pharmacy education and the increasing student loan debt borne by graduates. These phenomena likely result from a variety of complex factors. The academy should begin addressing these issues before pharmacy education becomes cost-prohibitive for future generations. This paper discusses some of the more salient drivers of cost and student debt load and offers suggestions that may help alleviate some of the financial pressures. PMID:25258436

  16. Factors Affecting Students' Medicine-Taking Habits

    ERIC Educational Resources Information Center

    Labig, Chalmer E., Jr.; Zantow, Kenneth; Peterson, Tim O.

    2005-01-01

    This study examines college students' beliefs about health, prescriptions, doctors, and the influence those beliefs have on adherence to prescribed medication regimens. After a brief review of attitudinal factors that influence adherence to prescription medicine directions, the authors discuss measurement issues and explain the reasons for their…

  17. Factors Affecting Bioscience Students' Academic Achievement

    ERIC Educational Resources Information Center

    Rytkonen, Henna; Parpala, Anna; Lindblom-Ylanne, Sari; Virtanen, Viivi; Postareff, Liisa

    2012-01-01

    The examination of academic progression has become an essential tool for measuring the effectiveness of educational systems. Research concerning the relationship between student learning and how they progress in their studies, however remains scarce. The aim of this study is two-fold: Firstly, the study aims to analyse first-year bioscience…

  18. Formulating Environmental Constructs that Affect Students' Identity.

    ERIC Educational Resources Information Center

    Erwin, T. Dary; Delworth, Ursula

    1982-01-01

    Provides additional evidence for the construct validity of the Erwin Identity Scale (EIS). Provides information about interaction between identity development and college environment as perceived by students. Impact of academic environment and interpersonal campus environment were reflected by high or low scores on the EIS. (RC)

  19. 2004 and 2005 BC Student Outcomes: Job Destinations of Former College and Institute Students

    ERIC Educational Resources Information Center

    Ministry of Advanced Education, 2006

    2006-01-01

    The BC College and Institute Student Outcomes Survey Project (CISO) collects and disseminates information about former students' post-secondary experiences and their subsequent labour market and further education experiences. The survey is administered annually to a number of former students of public colleges, university colleges, and institutes…

  20. Cryotherapy in Treatment of Keloids: Evaluation of Factors Affecting Treatment Outcome

    PubMed Central

    Barara, Meenu; Mendiratta, Vibhu; Chander, Ram

    2012-01-01

    Background: Keloids are cosmetically disfiguring benign fibrous outgrowths, which present as a major therapeutic dilemma due to their frequent recurrence. Despite a wide therapeutic armamentarium available for these scars, none has been found to be completely effective and satisfactory. Cryosurgery has offered some promise in the treatment of keloids.We conducted this study to evaluate the effect of cryotherapy in treatment of keloids and to relate the treatment outcome with the clinico-etiological factors. Materials and Methods: A hospital-based interventional study was conducted in 30 patients of keloids. Patients received two freeze thaw cycles of 15 seconds each at four weekly intervals for six sessions or flattening greater than 75%; whichever occurred earlier. Patients were assessed after three treatment sessions and at treatment completion regarding thickness and firmness of lesions. Patient satisfaction scale was used to evaluate the treatment outcome at completion of six treatment sessions. Paired Students t-test and Analysis of variance (ANOVA) were used for statistical analysis. Results: Average flattening noted after 3 and 6 sessions of cryotherapy was 30.76% and 58.13%, respectively. The duration of lesions and thickness of keloids correlated significantly with the result of treatment. The site and aetiology did not influence the outcome of cryosurgical treatment. Conclusion: Cryotherapy seems to be an effective treatment modality for keloids of recent onset, particularly smaller lesions. Duration and thickness of the keloids were found to be the most important factors in determining treatment outcome with cryotherapy in our study. Larger studies are, however, required to confirm the efficacy of this treatment modality and to validate our findings of the factors affecting treatment outcome. PMID:23112514

  1. Can a future choice affect a past measurement's outcome?

    NASA Astrophysics Data System (ADS)

    Aharonov, Yakir; Cohen, Eliahu; Elitzur, Avshalom C.

    2015-04-01

    An EPR experiment is studied where each particle within the entangled pair undergoes a few weak measurements (WMs) along some pre-set spin orientations, with the outcomes individually recorded. Then the particle undergoes one strong measurement along an orientation chosen at the last moment. Bell-inequality violation is expected between the two final measurements within each EPR pair. At the same time, statistical agreement is expected between these strong measurements and the earlier weak ones performed on that pair. A contradiction seemingly ensues: (i) Bell's theorem forbids spin values to exist prior to the choice of the orientation measured; (ii) A weak measurement is not supposed to determine the outcome of a successive strong one; and indeed (iii) Almost no disentanglement is inflicted by the WMs; and yet (iv) The outcomes of weak measurements statistically agree with those of the strong ones, suggesting the existence of pre-determined values, in contradiction with (i). Although the conflict can be solved by mere mitigation of the above restrictions, the most reasonable resolution seems to be that of the Two-State-Vector Formalism (TSVF), namely, that the choice of the experimenter has been encrypted within the weak measurement's outcomes, even before the experimenters themselves know what their choice will be.

  2. Effects of Teacher Diversity and Student-Teacher Racial/Ethnic Matching in Elementary Schools on Educational Outcomes

    ERIC Educational Resources Information Center

    Banerjee, Neena

    2013-01-01

    This dissertation investigates the implications of student-teacher racial/ethnic matching on two educational outcomes. The fourth chapter investigates whether assignment to same-race teachers affects students' math and reading achievement growth in early elementary grades and whether the overall racial/ethnic composition of the teaching workforce…

  3. Precepting Challenge: Helping the Student Attain the Affective Skills of a Good Midwife.

    PubMed

    Krause, Susan Agard

    2016-11-01

    Preparing students for a career in midwifery is a rewarding venture. The knowledge and techniques necessary to meet the requirements of a safe, beginning-level practitioner are familiar to experienced midwives. It is common for students to achieve learning outcomes in the classroom (actual or virtual) but struggle in the clinical setting. Other students may struggle academically but perform smoothly and comfortably when they apply knowledge and skills in the clinical setting. The cognitive and psychomotor domains of learning are represented by a student's application of knowledge and performance of skills. Affective skills of caring and professionalism are equally important. Research that describes characteristics of what is considered a good midwife identifies affective characteristics associated with effective midwifery practice. By attending equally to all domains of learning, the preceptor can more effectively support the student in attainment of the skills, values, and beliefs that make a good midwife. This article focuses on the acquisition of affective skills by students in the clinical setting. When affective skills are well developed, they require little attention, but if they are not, the recognition and remediation can be a difficult task for the preceptor. Acquisition of affective skills in the realms of caring and professionalism are necessary for midwifery practice. Effective teaching techniques and knowledge of the affective domain enhance the preceptors' ability to evaluate and remediate deficiencies.

  4. Assessment of Student Learning Outcomes in FCS Programs

    ERIC Educational Resources Information Center

    Weaver-Kaulis, Amy; Crutsinger, Christy

    2006-01-01

    Accreditation, budget, and accountability pressures at the institution and program levels lead to the involvement of faculty in assessment-based activities. Increasingly, programs are being expected to document student learning beyond traditional course grades. The use of outcomes as a tool to improve learning relies heavily on the active…

  5. Assessment of Student Outcomes Using a Theoretical Framework.

    ERIC Educational Resources Information Center

    Levins, Lesley

    1997-01-01

    Examines the scientific concept of evaporation. Attempts to show how students develop their understanding through the levels of the Structure of the Observed Learning Outcome (SOLO) taxonomy. Shows how designing learning experiences to suit the learners' developmental stages in understanding a concept is paramount to the overall growth of the…

  6. Students with Learning Disabilities' Satisfaction, Employment, and Postsecondary Education Outcomes

    ERIC Educational Resources Information Center

    Rabren, Karen; Eaves, Ronald C.; Dunn, Caroline; Darch, Craig

    2013-01-01

    This study investigates the construct of satisfaction as a post-school outcome for students with learning disabilities (LD). More specifically, the effects of postsecondary education or training as well as employment are examined as they contribute to the overall satisfaction of young people with LD, one year after they exit high school. The…

  7. Student Outcomes in Inquiry Instruction: A Literature-Derived Inventory

    ERIC Educational Resources Information Center

    Saunders-Stewart, Katie S.; Gyles, Petra D. T.; Shore, Bruce M.

    2012-01-01

    Curricular reform efforts are underway in many countries, focused on adopting inquiry-based approaches to teaching and learning. Therefore, it is increasingly important to understand what outcomes students attain in inquiry environments. Derived from a literature review, a 23-item, criterion-referenced inventory is presented for theoretically…

  8. Student Learning Outcomes: The Role of the Registrar

    ERIC Educational Resources Information Center

    Pikowsky, Reta

    2012-01-01

    The Council for the Advancement of Standards in Higher Education's "Self-Assessment Guide for Registrar Programs and Services" includes an introductory statement on the role of registrar programs: "The overarching role of the registrar is increasingly that of an educator, defining student needs through learning outcomes and…

  9. A Model for Effectively Assessing Student Learning Outcomes

    ERIC Educational Resources Information Center

    Ohia, Uche O.

    2011-01-01

    This paper describes a model proven to be effective for assessing and documenting evidence of student learning outcomes. Specifically, it will share a model, F.A.M.O.U.S. Copyright ©2008, which is an acronym exemplifying six effective steps for complying with institutional accountability and eternal assessment requirements proscribed by the…

  10. Enabling Outcomes for Students with Developmental Disabilities through Collaborative Consultation

    ERIC Educational Resources Information Center

    Villeneuve, Michelle; Hutchinson, Nancy L.

    2012-01-01

    Collaborative consultation has been widely adopted in school-based occupational therapy practice; however, limited research has examined how collaboration between educators and occupational therapists contributes to students' outcomes. The purpose of this study was to describe the nature of collaborative working in two cases of school-based…

  11. Student Outcomes from Engaging in Open Science Investigations

    ERIC Educational Resources Information Center

    Hubber, Peter; Darby, Linda; Tytler, Russell

    2010-01-01

    This is the first of two papers that draw on a study of the national BHP Billiton Science Awards, a peak competition funded by BHP Billiton and administered by CSIRO. BHP Billiton, CSIRO and ASTA together oversee the strategic direction of the Awards. This paper reports an analysis focussed on the outcomes for students of participation in open…

  12. Academic Perspectives on the Outcomes of Outward Student Mobility

    ERIC Educational Resources Information Center

    Bridger, Kath

    2015-01-01

    This research project was commissioned by the UK Higher Education International Unit (IU) and the Higher Education Academy (HEA) in June 2014 to explore academic perspectives on the outcomes of outward mobility at undergraduate, postgraduate and research levels for UK domiciled students, and to consider how best to facilitate the take up as well…

  13. Sex Differences in Family and School Influence on Student Outcomes.

    ERIC Educational Resources Information Center

    Epstein, Joyce L.; McPartland, James M.

    This paper explores three research issues on adolescent development using an elaborated effects model: (1) Are there consistent sex main effects on a variety of student outcomes? (2) What are the relative influences of family status, family processes, school processes, and individual ability on academic and nonacademic behavior of males and…

  14. Impacts of Experiential Learning Depth and Breadth on Student Outcomes

    ERIC Educational Resources Information Center

    Coker, Jeffrey Scott; Heiser, Evan; Taylor, Laura; Book, Connie

    2017-01-01

    This 5-year study of graduating seniors at Elon University (n = 2,058) evaluates the impacts of experiential learning depth (amount of time commitment) and breadth (number of different types of experiences) on student outcomes. Data on study abroad, undergraduate research, internships, service, and leadership experiences were pulled from…

  15. FRONTLINE: teaching affect recognition to medical students: evaluation and reflections.

    PubMed

    Forrest, David V

    2011-01-01

    Techniques developed for teaching more empathic affect recognition and reflection to medical students during their introduction to psychiatric interviewing begin with a concrete grounding in facial muscular movements and facial affect recognition, and proceed to the use of countertransferential affective experience to aid in ascertaining personality types. Observations about the temper of today's medical students by psychoanalysts may be of help in avoiding increasing their already substantial characterological resistance to affective learning and empathy that has recently been reported in the medical education literature.

  16. Isolated polycystic morphology: Does it affect the IVF treatment outcomes?

    PubMed

    Bezirganoglu, N; Seckin, K D; Baser, E; Karsli, M F; Yeral, M I; Cicek, M N

    2015-04-01

    The aim of the current study was to compare women who have normal ovarian ultrasonographic findings and women with ovulatory polycystic ovary (PCO), in terms of IVF treatment outcome. The study was conducted at a tertiary referral hospital and included 906 women who underwent IVF treatment. Of these, 224 of the women had PCO (24.7%) and 682 of the women had normal ovarian morphology (75.3%) at the time of ultrasonographic examination prior to IVF. The treatment outcomes were compared between the two groups. In the PCO group, the number of oocytes at the size of > 16 mm, the overall number of collected oocytes and the number of fertilised oocytes were found to be significantly higher. Furthermore, the rates of implantation, biochemical pregnancy and clinical pregnancy were significantly higher in the PCO group (p < 0.05). The detection of PCO morphology on baseline ultrasonography in IVF candidates may be associated with higher treatment success.

  17. Factors affecting patient outcome in primary cutaneous aspergillosis

    PubMed Central

    Tatara, Alexander M.; Mikos, Antonios G.; Kontoyiannis, Dimitrios P.

    2016-01-01

    Abstract Primary cutaneous aspergillosis (PCA) is an uncommon infection of the skin. There is a paucity of organized literature regarding this entity in regard to patient characteristics, associated Aspergillus species, and treatment modalities on outcome (disease recurrence, disease dissemination, and mortality). We reviewed all published reports of PCA from 1967 to 2015. Cases were deemed eligible if they included the following: patient baseline characteristics (age, sex, underlying condition), evidence of proven or probable PCA, primary treatment strategy, and outcome. We identified 130 eligible cases reported from 1967 to 2015. The patients were predominantly male (63.8%) with a mean age of 30.4 ± 22.1 years. Rates of PCA recurrence, dissemination, and mortality were 10.8%, 18.5%, and 31.5%, respectively. In half of the cases, there was an association with a foreign body. Seven different Aspergillus species were reported to cause PCA. Systemic antifungal therapy without surgery was the most common form of therapy (60% of cases). Disease dissemination was more common in patients with underlying systemic conditions and occurred on average 41.4 days after PCA diagnosis (range of 3–120 days). In a multivariate linear regression model of mortality including only patients with immunosuppressive conditions, dissemination and human immunodeficiency virus/acquired immune deficiency syndrome were statistically significantly associated with increased mortality. Nearly one-third of patients with PCA die with the disease. Dissemination and host status are critical in patient outcome. PMID:27367980

  18. How Do Learning Communities Affect First-Year Latino Students?

    ERIC Educational Resources Information Center

    Huerta, Juan Carlos; Bray, Jennifer J.

    2013-01-01

    Do learning communities with pedagogies of active learning, collaborative learning, and integration of course material affect the learning, achievement, and persistence of first-year Latino university students? The data for this project was obtained from a survey of 1,330 first-year students in the First-Year Learning Community Program at Texas…

  19. Factors Affecting the Occurrence of Faculty-Doctoral Student Coauthorship

    ERIC Educational Resources Information Center

    Maher, Michelle A.; Timmerman, Briana Crotwell; Feldon, David F.; Strickland, Denise

    2013-01-01

    Using faculty narratives, this study identifies factors affecting the occurrence of faculty-doctoral student coauthorship. Norms of the discipline, resources, faculty goals for students, faculty goals for themselves, and institutional expectations emerged as dominant factors. Each factor is explored separately and as part of an interlocking…

  20. Variables that Affect Students' Enrollment in Science Courses.

    ERIC Educational Resources Information Center

    Milner, Nava; And Others

    1987-01-01

    Explores the variables that affect students' decisions to enroll in elective physical science courses in high school. Reviews the results of a survey of 875 eleventh grade students in Israeli academic high schools. Infers relationships between attitude and enrollment using regression analysis. (CW)

  1. Synchronous vs. Asynchronous Tutorials: Factors Affecting Students' Preferences and Choices

    ERIC Educational Resources Information Center

    Beyth-Marom, Ruth; Saporta, Kelly; Caspi, Avner

    2005-01-01

    This study aimed to determine the factors that affect students' preferences regarding tutorial modes. A learning-habit inclinations questionnaire (LHIQ) was constructed and administered to 288 students. Factor analysis revealed four factors: "time management," "ease of access" to learning materials, "positive aspects of interaction," and "negative…

  2. Gender, Gender Roles Affecting Mate Preferences in Turkish College Students

    ERIC Educational Resources Information Center

    Gazioglu, A. Esra Ismen

    2008-01-01

    The subject of this study is gender and gender roles affecting mate preferences. The sample of the study consists of 300 undergraduates and master students. To identify students' gender roles the Sex Role Evaluation Inventory (Bem, 1974) is used. The Question List (Bacanli 2001; Buss et. al., 1990) is applied to the sample group to determine the…

  3. Factors Affecting Students' Grades in Principles of Economics

    ERIC Educational Resources Information Center

    Kara, Orhan; Bagheri, Fathollah; Tolin, Thomas

    2009-01-01

    Factors affecting students' grades in principles of microeconomics and macroeconomics students are analyzed from the data collected in two public universities. Results indicate that gender, number of hours worked, SAT scores, number of missed classes, recommending the course to a friend, instructors, being a junior, number of economics courses…

  4. Demotivating Factors Affecting EFL Learning of Iranian Seminary Students

    ERIC Educational Resources Information Center

    Tabatabaei, Omid; Molavi, Ahmad

    2012-01-01

    In the present study, an attempt has been made to determine the demotives affecting EFL learning of Iranian Islamic seminary students and also to distinguish the motivated and demotivated EFL learners in terms of their EFL learning as the major focus of this study. Fifty Iranian EFL seminary students were investigated using two validated…

  5. Students' Views on Factors Affecting Empathy in Medical Education

    ERIC Educational Resources Information Center

    Winseman, Jeffrey; Malik, Abid; Morison, Julie; Balkoski, Victoria

    2009-01-01

    Objective: Empathy is a prominent goal of medical education that is too often underachieved. Using concept mapping, the authors constructed a student-generated conceptual model of factors viewed as affecting empathy during medical education. Methods: During the 2005-2006 academic year, 293 medical students and interns answered a brainstorming…

  6. The Perspective of Gozitan Teachers on Factors Affecting Students' Achievement

    ERIC Educational Resources Information Center

    Xuereb, Lorna; De Giovanni, Katya Sarah

    2016-01-01

    This study aims at exploring the impact of factors at pupil, teacher and school levels on students? academic achievement. Moreover, the main purpose was that of investigating which one of the three levels is most likely to affect students? educational accomplishment. A questionnaire was administered to 100 Gozitan teachers. Results were analysed…

  7. Respecting and Supporting Students' Affective Learning

    ERIC Educational Resources Information Center

    Roper, Larry

    2014-01-01

    Too often educators pay too little attention to the psychological and emotional impact subject matter has on students. Teaching effectiveness would be greatly enhanced if educators would consider students' affective reactions to material delivered in courses, workshops, and other collegiate learning experiences.

  8. Understanding How Domestic Violence Affects Behavior in High School Students

    ERIC Educational Resources Information Center

    Frank, Malika

    2011-01-01

    This paper will provide the reader with an understanding of how domestic violence affects the behavior of high school students. The presentation is designed to provide the reader with a working definition of domestic violence, the rate of occurrence and its effects on high school students. Additionally the paper will summarize the negative effects…

  9. Factors Affecting Environmental Knowledge and Attitudes among Lebanese College Students

    ERIC Educational Resources Information Center

    Oweini, Ahmad; Houri, Ahmad

    2006-01-01

    This exploratory study aimed at assessing the variables that would positively affect the knowledge and attitude of a group of Lebanese college students regarding the environment, namely such factors as gender, age, previous hiking experience and living abroad. A purposeful sample of students attending the Lebanese American University, was asked to…

  10. Decisions That Affect Outcomes in the Distant Future.

    DTIC Science & Technology

    1979-12-01

    75-030-0713 and #78-072-0721 NSF Grant #FNn-72-04149-AO1 9. PERFORMING ORGANIZATION NAME AND ADDRESS 10. PROGRAM ELEMENT. PROJECT, TASK The Board of...lng expoctat in- about the. outcomes by charging or rebat in ; i, each cuotomr. P The concept of a social brokerage ftrm i sinilar to that ,f , charity ...contributes to charities . For this reason, we would ask the individual questions about other decisions and tradeoffs 104 .0. -e e ’. ". ’*- . " 0 Lvd 6 . he has

  11. How much do immigration and trade affect labor market outcomes?

    PubMed

    Borjas, G J; Freeman, R B; Katz, L F

    1997-01-01

    "This paper provides new estimates of the impact of immigration and trade on the U.S. labor market.... We examine the relation between economic outcomes for native workers and immigrant flows to regional labor markets.... We...use the factor proportions approach to examine the contributions of immigration and trade to recent changes in U.S. educational wage differentials and attempt to provide a broader assessment of the impact of immigration on the incomes of U.S. natives." Comments and discussion by John DiNardo, John M. Abowd, and others are included (pp. 68-85).

  12. Female College Students' Media Use and Academic Outcomes: Results from a Longitudinal Cohort Study.

    PubMed

    Walsh, Jennifer L; Fielder, Robyn L; Carey, Kate B; Carey, Michael P

    2013-09-01

    This longitudinal study describes women's media use during their first year of college and examines associations between media use and academic outcomes. Female students (N = 483, Mage = 18.1 years) reported on their use of 11 media forms and their grade point average, academic behaviors, academic confidence, and problems affecting schoolwork. Allowing for multi-tasking, women reported nearly 12 hours of media use per day; use of texting, music, the Internet, and social networking was heaviest. In general, media use was negatively associated with academic outcomes after controlling for prior academics and demographics. Exceptions were newspaper reading and music listening, which were positively associated with academic outcomes. There were significant indirect effects of magazine reading and social networking on GPA via academic behaviors, confidence, and problems. Results show that female college students are heavy users of new media, and that some forms of media use may adversely impact academic performance.

  13. Socioeconomic status does not affect the outcome of liver transplantation.

    PubMed

    Yoo, Hwan Y; Galabova, Violetta; Edwin, David; Thuluvath, Paul J

    2002-12-01

    The outcome of liver transplantation is dependent on many factors. It was suggested that racial disparities in outcome may be related to differences in socioeconomic status (SES). In this retrospective study, we analyzed the effect of SES on graft and patient survival. Two hundred seventy-six adult patients who underwent liver transplantation at our institution from July 1988 to June 2001 were included in the analysis. Educational and occupation statuses were coded using established criteria (Hollingshead Index of Social Status [HI]). SES then was calculated using the HI formula: SES = education level x 3 + occupation x 5, and categorized into four groups: group 1, score less than 29 (n = 71); group 2, score of 29 to 42 (n = 82); group 3, score of 42 to 53 (n = 69); and group 4, score greater than 53 (n = 54). Kaplan-Meier analysis was used for graft and patient survival, and Cox regression analysis was used to determine the effect of confounding factors. Demographics of all four groups were similar. One-, 2-, and 5-year graft and patient survival did not differ significantly across groups by Kaplan-Meier and Cox regression survival analysis. In conclusion, SES did not predict graft and patient survival after liver transplantation.

  14. Family-School Links: How Do They Affect Educational Outcomes?

    ERIC Educational Resources Information Center

    Booth, Alan, Ed.; Dunn, Judith F., Ed.

    This book explores issues related to the links between families and schools and how they affect children's educational achievement, and is organized as follows: Part 1, titled "Families and Schools: How Can They Work Together To Promote Children's School Success?" contains the following chapters: chapter 1, "Family Involvement in…

  15. SOCIOECONOMIC, CULTURAL, AND BEHAVIORAL FACTORS AFFECTING HISPANIC HEALTH OUTCOMES

    PubMed Central

    MORALES, LEO S.; LARA, MARIELENA; KINGTON, RAYNARD S.; VALDEZ, ROBERT O.; ESCARCE, JOSÉ J.

    2006-01-01

    Evidence suggests that social and economic factors are important determinants of health. Yet, despite higher poverty rates, less education, and worse access to health care, health outcomes of many Hispanics living in the United States today are equal to, or better than, those of non-Hispanic whites. This paradox is described in the literature as the epidemiological paradox or Hispanic health paradox. In this paper, the authors selectively review data and research supporting the existence of the epidemiological paradox. They find substantial support for the existence of the epidemiological paradox, particularly among Mexican Americans. Census undercounts of Hispanics, misclassification of Hispanic deaths, and emigration of Hispanics do not fully account for the epidemiological paradox. Identifying protective factors underlying the epidemiological paradox, while improving access to care and the economic conditions among Hispanics, are important research and policy implications of this review. PMID:12407964

  16. Socioeconomic, cultural, and behavioral factors affecting Hispanic health outcomes.

    PubMed

    Morales, Leo S; Lara, Marielena; Kington, Raynard S; Valdez, Robert O; Escarce, José J

    2002-11-01

    Evidence suggests that social and economic factors are important determinants of health. Yet, despite higher porverty rates, less education, and worse access to health care, health outcomes of many Hispanics living in the United States today are equal to, or better than, those of non-Hispanic whites. This paradox is described in the literature as the epidemiological paradox or Hispanic health paradox. In this paper, the authors selectively review data and research supporting the existence of the epidemiological paradox. They find substantial support for the existence of the epidemiological paradox, particularly among Mexican Americans. Census undercounts of Hispanics, misclassification of Hispanic deaths, and emigration of Hispanics do not fully account for the epidemiological paradox. Identifying protective factors underlying the epidemiological paradox, while improving access to care and the economic conditions among Hispanics, are important research and policy implications of this review.

  17. Achieving Course Objectives and Student Learning Outcomes: Seeking Student Feedback on Their Progress

    ERIC Educational Resources Information Center

    Song, Danni; Loyle-Langholz, Anne; Higbee, Jeanne L.; Zhou, Zhou

    2013-01-01

    Most postsecondary faculty in the United States include course goals or objectives as key components of their syllabi. In addition to individual course objectives, many institutions have identified institution-wide student learning outcomes (SLOs). This paper describes one faculty member's attempts to elicit feedback from students regarding their…

  18. Classroom Environment and Student Outcomes among Students Using Anthropometry Activities in High-School Science

    ERIC Educational Resources Information Center

    Lightburn, Millard E.; Fraser, Barry J.

    2007-01-01

    The main purpose of this research was to evaluate the use of anthropometric activities among a sample of 761 high-school biology students in terms of student outcomes (achievement and attitudes) and classroom environment (assessed with the Science Laboratory Environment Inventory, SLEI). Data analyses supported the SLEI's factorial validity,…

  19. Bridging the Gap: Linking Co-Curricular Activities to Student Learning Outcomes in Community College Students

    ERIC Educational Resources Information Center

    Storey, Katie Lauren

    2010-01-01

    This study investigated the extent to which participation in co-curricular events enhances the achievement of student-learning outcomes in community college students. One community college in Illinois--Chicago Metropolitan Area Community College (CMACC), a pseudonym--was selected to research based on its robust co-curricular activity programming.…

  20. Latino College Students at Highly Selective Institutions: A Comparison of Their College Experiences and Outcomes to Other Racial/Ethnic Groups

    ERIC Educational Resources Information Center

    Kim, Young K.; Rennick, Liz A.; Franco, Marla A.

    2014-01-01

    This study examines unique patterns of college engagement and outcomes among Latino undergraduate students attending highly selective institutions in comparison with those from other racial/ethnic groups. The study also identifies predictors of select college outcomes--that is, cognitive, affective, and civic outcomes--for this population.…

  1. Training-related harassment and drinking outcomes in medical residents versus graduate students.

    PubMed

    Shinsako, S A; Richman, J A; Rospenda, K M

    2001-12-01

    This study examined the prevalence of sexual harassment and generalized workplace abuse, and their differential effects on drinking behaviors in medical residents and graduate students at an urban American university. While medical residents had greater odds of experiencing harassment and abuse in their training programs, it was found that in most cases their deleterious drinking behaviors decreased, whereas graduate student drinking behaviors increased as a consequence of these experiences. The drinking outcomes of men were more affected by harassment and abuse than those of women.

  2. Intervention outcomes among HIV-affected families over 18 months.

    PubMed

    Rotheram-Borus, Mary Jane; Rice, Eric; Comulada, W Scott; Best, Karin; Elia, Carla; Peters, Katherine; Li, Li; Green, Sara; Valladares, Ena

    2012-07-01

    We evaluate the efficacy of a family-based intervention over time among HIV-affected families. Mothers living with HIV (MLH; n = 339) in Los Angeles and their school-aged children were randomized to either an intervention or control condition and followed for 18 months. MLH and their children in the intervention received 16 cognitive-behavioral, small-group sessions designed to help them maintain physical and mental health, parent while ill, address HIV-related stressors, and reduce HIV-transmission behaviors. At recruitment, MLH reported few problem behaviors related to physical health, mental health, or sexual or drug transmission acts. Compared to MLH in the control condition, intervention MLH were significantly more likely to monitor their own CD4 cell counts and their children were more likely to decrease alcohol and drug use. Most MLH and their children had relatively healthy family relationships. Family-based HIV interventions should be limited to MLH who are experiencing substantial problems.

  3. Feasibility and outcomes of paid undergraduate student nurse positions.

    PubMed

    Gamroth, Lucia; Budgen, Claire; Lougheed, Mary

    2006-09-01

    An Undergraduate Nurse Employment Demonstration Project (UNDP) was implemented in four Health Service Areas in British Columbia with a concurrent evaluation study. This demonstration project comprised the development and implementation of a new position in the BC healthcare system. The position enabled third- and fourth-year nursing students to be employed at their level of education. The purposes of the evaluation were to explore the feasibility and outcomes of this type of paid undergraduate student nurse employment. The three-year project and evaluation included both implementation and outcome analysis. The implementation evaluation design was descriptive and prospective, involving multiple data sources. The outcome evaluation design was quasi-experimental, with intervention and comparison groups. Learning outcomes for undergraduate nurses were increased confidence, organizational ability, competency and ability to work with a team. Workplace outcomes were increased unit morale, help with workload and improved patient care. New graduates with undergraduate nurse experience reported less time required for orientation and transition than other graduates who did not have this experience, and workplace nurses viewed these new graduates as more job-ready than other new graduates. After 21 months, new graduates with undergraduate nurse experience were less likely to move to other employment than other new graduates. Results from the four Health Service Areas indicated that the paid undergraduate nurse position was feasible and that outcomes benefited students, new graduates and workplaces. The undergraduate nurse position is now being implemented throughout all Health Service Areas in British Columbia.By 2000, concerns in British Columbia about the nursing workforce, workplace and patient safety had escalated to the point where diverse stakeholder groups were prepared to work together in new ways to prepare nursing graduates to be more job-ready, to recruit and retain

  4. A Guide for Scientists Interested in Researching Student Outcomes

    NASA Astrophysics Data System (ADS)

    Buxner, Sanlyn R.; Anbar, Ariel; Semken, Steve; Mead, Chris; Horodyskyj, Lev; Perera, Viranga; Bruce, Geoffrey; Schönstein, David

    2015-11-01

    Scientists spend years training in their scientific discipline and are well versed the literature, methods, and innovations in their own field. Many scientists also take on teaching responsibilities with little formal training in how to implement their courses or assess their students. There is a growing body of literature of what students know in space science courses and the types of innovations that can work to increase student learning but scientists rarely have exposure to this body of literature. For scientists who are interested in more effectively understanding what their students know or investigating the impact their courses have on students, there is little guidance. Undertaking a more formal study of students poses more complexities including finding robust instruments and employing appropriate data analysis. Additionally, formal research with students involves issues of privacy and human subjects concerns, both regulated by federal laws.This poster details the important decisions and issues to consider for both course evaluation and more formal research using a course developed, facilitated, evaluated and researched by a hybrid team of scientists and science education researchers. HabWorlds, designed and implemented by a team of scientists and faculty at Arizona State University, has been using student data to continually improve the course as well as conduct formal research on students’ knowledge and attitudes in science. This ongoing project has had external funding sources to allow robust assessment not available to most instructors. This is a case study for discussing issues that are applicable to designing and assessing all science courses. Over the course of several years, instructors have refined course outcomes and learning objectives that are shared with students as a roadmap of instruction. The team has searched for appropriate tools for assessing student learning and attitudes, tested them and decided which have worked, or not, for

  5. Students' Interpersonal Trust and Attitudes towards Standardised Tests: Exploring Affective Variables Related to Student Assessment

    ERIC Educational Resources Information Center

    Chu, Man-Wai; Guo, Qi; Leighton, Jacqueline P.

    2014-01-01

    Cognitive and psychometric variables have directed research on student test performance. However, student learning involves a substantial affective component. The objective of this study was to explore the relationship between two kinds of affective variables--interpersonal trust and attitudes towards standardised tests--likely to underlie student…

  6. A Student Outcomes Model for Community Colleges--Measuring Institutional Effectiveness.

    ERIC Educational Resources Information Center

    Garcia, Anthony E.; Pacheco, John M.

    In 1986, Santa Fe Community College (SFCC), in New Mexico, developed the Student Outcomes Model (SOM), an approach to student outcomes assessment which focuses on institutional mission, the college's diverse clientele, and the varied enrollment goals of its students. Through a series of ongoing outcomes studies, the SOM seeks to: identify what the…

  7. 78 FR 59660 - Agency Information Collection Activities; Comment Request; Alternative Student Outcomes for...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-09-27

    ... Agency Information Collection Activities; Comment Request; Alternative Student Outcomes for Growth... Student Outcomes for Growth Measures Case Studies. OMB Control Number: 1850-NEW. Type of Review: A new... Educational Laboratory (REL) Alternative Student Outcomes for Growth Measures Case Studies. The study is...

  8. Investigation of Factors Affecting Students' Science Achievement According to Student Science Teachers

    ERIC Educational Resources Information Center

    Tatar, Erdal; Tüysüz, Cengiz; Tosun, Cemal; Ilhan, Nail

    2016-01-01

    In this study, it was aimed to investigate the factors affecting students' science achievement according to student science teachers. The survey model which is one of the quantitative research methods was used. The sample was consisted of total 606 student science teachers from four state universities in Turkey. The data were obtained by using the…

  9. Food stoichiometry affects the outcome of Daphnia–parasite interaction

    PubMed Central

    Aalto, Sanni L; Pulkkinen, Katja

    2013-01-01

    Phosphorus (P) is an essential nutrient for growth in consumers. P-limitation and parasite infection comprise one of the most common stressor pairs consumers confront in nature. We conducted a life-table study using a Daphnia–microsporidian parasite model, feeding uninfected or infected Daphnia with either P-sufficient or P-limited algae, and assessed the impact of the two stressors on life-history traits of the host. Both infection and P-limitation negatively affected some life-history traits tested. However, under P-limitation, infected animals had higher juvenile growth rate as compared with uninfected animals. All P-limited individuals died before maturation, regardless of infection. The numbers of spore clusters of the microsporidian parasite did not differ in P-limited or P-sufficient hosts. P-limitation, but not infection, decreased body phosphorus content and ingestion rates of Daphnia tested in separate experiments. As parasite spore production did not suffer even under extreme P-limitation, our results suggest that parasite was less limited by P than the host. We discuss possible interpretations concerning the stoichiometrical demands of parasite and suggest that our results are explained by parasite-driven changes in carbon (C) allocation of the hosts. We conclude that the impact of nutrient starvation and parasite infection on consumers depends not only on the stoichiometric demands of host but also those of the parasite. PMID:23762513

  10. The Impact of Class Size and Number of Students on Outcomes in Higher Education

    ERIC Educational Resources Information Center

    Monks, James; Schmidt, Robert

    2010-01-01

    Numerous studies have investigated the impact of class size on student outcomes. This analysis contributes to this discussion by examining the impact of class size on student outcomes in higher education. Additionally, this paper investigates the importance of student load (total number of students taught across all courses) in educational…

  11. College Sport Participation and Student Educational Experiences and Selected College Outcomes

    ERIC Educational Resources Information Center

    Rettig, Jean; Hu, Shouping

    2016-01-01

    Using data from a random sample of first-year students in the 2009 National Survey of Student Engagement (NSSE), we compared engagement in educationally purposeful activities in college, a set of educational outcomes, and the relationship between student engagement and educational outcomes for nonathletes and student-athletes participating in low-…

  12. The Impact of a "Healthy Youth" Learning Community on Student Learning Outcome Measures

    ERIC Educational Resources Information Center

    Butler, Karen L.; Dawkins, Phyllis Worthy

    2008-01-01

    Learning communities are becoming increasingly popular in the quest for enhancing student learning. The purpose of this study is to examine the impact of the "Healthy Youth" Learning Community on student learning outcome measures. In this study, the authors compared student learning outcome measures of students enrolled in those sections…

  13. Drinking Motives Mediate the Negative Associations between Mindfulness Facets and Alcohol Outcomes among College Students

    PubMed Central

    Roos, Corey R.; Pearson, Matthew R.; Brown, David B.

    2014-01-01

    Mindfulness and drinking motives have both been linked to affect regulation, yet the relationship between mindfulness and drinking motives is poorly understood. The present study examined whether drinking motives, particularly mood regulatory motives, mediated the associations between facets of mindfulness and alcohol-related outcomes among college students (N = 297). We found three specific facets of mindfulness (describing, nonjudging of inner experience, and acting with awareness) to have negative associations with alcohol outcomes. Importantly, specific drinking motives mediated these associations such that lower levels of mindfulness were associated with drinking for distinct reasons (enhancement, coping, conformity), which in turn predicted alcohol use and/or alcohol problems. Our findings suggest that drinking motives, especially mood regulatory and negative reinforcement motives, are important to examine when studying the role of mindfulness in college student drinking behavior. PMID:25546142

  14. Drinking motives mediate the negative associations between mindfulness facets and alcohol outcomes among college students.

    PubMed

    Roos, Corey R; Pearson, Matthew R; Brown, David B

    2015-03-01

    Mindfulness and drinking motives have both been linked to affect regulation, yet the relationship between mindfulness and drinking motives is poorly understood. The present study examined whether drinking motives, particularly mood regulatory motives, mediated the associations between facets of mindfulness and alcohol-related outcomes among college students (N = 297). We found 3 specific facets of mindfulness (describing, nonjudging of inner experience, and acting with awareness) to have negative associations with alcohol outcomes. Importantly, specific drinking motives mediated these associations such that lower levels of mindfulness were associated with drinking for distinct reasons (enhancement, coping, conformity), which in turn predicted alcohol use and/or alcohol problems. Our findings suggest that drinking motives, especially mood regulatory and negative reinforcement motives, are important to examine when studying the role of mindfulness in college student drinking behavior. (PsycINFO Database Record

  15. Community engagement: outcomes for occupational therapy students, faculty and clients.

    PubMed

    Schindler, Victoria P

    2014-06-01

    Students in health care professions, including occupational therapy, are required to develop knowledge, skills and attitudes in mental health and research. Persons diagnosed with a mental illness, a learning disability or an autism-spectrum disorder desire to achieve goals in higher education and employment. Faculty in health care programmes strives to meet professional goals and accreditation and institution requirements for teaching, service and scholarship. The Bridge Program, a programme based on principles of community engagement, was developed to meet the needs of these three stakeholders. The objective of this paper is to provide programme description and outcomes of the effectiveness of the Bridge Program for all three stakeholders. This uses mixed methods research design including descriptive and quantitative and qualitative one-group pre-test-post-test designs. Instruments consisted of the Occupational Therapy Student and Mental Health Population Scale and the Canadian Occupational Performance Measure. Quantitative results support that graduate occupational therapy students gained research and clinical skills (n = 100; p = .000); clients increased performance and satisfaction toward goals (n = 113; p = .000) and faculty (n = 1) achieved goals related to teaching, service and scholarship. Programmes based on principles of community engagement can address the needs of the community, can provide outcomes that advance knowledge about community practice and can result in benefits for all stakeholders. This paper is limited to generalization and instrumentation and recommends an ongoing evaluation of other community engagement programmes involving all stakeholders in the future research.

  16. Factors Affecting the Effectiveness and Use of Moodle: Students' Perception

    ERIC Educational Resources Information Center

    Damnjanovic, Vesna; Jednak, Sandra; Mijatovic, Ivana

    2015-01-01

    The purpose of this research paper is to identify the factors affecting the effectiveness of Moodle from the students' perspective. The research hypotheses derived from the suggested extended Seddon model have been empirically validated using the responses to a survey on e-learning usage among 255 users. We tested the model across higher education…

  17. How Does Test Exemption Affect Schools' and Students' Academic Performance?

    ERIC Educational Resources Information Center

    Jennings, Jennifer L.; Beveridge, Andrew A.

    2009-01-01

    Analyzing data from a large urban district in Texas, this study examines how high-stakes test exemptions alter officially reported scores and asks whether test exemption has implications for the academic achievement of special education students. Test exemption inflated overall passing rates but especially affected the passing rates of African…

  18. Group Composition Affecting Student Interaction and Achievement: Instructors' Perspectives

    ERIC Educational Resources Information Center

    Lei, Simon A.; Kuestermeyer, Bailey N.; Westmeyer, Kara A.

    2010-01-01

    Multiple research studies have been conducted that focus on various uses of collaborative learning in and out of the classroom in higher education institutions. The purpose of this article is to review previously published literature regarding group composition and how it affects student interaction and achievement. Group composition research has…

  19. White University Students' Racial Affect : Understanding the Antiracist Type

    ERIC Educational Resources Information Center

    Kordesh, Kathleen S.; Spanierman, Lisa B.; Neville, Helen A.

    2013-01-01

    Prior quantitative research using the Psychosocial Costs of Racism to Whites scale (PCRW; Spanierman & Heppner, 2004) identified five racial affect types among White undergraduate students. To better understand the Antiracist type, the most racially aware and sensitive among the five types, the authors of the present study conducted two focus…

  20. Factors Affecting the Employability of Vocational Bookkeeping Students.

    ERIC Educational Resources Information Center

    Luxner, Lois Ann

    To identify factors which affect the entry-level employability of high school vocational bookkeeping students, the study conducted: (1) a followup of vocational bookkeeping graduates, (2) a business and industry survey, and (3) help-wanted advertisement analysis. Data were collected for each of these areas from the entire population of 107…

  1. Institutional and Managerial Factors Affecting International Student Recruitment Management

    ERIC Educational Resources Information Center

    Ross, Mitchell; Heaney, Joo-Gim; Cooper, Maxine

    2007-01-01

    Purpose: The purpose of this paper is to investigate international student recruitment from an institutional perspective and to consider institutional factors that may affect recruitment. Design/methodology/approach: A qualitative study is undertaken in which education marketing practitioners are interviewed regarding aspects of international…

  2. Student perceptions regarding the usefulness of explicit discussion of "Structure of the Observed Learning Outcome" taxonomy.

    PubMed

    Prakash, E S; Narayan, K A; Sethuraman, K R

    2010-09-01

    One method of grading responses of the descriptive type is by using Structure of Observed Learning Outcomes (SOLO) taxonomy. The basis of this study was the expectation that if students were oriented to SOLO taxonomy, it would provide them an opportunity to understand some of the factors that teachers consider while grading descriptive responses and possibly develop strategies to improve scores. We first sampled the perceptions of 68 second-year undergraduate medical students doing the Respiratory System course regarding the usefulness of explicit discussion of SOLO taxonomy. Subsequently, in a distinct cohort of 20 second-year medical students doing the Central Nervous System course, we sought to determine whether explicit illustration of SOLO taxonomy combined with some advice on better answering descriptive test questions (to an experimental group) resulted in better student scores in a continuous assessment test compared with providing advice for better answering test questions but without any reference to SOLO taxonomy (the control group). Student ratings of the clarity of the presentation on SOLO taxonomy appeared satisfactory to the authors, as was student understanding of our presentation. The majority of participants indicated that knowledge of SOLO taxonomy would help them study and prepare better answers for questions of the descriptive type. Although scores in the experimental and control group were comparable, this experience nonetheless provided us with the motivation to orient students to SOLO taxonomy early on in the medical program and further research factors that affect students' development of strategies based on knowledge of SOLO taxonomy.

  3. From process to outcome: the effect of portfolio assessment on student learning.

    PubMed

    Tiwari, Agnes; Tang, Catherine

    2003-05-01

    Literature suggests that assessment may influence student learning in a positive or negative way. Despite the support for the use of portfolio assessment, relatively little is known about its effect on student learning. The purpose of this study was to evaluate the effectiveness of portfolio assessment in enhancing student learning. Students undertaking the Bachelor of Nursing programme in a University in Hong Kong participated in the study. Twelve of the students who underwent portfolio assessment described, in individual semi-structured interviews, their experience and perceptions of this form of assessment. This paper reported on the qualitative findings of the study, which employed both qualitative and quantitative methods. Three themes emerged from the students' accounts: (1) the students favoured the use of portfolio assessment; (2) the process of preparing portfolios yielded positive academic and affective outcomes; and (3) unexpected findings in the form of spontaneous collaborative learning and apparent increased interest in learning during the process of preparing portfolios for those students who lacked motivation. The qualitative findings contribute to a better understanding of the use of portfolio assessment and have implications for teaching.

  4. Factors affecting treatment outcomes in drug-resistant tuberculosis cases in the Northern Cape, South Africa.

    PubMed

    Elliott, E; Draper, H R; Baitsiwe, P; Claassens, M M

    2014-09-21

    The Northern Cape Province has low cure rates (21%) for multidrug-resistant tuberculosis (TB). We audited the programme to identify factors affecting treatment outcomes. Cases admitted to two drug-resistant TB units from 2007 to 2009 had data extracted from clinical folders. Unfavourable treatment outcomes were found in 58% of the 272 cases. A multivariable regression analysis found that male sex was associated with unfavourable outcome (P = 0.009). Weight at diagnosis (P < 0.001) and oral drug adherence (P < 0.001) were also associated with an unfavourable outcome; however, injectable drug adherence was not (P = 0.395). Positive baseline smear and human immunodeficiency virus positive status were not associated with unfavourable outcome. Shorter, more patient-friendly regimens may go a long way to improving adherence and outcomes.

  5. Body Dissatisfaction and Mental Health Outcomes Among Korean College Students.

    PubMed

    You, Sukkyung; Shin, Kyulee

    2016-06-01

    For many years, body dissatisfaction and mental health were thought of as Western phenomena and were studied mostly in Caucasian women. Recent studies, however, suggest that these issues are also present in men and in other ethnic groups. This study examined the association between body dissatisfaction and mental health outcomes, with personality traits and neuroticism playing possible predictive roles, using a Korean sample. A total of 545 college students, from five private universities in South Korea, completed assessment measures for depression, self-esteem, neuroticism, and body esteem scales. After controlling for covariates including body mass index and exercise time, body dissatisfaction was seen to play a mediating role between neuroticism and mental health outcomes. Differences between the sexes were also found in this relationship. For men, body dissatisfaction acted as a mediator between neuroticism and depression. For women, body dissatisfaction acted as a mediator between neuroticism and both depression and self-esteem.

  6. Seasonal affective disorder in college students: prevalence and latitude.

    PubMed

    Low, K G; Feissner, J M

    1998-11-01

    The Seasonal Pattern Assessment Questionnaire and the Beck Depression Inventory were used to evaluate a convenience sample of college students in northern New England for winter seasonal affective disorder (SAD) and subsyndromal SAD. Seventy-six students filled out the questionnaire and the inventory in mid-fall, then completed the inventory again in mid-February. The students who had moved from southern latitudes to northern New England were the most likely to experience increased depression in winter. Prevalence rates for SAD and sub-SAD combined (winter 13.2 and 19.7%, respectively) were slightly higher than those reported in previous research. The prevalence of SAD was also higher in female students, which was consistent with findings in previous research.

  7. Students' application of a biological concept: Factors affecting consistency

    NASA Astrophysics Data System (ADS)

    Palmer, David

    1996-12-01

    This study investigated factors affecting students' ability to apply consistently the concept of adaptations (i.e., characteristics which suit an organism to its environment). Individual interviews were carried out with 74 Year 10 students, of whom only 47% showed an understanding of the concept. These students were asked to indicate on a list of living and non-living items which ones whould have adaptations. It was found that they were more likely to apply the concept to vertebrates than to other types of living things. In addition, many students appeared to be unable to separate consistently the idea of “adaptations as characteristics” from the other everyday and scientific meanings of the terms “adapt” and “adaptation”.

  8. Reversing the Logic: An Outcomes-Based Student Typology for Determining "What Works" in Promoting an Array of Engineering-Related Student Learning Outcomes

    ERIC Educational Resources Information Center

    Knight, David B.

    2014-01-01

    Colleges and universities are being pressed to seek innovative ways to measure student learning outcomes and identify the conditions that lead to their development. Understanding how students group according to a multidimensional set of learning outcomes provides information on the extent to which institutions are meeting goals. This study…

  9. Rutgers Young Horse Teaching and Research Program: undergraduate student outcomes.

    PubMed

    Ralston, Sarah L

    2012-12-01

    Equine teaching and research programs are popular but expensive components of most land grant universities. External funding for equine research, however, is limited and restricts undergraduate research opportunities that enhance student learning. In 1999, a novel undergraduate teaching and research program was initiated at Rutgers University, New Brunswick, NJ. A unique aspect of this program was the use of young horses generally considered "at risk" and in need of rescue but of relatively low value. The media interest in such horses was utilized to advantage to obtain funding for the program. The use of horses from pregnant mare urine (PMU) ranches and Bureau of Land Management (BLM) mustangs held the risks of attracting negative publicity, potential of injury while training previously unhandled young horses, and uncertainty regarding re-sale value; however, none of these concerns were realized. For 12 years the Young Horse Teaching and Research Program received extensive positive press and provided invaluable learning opportunities for students. Over 500 students, at least 80 of which were minorities, participated in not only horse management and training but also research, event planning, public outreach, fund-raising, and website development. Public and industry support provided program sustainability with only basic University infrastructural support despite severe economic downturns. Student research projects generated 25 research abstracts presented at national and international meetings and 14 honors theses. Over 100 students went on to veterinary school or other higher education programs, and more than 100 others pursued equine- or science-related careers. Laudatory popular press articles were published in a wide variety of breed/discipline journals and in local and regional newspapers each year. Taking the risk of using "at risk" horses yielded positive outcomes for all, especially the undergraduate students.

  10. College Students Attitudes toward Learning Process and Outcome of Online Instruction and Distance Learning across Learning Styles

    ERIC Educational Resources Information Center

    Nguyen, Dat-Dao; Zhang, Yue

    2011-01-01

    This study uses the Learning-Style Inventory--LSI (Smith & Kolb, 1985) to explore to what extent student attitudes toward learning process and outcome of online instruction and Distance Learning are affected by their cognitive styles and learning behaviors. It finds that there are not much statistically significant differences in perceptions…

  11. Making Students Feel Better: Examining the Relationships between Teacher Confirmation and College Students' Emotional Outcomes

    ERIC Educational Resources Information Center

    Goldman, Zachary W.; Goodboy, Alan K.

    2014-01-01

    Guided by broaden-and-build theory and emotional response theory, we examined college students' emotional outcomes in the classroom (i.e., emotional interest, emotional support, emotion work, emotional valence) as a function of teacher confirmation (i.e., responding to questions, demonstrating interest, teaching style). Participants were 159…

  12. Promoting Entrepreneurship among Inner-City High School Students: Does It Improve Student Outcomes?

    ERIC Educational Resources Information Center

    Fitzgerald, Joan

    1999-01-01

    Presents findings from an evaluation of an entrepreneurship and community economic-development initiative in three Chicago (Illinois) public high schools. Two schools were quite satisfied with the program's implementation, but it was difficult to document improvements in student outcomes. Discusses difficulties in evaluating this type of project.…

  13. Factors affecting student performance in an undergraduate genetics course.

    PubMed

    Bormann, J Minick; Moser, D W; Bates, K E

    2013-05-01

    The objective of this study was to determine some of the factors that affect student success in a genetics course. Genetics for the Kansas State University College of Agriculture is taught in the Department of Animal Sciences and Industry and covers Mendelian inheritance, molecular genetics, and quantitative/population genetics. Data collected from 1,516 students over 7 yr included year and semester of the course; age; gender; state of residence; population of hometown; Kansas City metro resident or not; instructor of course; American College Testing Program (ACT) scores; number of transfer credits; major; college; preveterinary student or not; freshman, sophomore, junior, and senior grade point average (GPA); semester credits when taking genetics; class standing when enrolled in genetics; cumulative GPA before and after taking genetics; semester GPA in semester taking genetics, number of semesters between the biology prerequisite and genetics; grade in biology; location of biology course; and final percentage in genetics. Final percentage in genetics did not differ due to instructor, gender, state of residence, major, or college (P > 0.16). Transfer students tended to perform better than nontransfer students (P = 0.09), and students from the Kansas City metro outscored students from other areas (P = 0.03). Preveterinary option students scored higher in genetics than non-preveterinary students (P < 0.01). Seniors scored higher than juniors and sophomores, who scored higher than freshmen (P < 0.02). We observed a tendency for students with higher grades in biology to perform better in genetics (P = 0.06). Students who took biology at Kansas State University performed better in genetics than students who transferred the credit (P < 0.01). There was a negative regression of hometown population on score in genetics (P < 0.01), and positive regressions of ACT score, all measures of GPA, course load, and cumulative credits on final percentage in the course (P < 0.02). To

  14. Professors' Facebook content affects students' perceptions and expectations.

    PubMed

    Sleigh, Merry J; Smith, Aimee W; Laboe, Jason

    2013-07-01

    Abstract Facebook users must make choices about level of self-disclosure, and this self-disclosure can influence perceptions of the profile's author. We examined whether the specific type of self-disclosure on a professor's profile would affect students' perceptions of the professor and expectations of his classroom. We created six Facebook profiles for a fictitious male professor, each with a specific emphasis: politically conservative, politically liberal, religious, family oriented, socially oriented, or professional. Undergraduate students randomly viewed one profile and responded to questions that assessed their perceptions and expectations. The social professor was perceived as less skilled but more popular, while his profile was perceived as inappropriate and entertaining. Students reacted more strongly and negatively to the politically focused profiles in comparison to the religious, family, and professional profiles. Students reported being most interested in professional information on a professor's Facebook profile, yet they reported being least influenced by the professional profile. In general, students expressed neutrality about their interest in finding and friending professors on Facebook. These findings suggest that students have the potential to form perceptions about the classroom environment and about their professors based on the specific details disclosed in professors' Facebook profiles.

  15. The effects of different sources of occupational stress on affective, motivational, and psychosomatic outcomes

    SciTech Connect

    Ovalle, N.K. II.

    1991-01-01

    The present study examined the effects of role conflict, role ambiguity, and five additional potential sources of occupational stress on an affective outcome (job satisfaction), a motivational outcome (intent to quit), and two psychosomatic outcomes (mental and physical anxiety). In addition to role conflict and role ambiguity, the five additional sources of occupational stress centered on job characteristics, work pressures, rewards and opportunities, interaction of the job and home life, and lack of job challenge. Data were collected from 85 technicians and managers in a service organization. The results of correlation and multiple regression analyses indicated that each of the sources of stress have significant yet different effects on the outcomes. Moreover, role conflict and ambiguity did not have as much of an effect across all outcomes as the other five sources of stress. These findings could be used to improve the measurement, understanding, and treatment of occupational stress. Other implications are discussed. 23 refs., 2 tabs.

  16. The presence or severity of pulmonary hypertension does not affect outcomes for single-lung transplantation.

    PubMed

    Julliard, Walker A; Meyer, Keith C; De Oliveira, Nilto C; Osaki, Satoru; Cornwell, Richard C; Sonetti, David A; Maloney, James D

    2016-05-01

    Advanced lung disease (ALD) that requires lung transplantation (LTX) is frequently associated with pulmonary hypertension (PH). Whether the presence of PH significantly affects the outcomes following single-lung transplantation (SLT) remains controversial. Therefore, we retrospectively examined the outcomes of 279 consecutive SLT recipients transplanted at our centre, and the patients were split into four groups based on their mean pulmonary artery pressure values. Outcomes, including long-term survival and primary graft dysfunction, did not differ significantly for patients with versus without PH, even when PH was severe. We suggest that SLT can be performed safely in patients with ALD-associated PH.

  17. The effects of affective and cognitive empathy on adolescents' behavior and outcomes in conflicts with mothers.

    PubMed

    Van Lissa, Caspar J; Hawk, Skyler T; Meeus, Wim H J

    2017-02-09

    The current study investigated whether manipulations of affective and cognitive empathy have differential effects on observed behavior and self-reported outcomes in adolescent-mother conflict discussions. We further examined how these situational empathy inductions interact with preexisting empathic dispositions. To promote ecological validity, we conducted home visits to study conflict discussions about real disagreements in adolescent-mother relationships. We explored the roles of sex, age, and maternal support and power as covariates and moderators. Results indicated that the affective empathy manipulation had no significant effects on behavior, although a trend in the hypothesized direction suggested that affective empathy might promote active problem solving. The cognitive empathy manipulation led to lower conflict escalation and promoted other-oriented listening for adolescents low in dispositional cognitive empathy. State-trait interactions indicated that the empathy manipulations had significant effects on self-reported outcomes for adolescents lower in dispositional empathic concern. For these adolescents, both manipulations promoted outcome satisfaction, but only the cognitive manipulation promoted perceived fairness. This suggests that cognitive empathy, in particular, allows adolescents to distance themselves from the emotional heat of a conflict and listen to mothers' point of view, leading to outcomes perceived as both satisfying and fair. These findings are relevant for interventions and clinicians because they demonstrate unique effects of promoting affective versus cognitive empathy. Because even these minimal manipulations promoted significant effects on observed behavior and self-reported outcomes, particularly for low-empathy adolescents, stronger structural interventions are likely to have marked benefits.

  18. Contrasts in Student Affect by Institution and Instructor: Establishing a National Baseline for Geoscience Courses

    NASA Astrophysics Data System (ADS)

    Mcconnell, D. A.; Perkins, D.; Stempien, J.; Husman, J.

    2011-12-01

    The GARNET (Geoscience Affective Research Network) project examines the connection between student learning and the affective domain, which includes student motivations, values, attitudes and learning strategies - factors that can both promote and limit learning. This is the first study to compare and contrast the relationship between student motivation and learning strategies, the nature of classroom instruction, and learning outcomes across a common course taught by multiple instructors at different types of academic institutions. In 2009-2011 we administered pre- and post-course Motivated Strategies for Learning Questionnaires (MSLQ; Pintrich et al, 1993) to 1990 students in more than 40 introductory geology classes taught by 25 instructors at nine colleges and universities. Students primarily register for the introductory courses to fulfill a general education requirement with a relatively modest proportion (25%) declaring a prior interest in the course topic. This institutional requirement produces a situation where students' motivational orientation is not likely to adjust to their newfound academic environment. The students do not have an interest in the topic, they have little prior knowledge about the content, they do not see connections between the content and their future goals, and they have limited autonomy in their choice of a course (the course is required). In general, we find that across different institutions and instructors, students' motivation and self-regulation degrades. Through classroom observations, and student surveys we have evidence that specific faculty are able to help students maintain some of the positive motivational orientations students bring to the class. The MSLQ contains 15 subscales, six measure motivation (e.g., task value, self-efficacy), and nine focus on different learning strategies (e.g., elaboration, effort regulation). Regardless of institution or instructor, MSLQ scores on many subscales declined from beginning to

  19. Does Adviser Mentoring Add Value? A Longitudinal Study of Mentoring and Doctoral Student Outcomes

    ERIC Educational Resources Information Center

    Paglis, Laura L.; Green, Stephen G.; Bauer, Talya N.

    2006-01-01

    This study of the impact of doctoral adviser mentoring on student outcomes was undertaken in response to earlier research that found (a) students with greater incoming potential received more adviser mentoring, and (b) adviser mentoring did not significantly contribute to important student outcomes, including research productivity [Green, S. G.,…

  20. Parents' and Students' Perspectives of Transition Planning and Post-Secondary Outcomes

    ERIC Educational Resources Information Center

    Morgan, Valda R. Beasley

    2010-01-01

    One of many responsibilities for public schools concerning students with mental retardation is to assist students with the development of their individual transition plans. The purpose of this study was to evaluate if post-secondary outcomes identified for students with mental retardation while in public school were the actual outcomes in which…

  1. Urban Principals: A Critical Perspective on the Context of Minority Student Outcomes.

    ERIC Educational Resources Information Center

    Reyes, Pedro; Capper, Colleen

    The study explores how urban school principals perceive the problem of and solutions to student dropouts, and how these perceptions relate to student outcomes. Using the model of Bossert and his colleagues as a preliminary framework, the study analyzes principal interviews and demographic and questionnaire data. In addition, student outcome data…

  2. An Outcome Evaluation of a Problem-Based Learning Approach with MSW Students

    ERIC Educational Resources Information Center

    Westhues, Anne; Barsen, Chia; Freymond, Nancy; Train, Patricia

    2014-01-01

    In this article, we report the findings from a study exploring the effects of a problem-based learning (PBL) approach to teaching and learning on learning outcomes for master's of social work (MSW) students. Students who participated in a PBL pilot project were compared with students who did not participate in 5 outcome areas: social work…

  3. Applying the Structure of the Observed Learning Outcomes (SOLO) Taxonomy on Student's Learning Outcomes: An Empirical Study.

    ERIC Educational Resources Information Center

    Chan, Charles C.; Tsui, M. S.; Chan, Mandy Y. C.; Hong, Joe H.

    2002-01-01

    Using analyses of essay papers and classroom discussion responses, compared different educational taxonomies for measuring students' cognitive learning outcomes: Structure of the Observed Learning Outcomes (SOLO), Bloom's taxonomy, and a reflective thinking measurement model. Found that SOLO is suitable for measuring different kinds of learning…

  4. Undergraduate nursing students' perceptions regarding factors that affect math abilities

    NASA Astrophysics Data System (ADS)

    Pyo, Katrina A.

    2011-07-01

    A review of the nursing literature reveals many undergraduate nursing students lack proficiency with basic mathematical skills, those necessary for safe medication preparation and administration. Few studies exploring the phenomenon from the undergraduate nursing student perspective are reported in the nursing literature. The purpose of this study was to explore undergraduate nursing students’ perceptions of math abilities, factors that affect math abilities, the use of math in nursing, and the extent to which specific math skills were addressed throughout a nursing curriculum. Polya’s Model for Problem Solving and the Bloom’s Taxonomy of Educational Objectives, Affective Domain served as the theoretical background for the study. Qualitative and quantitative methods were utilized to obtain data from a purposive sample of undergraduate nursing students from a private university in western Pennsylvania. Participants were selected based on the proficiency level with math skills, as determined by a score on the Elsevier’s HESI™ Admission Assessment (A2) Exam, Math Portion. Ten students from the “Excellent” benchmark group and eleven students from the “Needing Additional Assistance or Improvement” benchmark group participated in one-on-one, semi-structured interviews, and completed a 25-item, 4-point Likert scale survey that rated confidence levels with specific math skills and the extent to which these skills were perceived to be addressed in the nursing curriculum. Responses from the two benchmark groups were compared and contrasted. Eight themes emerged from the qualitative data. Findings related to mathematical approach and confidence levels with specific math skills were determined to be statistically significant.

  5. Coping with Challenge and Hindrance Stressors in Teams: Behavioral, Cognitive, and Affective Outcomes

    ERIC Educational Resources Information Center

    Pearsall, Matthew J.; Ellis, Aleksander P. J.; Stein, Jordan H.

    2009-01-01

    The purpose of this study was to utilize the challenge-hindrance framework to examine the discrete and combined effects of different environmental stressors on behavioral, cognitive, and affective outcomes at the team level. Results from 83 teams working on a command and control simulation indicated that the introduction of a challenge stressor…

  6. Need for Cognitive Closure Modulates How Perceptual Decisions Are Affected by Task Difficulty and Outcome Relevance

    PubMed Central

    Viola, Vanda; Tosoni, Annalisa; Brizi, Ambra; Salvato, Ilaria; Kruglanski, Arie W.; Galati, Gaspare; Mannetti, Lucia

    2015-01-01

    The aim of this study was to assess the extent to which Need for Cognitive Closure (NCC), an individual-level epistemic motivation, can explain inter-individual variability in the cognitive effort invested on a perceptual decision making task (the random motion task). High levels of NCC are manifested in a preference for clarity, order and structure and a desire for firm and stable knowledge. The study evaluated how NCC moderates the impact of two variables known to increase the amount of cognitive effort invested on a task, namely task ambiguity (i.e., the difficulty of the perceptual discrimination) and outcome relevance (i.e., the monetary gain associated with a correct discrimination). Based on previous work and current design, we assumed that reaction times (RTs) on our motion discrimination task represent a valid index of effort investment. Task ambiguity was associated with increased cognitive effort in participants with low or medium NCC but, interestingly, it did not affect the RTs of participants with high NCC. A different pattern of association was observed for outcome relevance; high outcome relevance increased cognitive effort in participants with moderate or high NCC, but did not affect the performance of low NCC participants. In summary, the performance of individuals with low NCC was affected by task difficulty but not by outcome relevance, whereas individuals with high NCC were influenced by outcome relevance but not by task difficulty; only participants with medium NCC were affected by both task difficulty and outcome relevance. These results suggest that perceptual decision making is influenced by the interaction between context and NCC. PMID:26716987

  7. Social outcomes for students with and without learning disabilities in inclusive classrooms.

    PubMed

    Vaughn, S; Elbaum, B E; Schumm, J S; Hughes, M T

    1998-01-01

    Social outcomes of students who participated in two different educational settings designed to provide special services for students with learning disabilities (LD) placed full-time within the general education classroom were examined. Participants were 185 third-through sixth-grade students: 59 students with LD, 72 low to average achieving, and 54 high achieving. There was an overall educational setting effect, with students on the consultation/collaborative teaching setting demonstrating more positive outcomes than students in the co-teaching setting on friendship quality and peer acceptance. Students with LD in the consultation/collaborative teaching setting also demonstrated moderate increases in the number of reciprocal friendships from fall to spring. Discussion addresses the positive social outcomes for students with LD and high-achieving students in the consultation/collaborative teaching setting, and the importance of monitoring student progress in all settings.

  8. How temporal evolution of intracranial collaterals in acute stroke affects clinical outcomes

    PubMed Central

    Paliwal, Prakash; Low, Adrian F.; Tay, Edgar L.W.; Gopinathan, Anil; Nadarajah, Mahendran; Ting, Eric; Venketasubramanian, Narayanaswamy; Seet, Raymond C.S.; Ahmad, Aftab; Chan, Bernard P.L.; Teoh, Hock L.; Soon, Derek; Rathakrishnan, Rahul; Sharma, Vijay K.

    2016-01-01

    Objective: We compared intracranial collaterals on pretreatment and day 2 brain CT angiograms (CTA) to assess their evolution and relationship with functional outcomes in acute ischemic stroke (AIS) patients treated with IV tissue plasminogen activator (tPA). Methods: Consecutive AIS patients who underwent pretreatment and day 2 CTA and received IV tPA during 2010–2013 were included. Collaterals were evaluated by 2 independent neuroradiologists using 3 predefined criteria: the Miteff system, the Maas system, and 20-point collateral scale by the Alberta Stroke Program Early CT Score methodology. We stratified our cohort by baseline pre-tPA state of their collaterals and by recanalization status of the primary vessel for analysis. Good outcomes at 3 months were defined by a modified Rankin Scale score of 0–1. Results: This study included 209 patients. Delayed collateral recruitment by any grading system was not associated with good outcomes. All 3 scoring systems showed that collateral recruitment on the follow-up CTA from a baseline poor collateral state was significantly associated with poor outcome and increased bleeding risk. When the primary vessel remained persistently occluded, collateral recruitment was significantly associated with worse outcomes. Interestingly, collateral recruitment was significantly associated with increased mortality in 2 of the 3 grading systems. Conclusions: Not all collateral recruitment is beneficial; delayed collateral recruitment may be different from early recruitment and can result in worse outcomes and higher mortality. Prethrombolysis collateral status and recanalization are determinants of how intracranial collateral evolution affects functional outcomes. PMID:26740681

  9. Cognitive load imposed by ultrasound-facilitated teaching does not adversely affect gross anatomy learning outcomes.

    PubMed

    Jamniczky, Heather A; Cotton, Darrel; Paget, Michael; Ramji, Qahir; Lenz, Ryan; McLaughlin, Kevin; Coderre, Sylvain; Ma, Irene W Y

    2017-03-01

    Ultrasonography is increasingly used in medical education, but its impact on learning outcomes is unclear. Adding ultrasound may facilitate learning, but may also potentially overwhelm novice learners. Based upon the framework of cognitive load theory, this study seeks to evaluate the relationship between cognitive load associated with using ultrasound and learning outcomes. The use of ultrasound was hypothesized to facilitate learning in anatomy for 161 novice first-year medical students. Using linear regression analyses, the relationship between reported cognitive load on using ultrasound and learning outcomes as measured by anatomy laboratory examination scores four weeks after ultrasound-guided anatomy training was evaluated in consenting students. Second anatomy examination scores of students who were taught anatomy with ultrasound were compared with historical controls (those not taught with ultrasound). Ultrasound's perceived utility for learning was measured on a five-point scale. Cognitive load on using ultrasound was measured on a nine-point scale. Primary outcome was the laboratory examination score (60 questions). Learners found ultrasound useful for learning. Weighted factor score on "image interpretation" was negatively, but insignificantly, associated with examination scores [F (1,135) = 0.28, beta = -0.22; P = 0.61]. Weighted factor score on "basic knobology" was positively and insignificantly associated with scores; [F (1,138) = 0.27, beta = 0.42; P = 0.60]. Cohorts exposed to ultrasound had significantly higher scores than historical controls (82.4% ± SD 8.6% vs. 78.8% ± 8.5%, Cohen's d = 0.41, P < 0.001). Using ultrasound to teach anatomy does not negatively impact learning and may improve learning outcomes. Anat Sci Educ 10: 144-151. © 2016 American Association of Anatomists.

  10. Elevated depressive affect is associated with adverse cardiovascular outcomes among African Americans with chronic kidney disease.

    PubMed

    Fischer, Michael J; Kimmel, Paul L; Greene, Tom; Gassman, Jennifer J; Wang, Xuelei; Brooks, Deborah H; Charleston, Jeanne; Dowie, Donna; Thornley-Brown, Denyse; Cooper, Lisa A; Bruce, Marino A; Kusek, John W; Norris, Keith C; Lash, James P

    2011-09-01

    This study was designed to examine the impact of elevated depressive affect on health outcomes among participants with hypertensive chronic kidney disease in the African-American Study of Kidney Disease and Hypertension (AASK) Cohort Study. Elevated depressive affect was defined by Beck Depression Inventory II (BDI-II) thresholds of 11 or more, above 14, and by 5-Unit increments in the score. Cox regression analyses were used to relate cardiovascular death/hospitalization, doubling of serum creatinine/end-stage renal disease, overall hospitalization, and all-cause death to depressive affect evaluated at baseline, the most recent annual visit (time-varying), or average from baseline to the most recent visit (cumulative). Among 628 participants at baseline, 42% had BDI-II scores of 11 or more and 26% had a score above 14. During a 5-year follow-up, the cumulative incidence of cardiovascular death/hospitalization was significantly greater for participants with baseline BDI-II scores of 11 or more compared with those with scores <11. The baseline, time-varying, and cumulative elevated depressive affect were each associated with a significant higher risk of cardiovascular death/hospitalization, especially with a time-varying BDI-II score over 14 (adjusted HR 1.63) but not with the other outcomes. Thus, elevated depressive affect is associated with unfavorable cardiovascular outcomes in African Americans with hypertensive chronic kidney disease.

  11. Does Academic Discipline Moderate the Relationship between Student-Faculty Interaction and College Outcomes?

    ERIC Educational Resources Information Center

    Kim, Young K.; Armstrong, Cameron L.; Edwards, Sarah R.

    2015-01-01

    This study examined whether and how the effects of student-faculty interaction on a range of student outcomes--such as college GPA, critical thinking and communication skills, academic satisfaction, and cultural appreciation and social awareness--vary by students' academic disciplines. The study utilized data on 37,977 undergraduate students who…

  12. Implementing Collaborative Learning in Prelicensure Nursing Curricula: Student Perceptions and Learning Outcomes.

    PubMed

    Schoening, Anne M; Selde, M Susan; Goodman, Joely T; Tow, Joyce C; Selig, Cindy L; Wichman, Chris; Cosimano, Amy; Galt, Kimberly A

    2015-01-01

    This study evaluated learning outcomes and student perceptions of collaborative learning in an undergraduate nursing program. Participants in this 3-phase action research study included students enrolled in a traditional and an accelerated nursing program. The number of students who passed the unit examination was not significantly different between the 3 phases. Students had positive and negative perceptions about the use of collaborative learning.

  13. Association between Physical Pain and Alcohol Treatment Outcomes: The Mediating Role of Negative Affect

    PubMed Central

    Witkiewitz, Katie; McCallion, Elizabeth; Vowles, Kevin E.; Kirouac, Megan; Frohe, Tessa; Maisto, Stephen A.; Hodgson, Ray; Heather, Nick

    2015-01-01

    Objective Physical pain and negative affect have been described as risk factors for alcohol use following alcohol treatment. The current study was a secondary analysis of two clinical trials for alcohol use disorder (AUD) to examine the associations between pain, negative affect and AUD treatment outcomes. Method Participants included 1383 individuals from the COMBINE Study (COMBINE Study Group, 2003; 31% female, 23% ethnic minorities, average age=44.4 (SD=10.2)), a multisite combination pharmacotherapy and behavioral intervention study for AUD in the United States, and 742 individuals from the United Kingdom Alcohol Treatment Trial (UKATT Research Team, 2001; 25.9% female, 4.4% ethnic minorities, average age=41.6 (SD=10.1)) a multisite behavioral intervention study for AUD in the United Kingdom. The Form-90 was used to collect alcohol use data, the Short Form Health Survey and Quality of Life measures were used to assess pain, and negative affect was assessed using the Brief Symptom Inventory (COMBINE) and the General Health Questionnaire (UKATT). Results Pain scores were significantly associated with drinking outcomes in both datasets. Greater pain scores were associated with greater negative affect and increases in pain were associated with increases in negative affect. Negative affect significantly mediated the association between pain and drinking outcomes and this effect was moderated by social behavior network therapy (SBNT) in the UKATT study, with SBNT attenuating the association between pain and drinking. Conclusion Findings suggest pain and negative affect are associated among individuals in AUD treatment and that negative affect mediated pain may be a risk factor for alcohol relapse. PMID:26098375

  14. Student Attitudes toward Learning, Level of Pre-Knowledge and Instruction Type in a Computer-Simulation: Effects on Flow Experiences and Perceived Learning Outcomes

    ERIC Educational Resources Information Center

    Winberg, T. Mikael; Hedman, Leif

    2008-01-01

    Attitudes toward learning (ATL) have been shown to influence students' learning outcomes. However, there is a lack of knowledge about the ways in which the interaction between ATL, the learning situation, and the level of students' prior knowledge influence affective reactions and conceptual change. In this study, a simulation of acid-base…

  15. Are lifetime affective disorders predictive of long-term outcome in severe adolescent anorexia nervosa?

    PubMed

    Carrot, B; Radon, L; Hubert, T; Vibert, S; Duclos, J; Curt, F; Godart, N

    2017-03-03

    Depression and anxiety are commonly associated with anorexia nervosa (AN) and contribute to difficulties in social integration, a negative factor for outcome in AN. The link between those disorders and AN has been poorly studied. Thus, our objective was to investigate (1) the link between outcome nine years after hospitalisation for AN and the occurrence of lifetime anxious or depressive comorbidities; (2) the prognostic value of these comorbidities on patient outcome; 181 female patients were hospitalised for AN (between 13 and 22 years old), and were re-evaluated for their psychological, dietary, physical and social outcomes, from 6 to 12 years after their hospitalisation. The link between anxious and depressive disorders (premorbid to AN and lifetime) and the outcome assessment criteria were tested through multivariate analyses; 63% of the participants had good or intermediate outcome, 83% had presented at least one anxiety or depression disorder in the course of their lives, half of them before the onset of AN. Premorbid obsessive compulsive disorders (OCD), BMI at admission, and premenarchal AN all contribute to poor prognosis. Social phobia and agoraphobia affect the subjects' quality of life and increase eating disorder symptoms. These results encourage a systematic assessment of, and care for, anxiety and depression comorbidities among female adolescent patients with a particular focus on premorbid OCD.

  16. Pathways to poor educational outcomes for HIV/AIDS-affected youth in South Africa.

    PubMed

    Orkin, Mark; Boyes, Mark E; Cluver, Lucie D; Zhang, Yuning

    2014-01-01

    A recent systematic review of studies in the developing world has critically examined linkages from familial HIV/AIDS and associated factors such as poverty and child mental health to negative child educational outcomes. In line with several recommendations in the review, the current study modelled relationships between familial HIV/AIDS, poverty, child internalising problems, gender and four educational outcomes: non-enrolment at school, non-attendance, deficits in grade progression and concentration problems. Path analyses reveal no direct associations between familial HIV/AIDS and any of the educational outcomes. Instead, HIV/AIDS-orphanhood or caregiver HIV/AIDS-sickness impacted indirectly on educational outcomes via the poverty and internalising problems that they occasioned. This has implications for evidence-based policy inferences. For instance, by addressing such intervening variables generally, rather than by seeking to target families affected by HIV/AIDS, interventions could avoid exacerbating stigmatisation, while having a more direct and stronger impact on children's educational outcomes. This analytic approach also suggests that future research should seek to identify causal paths, and may include other intervening variables related to poverty (such as child housework and caring responsibilities) or to child mental health (such as stigma and abuse), that are linked to both familial HIV/AIDS and educational outcomes.

  17. Mindfulness and Emotional Outcomes: Identifying Subgroups of College Students using Latent Profile Analysis.

    PubMed

    Pearson, Matthew R; Lawless, Adrienne K; Brown, David B; Bravo, Adrian J

    2015-04-01

    In non-meditating samples, distinct facets of mindfulness are found to be negatively correlated, preventing the meaningful creation of a total mindfulness score. The present study used person-centered analyses to distinguish subgroups of college students based on their mindfulness scores, which allows the examination of individuals who are high (or low) on all facets of mindfulness. Using the Lo-Mendell-Rubin Adjusted LRT test, we settled on a 4-class solution that included a high mindfulness group (high on all 5 facets, N = 245), low mindfulness group (moderately low on all 5 facets, N = 563), judgmentally observing group (high on observing, but low on non-judging and acting with awareness, N =63), and non-judgmentally aware group (low on observing, but high on non-judging and acting with awareness, N =70). Consistent across all emotional outcomes including depressive symptoms, anxiety symptoms (i.e., worry), affective instability, and distress intolerance, we found that the judgmentally observing group had the most maladaptive emotional outcomes followed by the low mindfulness group. Both the high mindfulness group and the non-judgmentally aware group had the most adaptive emotional outcomes. We discuss the implications of person-centered analyses to exploring mindfulness as it relates to important psychological health outcomes.

  18. Mindfulness and Emotional Outcomes: Identifying Subgroups of College Students using Latent Profile Analysis

    PubMed Central

    Pearson, Matthew R.; Lawless, Adrienne K.; Brown, David B.; Bravo, Adrian J.

    2014-01-01

    In non-meditating samples, distinct facets of mindfulness are found to be negatively correlated, preventing the meaningful creation of a total mindfulness score. The present study used person-centered analyses to distinguish subgroups of college students based on their mindfulness scores, which allows the examination of individuals who are high (or low) on all facets of mindfulness. Using the Lo-Mendell-Rubin Adjusted LRT test, we settled on a 4-class solution that included a high mindfulness group (high on all 5 facets, N = 245), low mindfulness group (moderately low on all 5 facets, N = 563), judgmentally observing group (high on observing, but low on non-judging and acting with awareness, N =63), and non-judgmentally aware group (low on observing, but high on non-judging and acting with awareness, N =70). Consistent across all emotional outcomes including depressive symptoms, anxiety symptoms (i.e., worry), affective instability, and distress intolerance, we found that the judgmentally observing group had the most maladaptive emotional outcomes followed by the low mindfulness group. Both the high mindfulness group and the non-judgmentally aware group had the most adaptive emotional outcomes. We discuss the implications of person-centered analyses to exploring mindfulness as it relates to important psychological health outcomes. PMID:25530649

  19. Factors affecting outcome in poor grade subarachnoid haemorrhage: An institutional study

    PubMed Central

    Kranthi, Sannepaneni; Sahu, Barada P.; Aniruddh, Purohit

    2016-01-01

    Context: Poor grade subarachnoid hemorrhage (SAH) is usually associated with unfavorable outcomes and optimal management is deemed complicated. Most centres follow an expectant management strategy or a less aggressive approach till patients improve to good clinical grades. This approach has been associated with higher mortality and morbidity. However, not all patients with poor clinical condition fare badly. Identification and early aggressive management of this select group of patients may lead to favorable outcomes. Settings and Design: Prospective non-randomized study. Materials and Methods: We prospectively analyzed 19 cases presented in WFNS grade 4 and 5 and factors affecting their outcome at a tertiary care centre in south India. This study was aimed at identifying those few poor grade patients who are probable candidates for a good outcome. Statistical Analysis Used: All the variables were analyzed for possible correlations with the SPSS version 13 software. The Chi-square test with a P < 0.05 was taken as statistically significant. Results: Of 19 cases, 13 were operated and good outcome was seen in 53.8% of the patients who underwent surgery and aggressive management. All 7 patients who were managed conservatively died. 15.8% of the patients had low density changes (P = 0.625). Absence of such changes was associated with a good long term outcome (P = 0.004). 9 patients had intraventricular hemorrhage at presentation and 5 patients having hydrocephalus underwent extra-ventricular drainage. Statistically significant factors precluding good outcome were the presence of infarcts and thick SAH in the cisterns. Conclusions: Poor grade (WFNS 4 and 5) SAH patients with or without ICH, IVH, if operated within 3 days can give rise to favorable outcome in around 50%. However, presence of patchy infarcts associated with thick subarachnoid blood (Fisher grade 3) precludes long term survival or meaningful recovery. Hence, aggressive management is unlikely to alter the

  20. Interdisciplinary Learning Works: The Results of a Comprehensive Assessment of Students and Student Learning Outcomes in an Integrative Learning Community

    ERIC Educational Resources Information Center

    Carmichael, Tami; LaPierre, Yvette

    2014-01-01

    This article describes the development, implementation, and results of an extensive assessment of students and student learning outcomes in an interdisciplinary, integrative learning community. This assessment project took a comprehensive view of student learning by examining specific data and direct and indirect measures of academic growth for…

  1. The Influence of Student Teaching on Physical Education Student Teachers' Self-Efficacy and Outcome Expectancy Beliefs

    ERIC Educational Resources Information Center

    Gao, Zan; Xiang, Ping; Chen, Senlin; McBride, Ron

    2014-01-01

    This study was designed to determine the impact of 12-week student teaching semesters on student teachers' self-efficacy and outcome expectancy beliefs in teaching physical education classes. A pre-post design was used to examine changes in beliefs of 107 physical education student teachers. Self-efficacy (instructional strategies, class…

  2. Reframing Student Outcomes to Develop 21st Century Skills. Knowledge Brief

    ERIC Educational Resources Information Center

    Rice, Erik

    2011-01-01

    In this brief, Erik Rice identifies three strategic practices schools, districts, and communities can use to help prepare students for college and career success: (1) To collectively articulate and align a set of student outcomes that prioritize 21st century skills; (2) Transform defined outcomes into functioning frameworks for curriculum and…

  3. The Other Half: Non-Tenure Track Faculty Thoughts on Student Learning Outcomes Assessment

    ERIC Educational Resources Information Center

    Danley-Scott, Jennifer; Scott, Gray

    2014-01-01

    Articles on student learning outcomes assessment often treat faculty as one homogenous body. Yet the exponential growth of contingent faculty in universities and colleges has created two distinct faculty groups with varied concerns and thoughts on everything from the future of higher education to shared governance to student learning outcomes.…

  4. Processes and Outcomes in Student Teamwork. An Empirical Study in a Marketing Subject

    ERIC Educational Resources Information Center

    Bravo, Rafael; Lucia-Palacios, Laura; Martin, Maria J.

    2016-01-01

    The presence of student teamwork is increasing in most university degrees. However, there is still a gap in the literature regarding the connection between teamwork processes and their outcomes. In this paper, the authors analyze these processes and how they relate to teamwork outcomes from the students' perspective. Data was gathered from 129…

  5. Determinants of Students' Outcome: A Full-Fledged Structural Equation Modelling Approach

    ERIC Educational Resources Information Center

    Musah, Mohammed Borhandden; Ali, Hairuddin Bin Mohd; Al-Hudawi, Shafeeq Hussain Vazhathodi; Tahir, Lokman Mohd; Daud, Khadijah Binti; Hamdan, Abdul Rahim

    2015-01-01

    The vibrant demand for academic excellence in the twenty-first century has brought diverse determinants of students' outcome into play. However, few studies have validated the instruments and examined the mediating effect between exogenous and endogenous variables of the student outcome model. This study, therefore, investigates the psychometric…

  6. The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types

    ERIC Educational Resources Information Center

    Robinson, Viviane M. J.; Lloyd, Claire A.; Rowe, Kenneth J.

    2008-01-01

    Purpose: The purpose of this study was to examine the relative impact of different types of leadership on students' academic and nonacademic outcomes. Research Design: The methodology involved an analysis of findings from 27 published studies of the relationship between leadership and student outcomes. The first meta-analysis, including 22 of the…

  7. Correlate of Resource Utilization and Students' Learning Outcome in Colleges of Education in South West Nigeria

    ERIC Educational Resources Information Center

    Ibukun, W. O.; Akinfolarin, C. A.; Alimi, O. S.

    2011-01-01

    This study investigated resource utilisation in vocational and technical education as a correlate of student learning outcome in selected colleges of education in south west Nigeria. The study examined the relationship between time, space and physical resource utilisation and perceived student learning outcome. The study used the descriptive…

  8. Assessing the Psychological Changes of Gifted Students Attending a Residential High School with an Outcome Measurement

    ERIC Educational Resources Information Center

    Rollins, Marlon R.; Cross, Tracy L.

    2014-01-01

    This study examined the psychological changes that 272 students experienced while attending a residential school for gifted adolescents in the Midwest. This article shares the quantitative portion of a mixed-methods study. Outcome measurement data from the Youth Outcome Questionnaire Self-Report 2.0 (YOQ-SR) tracked students' level of…

  9. The Correlation between Teacher Self-Efficacy among Seminaries and Institutes Seminary Teachers and Student Outcomes

    ERIC Educational Resources Information Center

    Mangum, James Irvin, III

    2012-01-01

    This study examined the correlation between teacher self-efficacy and student outcomes. Teacher self-efficacy was measured in 99 Church of Jesus Christ of Latter-day Saints Seminaries and Institutes seminary teachers using Tschannen-Moran and Hoy's Teachers Sense of Efficacy Scale (2001). Student outcomes included academic grades, conduct…

  10. Examining intrinsic versus extrinsic exercise goals: cognitive, affective, and behavioral outcomes.

    PubMed

    Sebire, Simon J; Standage, Martyn; Vansteenkiste, Maarten

    2009-04-01

    Grounded in self-determination theory (SDT), this study had two purposes: (a) examine the associations between intrinsic (relative to extrinsic) exercise goal content and cognitive, affective, and behavioral outcomes; and (b) test the mediating role of psychological need satisfaction in the Exercise Goal Content --> Outcomes relationship. Using a sample of 410 adults, hierarchical regression analysis showed relative intrinsic goal content to positively predict physical self-worth, self-reported exercise behavior, psychological well-being, and psychological need satisfaction and negatively predict exercise anxiety. Except for exercise behavior, the predictive utility of relative intrinsic goal content on the dependent variables of interest remained significant after controlling for participants' relative self-determined exercise motivation. Structural equation modeling analyses showed psychological need satisfaction to partially mediate the effect of relative intrinsic goal content on the outcome variables. Our findings support further investigation of exercise goals commensurate with the goal content perspective advanced in SDT.

  11. Measuring How College Affects Students: Social Desirability and Other Potential Biases in College Student Self-Reported Gains

    ERIC Educational Resources Information Center

    Bowman, Nicholas A.; Hill, Patrick L.

    2011-01-01

    Colleges and universities are increasingly using national surveys to assess their students' learning and development. Given the importance of the first year of college for student adjustment and retention (Tinto, 1993), some of these surveys are designed specifically to gauge the experiences and outcomes of first-year students. These large-scale…

  12. Different school placements following language unit attendance: which factors affect language outcome?

    PubMed

    Conti-Ramsden, Gina; Botting, Nicola; Knox, Emma; Simkin, Zoë

    2002-01-01

    The study compared the outcomes of two groups of children who were attending language unit provision at 7 years of age. Of 242 children in the original study, 62 (28%) transferred to mainstream school placements at age 8 years. These children were then closely matched to children still attending language unit provision at this age using measures of non-verbal IQ, expression and comprehension. These two groups of children were compared on outcome at 11 years in the areas of language skill, non-verbal IQ and social behaviour. Teacher/speech-language therapist opinions of placement were also examined as factors affecting outcome. Results show that children who moved to mainstream provision at 8 years were more likely to be attending mainstream at 11 years, although the majority received extra support. No further differences were evident in outcome according to placement type. However, there was a main effect of teacher/therapist opinion on outcome--children whose teachers were not entirely happy with the 8-year placement performed more poorly at 11 years on language measures. There were no differences on any other measures. The findings suggest that follow-on placements for children attending language units need to be more closely in line with teacher's opinions and that more flexibility needs to be evident in school placement policy in order that appropriate educational settings can be arranged.

  13. The Use of Online Modules and the Effect on Student Outcomes in a High School Chemistry Class

    NASA Astrophysics Data System (ADS)

    Lamb, Richard L.; Annetta, Len

    2012-10-01

    The purpose of the study was to review the efficacy of online chemistry simulations in a high school chemistry class and provide discussion of the factors that may affect student learning. The sample consisted of 351 high school students exposed to online simulations. Researchers administered a pretest, intermediate test and posttest to measure chemistry content knowledge acquired during the use of online chemistry laboratory simulations. The authors also analyzed student journal entries as an attitudinal measure of chemistry during the simulation experience. The four analyses conducted were Repeated Time Measures Analysis of Variance, a three-way Analysis of Variance, Logistic Regression and Multiple Analysis of Variance. Each of these analyses provides for a slightly different aspect of factors regarding student attitudes and outcomes. Results indicate that there is a statistically significant main effect across grouping type (experimental versus control, p = 0.042, α = 0.05). Analysis of student journal entries suggests that attitudinal factors may affect student outcomes concerning the use of online supplemental instruction. Implications for this study show that the use of online simulations promotes increased understanding of chemistry content through open-ended and interactive questioning.

  14. Predictors of professional placement outcome: cultural background, English speaking and international student status.

    PubMed

    Attrill, Stacie; McAllister, Sue; Lincoln, Michelle

    2016-08-01

    Placements provide opportunities for students to develop practice skills in professional settings. Learning in placements may be challenging for culturally and linguistically diverse (CALD) students, international students, or those without sufficient English proficiency for professional practice. This study investigated whether these factors, which are hypothesized to influence acculturation, predict poor placement outcome. Placement outcome data were collected for 854 students who completed 2747 placements. Placement outcome was categorized into 'Pass' or 'At risk' categories. Multilevel binomial regression analysis was used to determine whether being CALD, an international student, speaking 'English as an additional language', or a 'Language other than English at home' predicted placement outcome. In multiple multilevel analysis speaking English as an additional language and being an international student were significant predictors of 'at risk' placements, but other variables tested were not. Effect sizes were small indicating untested factors also influenced placement outcome. These results suggest that students' English as an additional language or international student status influences success in placements. The extent of acculturation may explain the differences in placement outcome for the groups tested. This suggests that learning needs for placement may differ for students undertaking more acculturative adjustments. Further research is needed to understand this and to identify placement support strategies.

  15. Identifying At-Risk Students in General Chemistry via Cluster Analysis of Affective Characteristics

    ERIC Educational Resources Information Center

    Chan, Julia Y. K.; Bauer, Christopher F.

    2014-01-01

    The purpose of this study is to identify academically at-risk students in first-semester general chemistry using affective characteristics via cluster analysis. Through the clustering of six preselected affective variables, three distinct affective groups were identified: low (at-risk), medium, and high. Students in the low affective group…

  16. Strategies to Affect Student Awareness of Natural and Social Environments in Outdoor Education: A Resource Guide.

    ERIC Educational Resources Information Center

    Peters, Richard O.

    Several instructional strategies have been developed and employed to affect student awareness of natural and social environmental settings. Three instructional strategy orientations have been structured for affecting student conceptual learning and values acquisition-clarification: affective, cognitive, and affective-cognitive. Outdoor education…

  17. Raising African American Student Achievement: California Goals, Local Outcomes

    ERIC Educational Resources Information Center

    EdSource, 2008

    2008-01-01

    Although academic performance is a concern, African American students represent less than 8 percent of California's K-12 students, and at times get lost in California policy debates about improving student performance. Findings of this study indicate that: (1) California's African American students are concentrated in relatively few counties and…

  18. Bad actions or bad outcomes? Differentiating affective contributions to the moral condemnation of harm.

    PubMed

    Miller, Ryan M; Hannikainen, Ivar A; Cushman, Fiery A

    2014-06-01

    Moral condemnation of harmful behavior is influenced by both cognitive and affective processes. However, despite much recent research, the proximate source of affect remains unclear. One obvious contender is empathy; simulating the victim's pain could lead one to judge an action as wrong ("outcome aversion"). An alternative, less obvious source is one's own aversion to performing the action itself ("action aversion"). To dissociate these alternatives, we developed a scale that assessed individual aversions to (a) witnessing others experience painful outcomes (e.g., seeing someone fall down stairs); and (b) performing actions that are harmless yet aversive (e.g., stabbing a fellow actor with a fake stage knife). Across 4 experiments, we found that moral condemnation of both first-person and third-party harmful behavior in the context of moral dilemmas is better predicted by one's aversion to action properties than by an affective response to victim suffering. In a fifth experiment, we manipulated both action aversion and the degree of expected suffering across a number of actions and found that both factors make large, independent contributions to moral judgment. Together, these results suggest we may judge others' actions by imagining what it would feel like to perform the action rather than experience the consequences of the action. Accordingly, they provide a counterpoint to a dominant but largely untested assumption that empathy is the key affective response governing moral judgments of harm.

  19. College Students' Comfort Level Discussing Death with Faculty and Perceptions of Faculty Support for Grief-Affected Students

    ERIC Educational Resources Information Center

    Hedman, A. S.

    2012-01-01

    Students' comfort discussing death with faculty, views regarding faculty's likelihood to provide accommodations to grief-affected students, and perceived empathy of faculty were assessed. Undergraduate students (n = 371) attending a Midwestern university completed the Student Survey on Grief Issues. Twenty-six percent reported the death of at…

  20. Assessing Student Outcomes of Undergraduate Research with URSSA, the Undergraduate Student Self-Assessment Instrument

    NASA Astrophysics Data System (ADS)

    Laursen, S. L.; Weston, T. J.; Thiry, H.

    2012-12-01

    URSSA is the Undergraduate Research Student Self-Assessment, an online survey instrument for programs and departments to use in assessing the student outcomes of undergraduate research (UR). URSSA focuses on what students learn from their UR experience, rather than whether they liked it. The online questionnaire includes both multiple-choice and open-ended items that focus on students' gains from undergraduate research. These gains include skills, knowledge, deeper understanding of the intellectual and practical work of science, growth in confidence, changes in identity, and career preparation. Other items probe students' participation in important research-related activities that lead to these gains (e.g. giving presentations, having responsibility for a project). These activities, and the gains themselves, are based in research and thus constitute a core set of items. Using these items as a group helps to align a particular program assessment with research-demonstrated outcomes. Optional items may be used to probe particular features that are augment the research experience (e.g. field trips, career seminars, housing arrangements). The URSSA items are based on extensive, interview-based research and evaluation work on undergraduate research by our group and others. This grounding in research means that URSSA measures what we know to be important about the UR experience The items were tested with students, revised and re-tested. Data from a large pilot sample of over 500 students enabled statistical testing of the items' validity and reliability. Optional items about UR program elements were developed in consultation with UR program developers and leaders. The resulting instrument is flexible. Users begin with a set of core items, then customize their survey with optional items to probe students' experiences of specific program elements. The online instrument is free and easy to use, with numeric results available as raw data, summary statistics, cross-tabs, and

  1. Student Identification with Business Education Models: Measurement and Relationship to Educational Outcomes

    ERIC Educational Resources Information Center

    Halbesleben, Jonathon R. B.; Wheeler, Anthony R.

    2009-01-01

    Although management scholars have provided a variety of metaphors to describe the role of students in management courses, researchers have yet to explore students' identification with the models and how they are linked to educational outcomes. This article develops a measurement tool for students' identification with business education models and…

  2. The Quality of Teacher-Student Interactions: Associations with First Graders' Academic and Behavioral Outcomes

    ERIC Educational Resources Information Center

    Cadima, Joana; Leal, Teresa; Burchinal, Margaret

    2010-01-01

    The associations between the quality of teacher-student interactions and first grade academic and adaptive behavior outcomes were examined in a study of 106 Portuguese students in 64 first grade classrooms. Students' vocabulary, print concepts, math, and adaptive skills were assessed both at the end of preschool and in first grade. Classrooms were…

  3. The Effect of Access to an Online Tutorial Service on College Algebra Student Outcomes

    ERIC Educational Resources Information Center

    Kersaint, Gladis; Dogbey, James; Barber, Jeff; Kephart, David

    2011-01-01

    This study investigated outcomes (achievement, attitude, and retention) of college algebra students who had access to an online tutoring resource using a pre-posttest control group design. Students in the experimental groups were provided access to an online tutoring service unlike the students in the control group. Both groups had access to other…

  4. CCP Student Transfer Outcomes at LaSalle University. Institutional Research Report #54.

    ERIC Educational Resources Information Center

    Grosset, Jane

    Focusing on student admission, academic performance, and persistence patterns, this two-part report examines transfer outcomes data on students who attended the Community College of Philadelphia (CCP) and transferred to LaSalle University. The first section presents former CCP student application patterns to LaSalle day and evening divisions…

  5. Student Success Courses in the Community College: Early Enrollment and Educational Outcomes

    ERIC Educational Resources Information Center

    Cho, Sung-Woo; Karp, Melinda Mechur

    2013-01-01

    Using data from the Virginia Community College System and building upon prior Florida-based research, this study examines whether student success course enrollment, as well as student and institutional characteristics, has positive associations with shorter-term student outcomes, including earning any college credits within the first year and…

  6. Scholarly Networking among Business Students: Structured Discussion Board Activity and Academic Outcomes

    ERIC Educational Resources Information Center

    Walker, Kristen; Curren, Mary T.; Kiesler, Tina; Lammers, H. Bruce; Goldenson, Jamie

    2013-01-01

    The authors' intent was to show the effect of student discussion board activity on academic outcomes, after accounting for past academic performance. Data were collected from 516 students enrolled in a junior-level required business course. Controlling for students' grade point average, stepwise regression showed a significant…

  7. Do New Buildings, Equipment, and Technology Improve Student Outcomes? A Look at One Community College's Experience

    ERIC Educational Resources Information Center

    Twyman-Brown, Danene

    2014-01-01

    During the last decade, community colleges have taken a close look at the way they educate and train students, and are using an assortment of student engagement indicators in an effort to assess and document learning outcomes of their students. While these indicators have proven helpful, the extent to which new buildings, equipment, and technology…

  8. Enhancing the Health of Medical Students: Outcomes of an Integrated Mindfulness and Lifestyle Program

    ERIC Educational Resources Information Center

    Hassed, Craig; de Lisle, Steven; Sullivan, Gavin; Pier, Ciaran

    2009-01-01

    Medical students experience various stresses and many poor health behaviours. Previous studies consistently show that student wellbeing is at its lowest pre-exam. Little core-curriculum is traditionally dedicated to providing self-care skills for medical students. This paper describes the development, implementation and outcomes of the Health…

  9. Getting "Tillerized": Traits and Outcomes of Students in a Rural Community Field Placement

    ERIC Educational Resources Information Center

    Averett, Paige; Carawan, Lena; Burroughs, Courtney

    2012-01-01

    This qualitative study sought to reveal the traits and outcomes of students who completed a rural community organizing field placement. All stakeholders involved in the placement of students took part in a focus group and follow-up individual interviews. Findings suggest that students need to be open, flexible, self-directed, and maverick in…

  10. Students with Disabilities at Dawson College: Success and Outcomes. Final Report Presented to PAREA, Spring 2003.

    ERIC Educational Resources Information Center

    Jorgensen, Shirley; Fichten, Catherine; Havel, Alice; Lamb, Daniel; James, Crystal; Barile, Maria

    In an archival study, the academic outcomes of 653 students with disabilities and 41,357 students without disabilities attending Dawson College (Quebec) were compared over a 12-year period (1990-2002). Students with disabilities were more likely to have been enrolled in a pre-university program, less likely to enroll in a continuing education…

  11. The Effect of Decisions and Outcomes on the Career Maturity of High School Students.

    ERIC Educational Resources Information Center

    Laskin, Selma B.; Palmo, Artis J.

    1983-01-01

    Examined the impact of the College Entrance Examination Board's Decisions and Outcomes Program on the career maturity of 132 high school students. Results indicated the program increased students' career maturity and decision-making skills. Students with greater ego identity produced higher scores on certain attitude components of career maturity.…

  12. Relationship between Pedagogic and Course Factors and Student Outcomes in Community College Online Courses

    ERIC Educational Resources Information Center

    Mager, Marlowe Geoffrey

    2012-01-01

    The purpose of this study was to identify instructor behaviors that lead to positive student outcomes in online courses. The study investigated the relationship between 12 predictive variables and three measures of student success (assignment grade, course grade, and student retention) in online courses. Archived online courses at a rural…

  13. College Students and Service: A Mixed Methods Exploration of Motivations, Choices, and Learning Outcomes

    ERIC Educational Resources Information Center

    Chesbrough, Ronald D.

    2011-01-01

    The purpose of this study was to add to our understanding of the motivations toward service among college students, to get a clearer sense of how students choose their service involvements, and to better understand the learning outcomes from service involvement during college. Findings indicated differences in how students spoke about their…

  14. Motivation and Outcomes for University Students in a Restorative Justice Program

    ERIC Educational Resources Information Center

    Gallagher Dahl, Meghan; Meagher, Peter; Vander Velde, Stacy

    2014-01-01

    A restorative justice program (RJP) was developed at a large university in the housing student conduct office. Students accused of misconduct who participated in a restorative justice (RJ) conference completed surveys regarding their motivations and perceived outcomes. Results showed that students who were motivated to make reparations to others…

  15. The Effect of Peer Review on Student Learning Outcomes in a Research Methods Course

    ERIC Educational Resources Information Center

    Crowe, Jessica A.; Silva, Tony; Ceresola, Ryan

    2015-01-01

    In this study, we test the effect of in-class student peer review on student learning outcomes using a quasiexperimental design. We provide an assessment of peer review in a quantitative research methods course, which is a traditionally difficult and technical course. Data were collected from 170 students enrolled in four sections of a…

  16. Selected Engagement Factors and Academic Learning Outcomes of Undergraduate Engineering Students

    ERIC Educational Resources Information Center

    Justice, Patricia J.

    2009-01-01

    The concept of student engagement and its relationship to successful student performance and learning outcomes has a long history in higher education (Kuh, 2007). Attention to faculty and student engagement has only recently become of interest to the engineering education community. This interest can be attributed to long-standing research by…

  17. A Case-Based Approach Increases Student Learning Outcomes and Comprehension of Cellular Respiration Concepts

    ERIC Educational Resources Information Center

    Rybarczyk, Brian J.; Baines, Antonio T.; McVey, Mitch; Thompson, Joseph T.; Wilkins, Heather

    2007-01-01

    This study investigated student learning outcomes using a case-based approach focused on cellular respiration. Students who used the case study, relative to students who did not use the case study, exhibited a significantly greater learning gain, and demonstrated use of higher-order thinking skills. Preliminary data indicate that after engaging…

  18. Connecting art and science: An interdisciplinary strategy and its impact on the affective domain of community college human anatomy students

    NASA Astrophysics Data System (ADS)

    Petti, Kevin

    Educational objectives are often described within the framework of a three-domain taxonomy: cognitive, affective and psychomotor. While most of the research on educational objectives has focused on the cognitive domain, the research that has been conducted on the affective domain, which speaks to emotions, attitudes, and values, has identified a number of positive outcomes. One approach to enhancing the affective domain is that of interdisciplinary education. Science education research in the realm of interdisciplinary education and affective outcomes is limited; especially research conducted on community college students of human anatomy. This project investigated the relationship between an interdisciplinary teaching strategy and the affective domain in science education by utilizing an interdisciplinary lecture in a human anatomy class. Subjects were anatomy students in a California community college who listened to a one-hour lecture describing the cultural, historical and scientific significance of selected pieces of art depicting human dissection in European medieval and Renaissance universities. The focus was on how these renderings represent the state of anatomy education during their respective eras. After listening to the lecture, subjects were administered a 35-question survey that was composed of 14 demographic questions and 21 Likert-style statements that asked respondents to rate the extent to which the intervention influenced their affective domain. Descriptive statistics were then used to determine which component of the affective domain was most influenced, and multiple regression analysis was used to examine the extent to which individual differences along the affective continuum were explained by select demographic measures such as gender, race/ethnicity, education level, and previous exposure to science courses. Results indicate that the interdisciplinary intervention had a positive impact on every component of the affective domain hierarchy

  19. A Study of the Cognitive and Affective Outcomes of a Collegiate Science Learning Game.

    DTIC Science & Technology

    The objective of the study was to determine the effect of playing a science education game on the cognitive and affective processes of black graduate students at Florida A. and M. University. The effects measured were changes in attitude toward science, general confidence in mastery of science, general achievement on science, and mastery of specific scientific concepts. The usefulness of background and personality variables in predicting success in the two treatments was also investigated. (Author)

  20. Paternal investment and status-related child outcomes: timing of father's death affects offspring success.

    PubMed

    Shenk, Mary K; Scelza, Brooke A

    2012-09-01

    Recent work in human behavioural ecology has suggested that analyses focusing on early childhood may underestimate the importance of paternal investment to child outcomes since such investment may not become crucial until adolescence or beyond. This may be especially important in societies with a heritable component to status, as later investment by fathers may be more strongly related to a child's adult status than early forms of parental investment that affect child survival and child health. In such circumstances, the death or absence of a father may have profoundly negative effects on the adult outcomes of his children that cannot be easily compensated for by the investment of mothers or other relatives. This proposition is tested using a multigenerational dataset from Bangalore, India, containing information on paternal mortality as well as several child outcomes dependent on parental investment during adolescence and young adulthood. The paper examines the effects of paternal death, and the timing of paternal death, on a child's education, adult income, age at marriage and the amount spent on his or her marriage, along with similar characteristics of spouses. Results indicate that a father's death has a negative impact on child outcomes, and that, in contrast to some findings in the literature on father absence, the effects of paternal death are strongest for children who lose their father in late childhood or adolescence.

  1. Teachers' Attitudes and Students' Opposition. School Misconduct as a Reaction to Teachers' Diminished Effort and Affect

    ERIC Educational Resources Information Center

    Demanet, Jannick; Van Houtte, Mieke

    2012-01-01

    Recent decades have seen many studies dealing with the effects of teacher expectations. While most have focused on students' cognitive outcomes, we relate teacher expectations to student deviancy. We expect low expectations to be associated with students' feelings of futility and less teacher support, which, according to respectively strain theory…

  2. Variables Affecting Students' Decisions to Drop Out of School

    ERIC Educational Resources Information Center

    Dunn, Caroline; Chambers, Dalee; Rabren, Karen

    2004-01-01

    This study examined factors predictive of dropping out of high school for students with learning disabilities (LD) and mental retardation (MR). The sample was composed of 228 students with LD or MR who dropped out of school and 228 students with LD or MR who had not dropped out. Two sets of pre- dictor variables (student demographics and interview…

  3. Career self-efficacy, career outcome expectations and vocational interests among Japanese university students.

    PubMed

    Adachi, Tomoko

    2004-08-01

    The Social Cognitive Career Model proposes that career interests arise from beliefs about capability to execute a course of activity (self-efficacy), and beliefs about the consequences of performing particular activities (outcome expectations). In our study, 301 Japanese university students were given questionnaires including the Vocational Preference Inventory and scales assessing Career Self-efficacy and Career-outcome Expectations. Hierarchical multiple regression analyses indicated both self-efficacy and outcome expectations were significantly related to vocational interests. Outcome expectations accounted for significant incremental variance in explaining interests across six of Holland's vocational environments. Implications of social cognitive theory for career development and interventions among Japanese university students are discussed.

  4. Do Insurance Mandates Affect Racial Disparities in Outcomes for Children with Autism?

    PubMed

    Doshi, Pratik; Tilford, J Mick; Ounpraseuth, Songthip; Kuo, Dennis Z; Payakachat, Nalin

    2017-02-01

    Objective The study investigated whether state mandates for private insurers to provide services for children with autism influence racial disparities in outcomes. Methods The study used 2005/2006 and 2009/2010 waves of the National Survey of Children with Special Health Care Needs. Children with a current diagnosis of autism were included in the sample. Children residing in 14 states and the District of Columbia that were not covered by the mandate in the 2005/2006 survey, but were covered in the 2009/2010 survey, served as the mandate group. Children residing in 32 states that were not covered by a mandate in either wave served as the comparison group. Outcome measures assessed included care quality, family economics, and child health. A difference-in-difference-in-differences (DDD) approach was used to assess the impact of the mandates on racial disparities in outcomes. Results Non-white children had less access to family-centered care compared to white children in both waves of data, but this difference was not apparent across mandate and comparison states as only the comparison states had significant differences. Parents of non-white children reported paying less in annual out-of-pocket expenses compared to parents of white children across waves and groups. DDD estimates did not provide evidence that the mandates had statistically significant effects on improving or worsening racial disparities for any outcome measure. Conclusions This study did not find evidence that state mandates on private insurers affected racial disparities in outcomes for children with autism.

  5. Student Characteristics Mediating Engagement-Outcome Relationships in Physical Education.

    ERIC Educational Resources Information Center

    Silverman, Stephen

    This study investigated the relationship between engagement and achievement for college students in an intermediate swimming class. It also examined this relationship for students who entered the class with different initial skill levels, different previous experience with the subject matter, and for students of different gender. The methodology…

  6. Interpersonal Behaviour and Student Outcomes in Vocational Education Classes

    ERIC Educational Resources Information Center

    Henderson, David G.; Fisher, Darrell L.

    2008-01-01

    This study centred on students enrolled in Work Studies, a vocational education course offered to post-compulsory (Years 11-12) students in Western Australian high schools. Because of the strong emphasis on the teacher providing pastoral care in Work Studies classes, the Questionnaire on Teacher Interaction (QTI), which assesses students'…

  7. Students' Achievement Goals, Emotion Perception Ability and Affect and Performance in the Classroom: A Multilevel Examination

    ERIC Educational Resources Information Center

    Vassiou, Aikaterini; Mouratidis, Athanasios; Andreou, Eleni; Kafetsios, Konstantinos

    2016-01-01

    Performance at school is affected not only by students' achievement goals but also by emotional exchanges among classmates and their teacher. In this study, we investigated relationships between students' achievement goals and emotion perception ability and class affect and performance. Participants were 949 Greek adolescent students in 49 classes…

  8. Successful Pregnancy Outcome in a Patient with Solitary Kidney Affected by Angiomyolipoma: A Rare Case

    PubMed Central

    Mistry, Kavita; Nanda, Sakshi; Choudhary, Sumesh; Gandhi, Khushali

    2016-01-01

    Renal angiomyolipoma is a rare benign tumour and its occurrence during pregnancy is even rare. It is usually diagnosed incidentally. It can increase in size during pregnancy and can present acutely as rupture with retroperitoneal haemorrhage, mechanism of which is still unclear. We present a case of successful pregnancy outcome in a patient with congenital solitary kidney affected by angiomyolipoma, diagnosed incidentally at 19 years of age. The patient had conceived twice. Her antenatal and post partum period was uneventful both the times. PMID:27891407

  9. Using Student Performance during a Reading Intervention to Predict Student Outcomes and Performance on Accountability Measures of Reading

    ERIC Educational Resources Information Center

    Parson, Lorien

    2012-01-01

    An existing data set for a sample of 3rd grade students was used to determine the relationship between performance during a reading intervention and short-term achievement test outcomes, and long-term risk status. Students participated in a reading intervention, one-on-one practice with a trained adult, during which weekly curriculum based…

  10. Improving Tertiary Student Outcomes in the First Year of Study: What Your Students May Not Tell You

    ERIC Educational Resources Information Center

    Dewart, Bonnie; Rowan, Linda

    2008-01-01

    There has been increased interest in retention and completion with regard to tertiary student outcomes in relation to students' successful completion of their study and what influences this. In New Zealand, the government through the Tertiary Education Commission (TEC) has made it clear that it expects institutions to meet retention and completion…

  11. Interprofessional Curbside Consults to Develop Team Communication and Improve Student Achievement of Learning Outcomes.

    PubMed

    Kirwin, Jennifer; Greenwood, Kristin Curry; Rico, Janet; Nalliah, Romesh; DiVall, Margarita

    2017-02-25

    Objective. To design and implement a series of activities focused on developing interprofessional communication skills and to assess the impact of the activities on students' attitudes and achievement of educational goals. Design. Prior to the first pharmacy practice skills laboratory session, pharmacy students listened to a classroom lecture about team communication and viewed short videos describing the roles, responsibilities, and usual work environments of four types of health care professionals. In each of four subsequent laboratory sessions, students interacted with a different standardized health care professional role-played by a pharmacy faculty member who asked them a medication-related question. Students responded in verbal and written formats. Assessment. Student performance was assessed with a three-part rubric. The impact of the exercise was assessed by conducting pre- and post-intervention surveys and analyzing students' performance on relevant Center for the Advancement of Pharmacy Education (CAPE) outcomes. Survey results showed improvement in student attitudes related to team-delivered care. Students' performance on the problem solver and collaborator CAPE outcomes improved, while performance on the educator outcome worsened. Conclusions. The addition of an interprofessional communication activity with standardized health care professionals provided the opportunity for students to develop skills related to team communication. Students felt the activity was valuable and realistic; however, analysis of outcome achievement from the exercise revealed a need for more exposure to team communication skills.

  12. Assessment of Student Learning Outcomes: Workplace, Family, and Community Roles

    ERIC Educational Resources Information Center

    Johnson, Cheryl A.; Heath, Claudia J.

    2011-01-01

    A project was conducted to assess Family Studies bachelor's degree graduates' use of learning outcomes from course competencies in personal finance, family lifespan development, intervention, and advocacy and policy, and to determine how they apply these learning outcomes to their workplace, family, and community roles. Alumni surveys completed by…

  13. Predicted and experienced affective responses to the outcome of the 2008 U.S. presidential election.

    PubMed

    Kitchens, Michael B; Corser, Grant C; Gohm, Carol L; VonWaldner, Kristen L; Foreman, Elizabeth L

    2010-12-01

    People typically have intense feelings about politics. Therefore, it was no surprise that the campaign and eventual election of Barack Obama were highly anticipated and emotionally charged events, making it and the emotion experienced afterward a useful situation in which to replicate prior research showing that people typically overestimate the intensity and duration of their future affective states. Consequently, it was expected that Obama supporters and McCain supporters might overestimate the intensity of their affective responses to the outcome of the election. Data showed that while McCain supporters underestimated how happy they would be following the election, Obama supporters accurately predicted how happy they would be following the election. These data provide descriptive information on the accuracy of people's predicted reactions to the 2008 U.S. presidential election. The findings are discussed in the context of the broad literature and this specific and unique event.

  14. Factors affecting rabbit meat consumption among Spanish university students.

    PubMed

    González-Redondo, Pedro; Mena, Yolanda; Fernández-Cabanás, Victor M

    2010-01-01

    This study investigates the rabbit meat consumption patterns among students. Results of the 342 students surveyed at the University of Seville, Spain showed that more men than women consumed rabbit meat. More students consumed wild rabbit meat than farmed rabbit meat. The practice of hunting by students or their relatives, and the raising of rabbits for self-consumption, positively influenced the proportion of students that currently consumed rabbit meat. Most of the students that had eaten rabbit meat before but are currently non-eaters do so because of the meat's organoleptic characteristics or from lack of consumption habit.

  15. The Relationships among Teachers' Self-Disclosive Statements, Students' Perceptions, and Affective Learning.

    ERIC Educational Resources Information Center

    Sorensen, Gail

    1989-01-01

    Examines significant teacher behavior which positively affects students' perceptions of the teacher-student relationship. Identifies specific self-disclosive statements which students attributed to good and/or poor teachers. Finds a significant relationship between teachers' self-disclosive statements and students' perceptions. (MM)

  16. College Students' Affective Distress: The Role of Expectation Discrepancies and Communication

    ERIC Educational Resources Information Center

    Agliata, Allison Kanter; Renk, Kimberly

    2009-01-01

    The discrepancy between college students' performance and parents' expectations may be related to college students' affective distress. Further, the role that parent-college student communication reciprocity may play in the context of these discrepancies has not been examined. As a result, this study examined parent-college student expectation…

  17. Examining Students' Affective Commitment toward Country: A Case Study of a Singapore Primary School

    ERIC Educational Resources Information Center

    Hew, Khe Foon; Cheung, Wing Sum

    2011-01-01

    The purpose of this study was to examine students' affective commitment toward Singapore. Affective commitment refers to the sense of attachment to the nation state. The sample was taken from 286 students in a primary school. In the first section of the paper, we described the design of a Likert-type Affective Commitment to Country questionnaire.…

  18. Affective and cognitive correlates of gambling behavior in university students.

    PubMed

    Pascual-Leone, Antonio; Gomes, Kevin; Orr, Emily S; Kaploun, Kristen A; Abeare, Christopher A

    2011-09-01

    The purpose of the following study was to explore certain affective and cognitive components and their relationships to gambling behavior in an undergraduate population. Specifically, the aim was to predict gambling severity using depression scores on the BDI-II, the dependency and self-criticism subscales on the DEQ, emotional awareness scores on the LEAS, cognitive flexibility scores from the STROOP, and a creativity subtests from the TTCT. Participants were 200 undergraduate students and 3.5-7.5% of individuals reported some level of problematic gambling behavior. Multiple regression analysis indicated that self-criticism and creative originality were significant predictors of gambling behavior, explaining 7.6% of the variance. Further analyses reveal a non-linear trend in the creative originality of those who gamble; only the at-risk gamblers were high in creativity whereas abstainers and problematic gamblers display similarly lower levels of creativity. Results are discussed in regards to Blaszczynski and Nower's Addiction 97:487-499 (2002) subtypes of gambling vulnerability.

  19. Is Measured Hearing Aid Benefit Affected by Seeing Baseline Outcome Questionnaire Responses?

    PubMed Central

    Silverman, ShienPei; Cates, Megan; Saunders, Gabrielle

    2016-01-01

    Purpose To determine whether hearing aid outcome measured by the Hearing Handicap Inventory (HHI) for the Elderly/Adults (Newman, Weinstein, Jacobson, & Hug, 1990; Ventry & Weinstein, 1982) is differentially affected by informed vs. blind administration of the postfitting questionnaire. Method Participants completed the HHI at their hearing aid evaluation and again at their hearing aid follow-up visit. At follow-up, half received a clean HHI form (blind administration), whereas the remainder responded on their original form (informed administration) and could thus base their follow-up responses on those they gave at the hearing aid evaluation. Results The data show that for the population examined here, informed administration of the follow-up HHI did not yield a different outcome to blind administration of the follow-up HHI. This was not influenced by past hearing aid use, age of the participant, or the duration of time between baseline questionnaire completion and follow-up completion. Conclusion These data suggest that completion of follow-up questionnaires in either informed or blind format will have little impact on HHI responses, most likely because of the many other factors that combined to influence hearing aid outcome. PMID:21940983

  20. Mechanisms of Behavioral and Affective Treatment Outcomes in a Cognitive Behavioral Intervention for Boys

    PubMed Central

    Burke, Jeffrey D.; Loeber, Rolf

    2015-01-01

    Evidence for effective treatment for behavioral problems continues to grow, yet evidence about the effective mechanisms underlying those interventions has lagged behind. The Stop Now and Plan (SNAP) program is a multicomponent intervention for boys between 6 and 11. This study tested putative treatment mechanisms using data from 252 boys in a randomized controlled trial of SNAP versus treatment as usual. SNAP includes a 3 month group treatment period followed by individualized intervention, which persisted through the 15 month study period. Measures were administered in four waves: at baseline and at 3, 9 and 15 months after baseline. A hierarchical linear modeling strategy was used. SNAP was associated with improved problem-solving skills, prosocial behavior, emotion regulation skills, and reduced parental stress. Prosocial behavior, emotion regulation skills and reduced parental stress partially mediated improvements in child aggression. Improved emotion regulation skills partially mediated treatment-related child anxious-depressed outcomes. Improvements in parenting behaviors did not differ between treatment conditions. The results suggest that independent processes may drive affective and behavioral outcomes, with some specificity regarding the mechanisms related to differing treatment outcomes. PMID:25619927

  1. Measuring student engagement in science classrooms: An investigation of the contextual factors and longitudinal outcomes

    NASA Astrophysics Data System (ADS)

    Spicer, Justina Judy

    This dissertation includes three separate but related studies that examine the different dimensions of student experiences in science using data from two different datasets: the High School Longitudinal Study of 2009 (HSLS:09), and a dataset constructed using the Experience Sampling Method (ESM). This mixed-dataset approach provides a unique perspective on student engagement and the contexts in which it exists. Engagement is operationalized across the three studies using aspects of flow theory to evaluate how the challenges in science classes are experienced at the student level. The data provides information on a student's skill-level and efficacy during the challenge, as well as their interest level and persistence. The data additionally track how situations contribute to optimal learning moments, along with longitudinal attitudes and behaviors towards science. In the first part of this study, the construct of optimal moments is explored using in the moment data from the ESM dataset. Several different measures of engagement are tested and validated to uncover relationships between various affective states and optimal learning experiences with a focus on science classrooms. Additional analyses include investigating the links between in the moment engagement (situational), and cross-situational (stable) measures of engagement in science. The second part of this dissertation analyzes the ESM data in greater depth by examining how engagement varies across students and their contextual environment. The contextual characteristics associated with higher engagement levels are evaluated to see if these conditions hold across different types of students. Chapter three more thoroughly analyzes what contributes to students persisting through challenging learning moments, and the variation in levels of effort put forth when facing difficulty while learning in science. In chapter four, this dissertation explores additional outcomes associated with student engagement in science

  2. The Importance of Social Learning Environment Factors for Affective Well-Being among Students

    ERIC Educational Resources Information Center

    Idsoe, Ella Maria Cosmovici

    2016-01-01

    We investigated whether perceived inclusion and exclusion with peers at school, as well as self-reported bullying exposure, affected positive and negative affect among 1161 students from grades five through seven. Positive affect was significantly, but only weakly, affected by perceived exclusion and inclusion. Negative affect was not related to…

  3. Affective forecasting in an orangutan: predicting the hedonic outcome of novel juice mixes.

    PubMed

    Sauciuc, Gabriela-Alina; Persson, Tomas; Bååth, Rasmus; Bobrowicz, Katarzyna; Osvath, Mathias

    2016-11-01

    Affective forecasting is an ability that allows the prediction of the hedonic outcome of never-before experienced situations, by mentally recombining elements of prior experiences into possible scenarios, and pre-experiencing what these might feel like. It has been hypothesised that this ability is uniquely human. For example, given prior experience with the ingredients, but in the absence of direct experience with the mixture, only humans are said to be able to predict that lemonade tastes better with sugar than without it. Non-human animals, on the other hand, are claimed to be confined to predicting-exclusively and inflexibly-the outcome of previously experienced situations. Relying on gustatory stimuli, we devised a non-verbal method for assessing affective forecasting and tested comparatively one Sumatran orangutan and ten human participants. Administered as binary choices, the test required the participants to mentally construct novel juice blends from familiar ingredients and to make hedonic predictions concerning the ensuing mixes. The orangutan's performance was within the range of that shown by the humans. Both species made consistent choices that reflected independently measured taste preferences for the stimuli. Statistical models fitted to the data confirmed the predictive accuracy of such a relationship. The orangutan, just like humans, thus seems to have been able to make hedonic predictions concerning never-before experienced events.

  4. Affective Responses of Students Who Witness Classroom Cheating

    ERIC Educational Resources Information Center

    Firmin, Michael W.; Burger, Amanda; Blosser, Matthew

    2009-01-01

    For this study, 82 general psychology students (51 females, 31 males) witnessed a peer cheating while completing a test. Following the incident, we tape recorded semi-structured interviews with each student who saw the cheating event for later analysis. Using qualitative coding and methodology, themes emerged regarding students' emotional…

  5. Professor Age and Gender Affect Student Perceptions and Grades

    ERIC Educational Resources Information Center

    Joye, Shauna W.; Wilson, Janie H.

    2015-01-01

    Student evaluations provide rich information about teaching performance, but a number of factors beyond teacher effectiveness influence student evaluations. In this study we examined the effects of professor gender and perceived age on ratings of effectiveness and rapport as well as academic performance. We also asked students to rate professor…

  6. Cultural Factors Affecting Chinese ESL Students' Academic Learning

    ERIC Educational Resources Information Center

    Huang, Jinyan; Brown, Kathleen

    2009-01-01

    Confucianism meets Constructivism in North American universities and our classrooms are failing to meet the educational expectations of Chinese students. Specifically, students from the People's Republic of China mentioned six areas where they feel discomfort: (a) They feel uncomfortable with the classroom behavior of North American students; (b)…

  7. Extremely low frequency electromagnetic field exposure affects fertilization outcome in swine animal model.

    PubMed

    Bernabò, N; Tettamanti, E; Russo, V; Martelli, A; Turriani, M; Mattoli, M; Barboni, B

    2010-06-01

    Modern society continuously exposes the population to electromagnetic radiation, the effects of which on human health, in particular reproduction, are still unknown. The aim of this research was to assess the effect of acute (1h) exposure of boar spermatozoa to a 50 Hz extremely low frequency electromagnetic field (ELF-EMF) on early fertility outcome. The effect of intensities ranging from 0 to 2 mT on morpho-functional integrity of capacitated spermatozoa was examined in vitro. The oviducts containing or without spermatozoa were then exposed to the minimum in vivo, TD(50,) and maximum intensities determined in vitro, 4h before ovulation. The effects of ELF-EMF on spermatozoa in terms of early embryo development were evaluated after 12h and 6 days. It was found that in vitro ELF-EMF > 0.5 mT induced a progressive acrosome damage, thus compromising the ability of spermatozoa to undergo acrosomal reaction after zona pellucida stimulation and reducing the in vitro fertilization outcome. These effects became evident at 0.75 mT and reached the plateau at 1 mT. Under in vivo conditions, the ELF-EMF intensity of 1 mT was able to compromise sperm function, significantly reducing the fertilization rate. In addition, the exposure of oviducts to fields > or = 0.75 mT in the absence of spermatozoa was able to negatively affect early embryo development. In fact, it was found to cause a slowdown in the embryo cleavage. In conclusion, it was demonstrated how and at which intensities ELF-EMF negatively affect early fertility outcome in a highly predictive animal model.

  8. Research and Teaching: Computational Methods in General Chemistry--Perceptions of Programming, Prior Experience, and Student Outcomes

    ERIC Educational Resources Information Center

    Wheeler, Lindsay B.; Chiu, Jennie L.; Grisham, Charles M.

    2016-01-01

    This article explores how integrating computational tools into a general chemistry laboratory course can influence student perceptions of programming and investigates relationships among student perceptions, prior experience, and student outcomes.

  9. Does Segmental Kyphosis Affect Surgical Outcome after a Posterior Decompressive Laminectomy in Multisegmental Cervical Spondylotic Myelopathy?

    PubMed Central

    Rustagi, Tarush; Prasad, Gautam; Deore, Tushar; Bhojraj, Shekhar Y.

    2017-01-01

    Study Design Retrospective analysis. Purpose To compare results of laminectomy in multisegmental compressive cervical myelopathy (CSM) with lordosis versus segmental kyphosis. Overview of Literature Laminectomy is an established procedure for decompression in CSM with cervical lordosis. However in patients with segmental kyphosis, it is associated with risk of progression of kyphosis and poor outcome. Whether this loss of sagittal alignment affects functional outcome is not clear. Methods We retrospectively reviewed 68 patients who underwent laminectomy for CSM from 1998 to 2009. As per preoperative magnetic resonance images, 36 patients had preoperative lordosis (Group 1) and 32 had segmental kyphosis (Group 2). We studied age at the time of surgery, duration of preoperative symptoms, recovery rate, magnitude of postoperative backward shifting of spinal cord and loss of sagittal alignment. Results Mean follow up was 5.05 years (range, 2–13 years) and mean age at the time of surgery 61.88 years. Group 1 had 20 men and 16 women and Group 2 had 19 men and 13 women. Mean recovery rate in Group 1 was 60.32%, in Group 2 was 63.7% without any statistical difference (p-value 0.21, one tailed analysis of variance). Two patients of Group 1 had loss of cervical lordosis by five degrees. In Group 2 seven patients had progression of segmental kyphosis by 5–10 degrees and two patients by more than 10 degrees. Mean cord shift was more in Group 1 (mean, 2.41 mm) as compared to Group 2 (mean, –1.97 mm) but it had no correlation to recovery rate. Patients with younger age (mean, 57 years) and less duration of preoperative symptoms (mean, 4.86 years) had better recovery rate (75%). Conclusions Clinical outcome in CSM is not related to preoperative cervical spine alignment. Thus, lordosis is not mandatory for planning laminectomy in CSM. Good outcome is expected in younger patients operated earliest after onset of symptoms. PMID:28243365

  10. Lung perfusion and emphysema distribution affect the outcome of endobronchial valve therapy

    PubMed Central

    Thomsen, Christian; Theilig, Dorothea; Herzog, Dominik; Poellinger, Alexander; Doellinger, Felix; Schreiter, Nils; Schreiter, Vera; Schürmann, Dirk; Temmesfeld-Wollbrueck, Bettina; Hippenstiel, Stefan; Suttorp, Norbert; Hubner, Ralf-Harto

    2016-01-01

    The exclusion of collateral ventilation (CV) and other factors affect the clinical success of endoscopic lung volume reduction (ELVR). However, despite its benefits, the outcome of ELVR remains difficult to predict. We investigated whether clinical success could be predicted by emphysema distribution assessed by computed tomography scan and baseline perfusion assessed by perfusion scintigraphy. Data from 57 patients with no CV in the target lobe (TL) were retrospectively analyzed after ELVR with valves. Pulmonary function tests (PFT), St George’s Respiratory Questionnaire (SGRQ), and 6-minute walk tests (6MWT) were performed on patients at baseline. The sample was grouped into high and low levels at the median of TL perfusion, ipsilateral nontarget lobe (INL) perfusion, and heterogeneity index (HI). These groups were analyzed for association with changes in outcome parameters from baseline to 3 months follow-up. Compared to baseline, patients showed significant improvements in PFT, SGRQ, and 6MWT (all P≤0.001). TL perfusion was not associated with changes in the outcome. High INL perfusion was significantly associated with increases in 6MWT (P=0.014), and high HI was associated with increases in forced expiratory volume in 1 second (FEV1), (P=0.012). Likewise, there were significant correlations for INL perfusion and improvement of 6MWT (r=0.35, P=0.03) and for HI and improvement in FEV1 (r=0.45, P=0.001). This study reveals new attributes that associate with positive outcomes for patient selection prior to ELVR. Patients with high perfusions in INL demonstrated greater improvements in 6MWT, while patients with high HI were more likely to respond in FEV1. PMID:27354783

  11. Issues in Institutional Benchmarking of Student Learning Outcomes Using Case Examples

    ERIC Educational Resources Information Center

    Judd, Thomas P.; Pondish, Christopher; Secolsky, Charles

    2013-01-01

    Benchmarking is a process that can take place at both the inter-institutional and intra-institutional level. This paper focuses on benchmarking intra-institutional student learning outcomes using case examples. The findings of the study illustrate the point that when the outcomes statements associated with the mission of the institution are…

  12. Achievement for All: Improving Psychosocial Outcomes for Students with Special Educational Needs and Disabilities

    ERIC Educational Resources Information Center

    Humphrey, Neil; Lendrum, Ann; Barlow, Alexandra; Wigelsworth, Michael; Squires, Garry

    2013-01-01

    Students with special educational needs and disabilities (SEND) are at a greatly increased risk of experiencing poor psychosocial outcomes. Developing effective interventions that address the cause of these outcomes has therefore become a major policy priority in recent years. We report on a national evaluation of the Achievement for All (AfA)…

  13. Student Outcomes: Investigating Competency-Based Curriculum in Adult Basic Education. Research Report No. 5.

    ERIC Educational Resources Information Center

    Hazell, Pat

    The outcomes attained by Australian adults enrolled in competency-based Certificate in Adult Foundation Education (CAFE) courses were examined. Special attention was paid to the outcomes achieved by students in the two lowest of the CAFE program's four levels. The main data sources were as follows: literature review; enrollment data from the…

  14. Documenting Impact of Educational Contexts on Long-Term Outcomes for Students with Significant Disabilities

    ERIC Educational Resources Information Center

    Ryndak, Diane Lea; Alper, Sandra; Hughes, Carolyn; McDonnell, John

    2012-01-01

    Follow-up studies of students with significant disabilities consistently indicate poor post-school outcomes. Although existing research indicates that services in inclusive general education contexts can result in positive short-term outcomes for these individuals during their school years, there are few investigations of the lives of adults with…

  15. Variables Related to Outcomes of Engineering Students of Differing Occupational-Educational Backgrounds.

    ERIC Educational Resources Information Center

    Roth, John D.

    This study explored the relationship between the occupational-educational background of engineering students and outcome after one year of college. The variables of ability, financial aid, part-time employment, and residence were explored to determine their effect on the relationship between occupational-educational background and outcomes.…

  16. Hunting and Gathering: New Imperatives in Mapping and Collecting Student Learning Data to Assure Quality Outcomes

    ERIC Educational Resources Information Center

    Lawson, Romy; Taylor, Tracy; French, Erica; Fallshaw, Eveline; Hall, Cathy; Kinash, Shelley; Summers, Jane

    2015-01-01

    Assurance of learning (AOL) is a quality enhancement and quality assurance process used in higher education. It involves a process of determining programme learning outcomes and standards, and systematically gathering evidence to measure students' performance on these. The systematic assessment of whole-of-programme outcomes provides a basis for…

  17. Framing the Effect of Multiculturalism on Diversity Outcomes among Students at Historically Black Colleges and Universities

    ERIC Educational Resources Information Center

    Dwyer, Brighid

    2006-01-01

    This article deals with the effect of multiculturalism on diversity outcomes among students at Historically Black Colleges and Universities. This investigation examines the multiculturalism literature, as well as the literature specific to HBCUs, in an attempt to answer the question: What is the effect of multiculturalism on diversity outcomes of…

  18. Assessing Academic Outcomes at the United States Coast Guard Academy: The Role of Student Attitudes.

    ERIC Educational Resources Information Center

    Rezendes, George J.; Gable, Robert K.

    This paper discusses the efforts of the Department of Mathematics at the United States Coast Guard Academy (USCGA) to determine the degree to which their courses support the published academic outcomes of the institution, and presents the results of a survey of student attitudes toward the academic outcomes. A survey questionnaire was developed…

  19. Analyzing Student Learning Outcomes: Usefulness of Logistic and Cox Regression Models. IR Applications, Volume 5

    ERIC Educational Resources Information Center

    Chen, Chau-Kuang

    2005-01-01

    Logistic and Cox regression methods are practical tools used to model the relationships between certain student learning outcomes and their relevant explanatory variables. The logistic regression model fits an S-shaped curve into a binary outcome with data points of zero and one. The Cox regression model allows investigators to study the duration…

  20. Perceived Learning Outcomes from Participation in One Type of Registered Student Organization: Equestrian Sport Clubs

    ERIC Educational Resources Information Center

    Mikulec, Erin; McKinney, Kathleen

    2014-01-01

    Learning takes place both inside and outside of the classroom. While there are a few studies that focus on the professional, developmental, and learning outcomes of participation in student organizations, there has been insufficient research on these outcomes in sport clubs. The paper reports on the results of an online, primarily qualitative…

  1. Residential Learning Outcomes: Analysis Using the College Student Experiences Questionnaire at a Large Public Research University

    ERIC Educational Resources Information Center

    Murphy, Cari

    2010-01-01

    The creation of learning outcomes inside and outside of the classroom on college campuses has been a growing trend based on a variety of publications which encouraged the fostering of diverse types learning and the measurement of student learning outside of the classroom (ACPA, 1994; Keeling, 2004). The creation of the learning outcomes is a…

  2. Predicting Student Outcome Measures Using the ASCA National Model Program Audit

    ERIC Educational Resources Information Center

    Palmer, Lauren E.; Erford, Bradley T.

    2012-01-01

    This study explored the prediction of student outcome variables from the ASCA national model level of program implementation. A total sampling of schools from two suburban school districts was conducted. Outcome variables were measures of math and reading achievement scores, attendance and graduation rates. Such measures play a central role in…

  3. Acid-Base Learning Outcomes for Students in an Introductory Organic Chemistry Course

    ERIC Educational Resources Information Center

    Stoyanovich, Carlee; Gandhi, Aneri; Flynn, Alison B.

    2015-01-01

    An outcome-based approach to teaching and learning focuses on what the student demonstrably knows and can do after instruction, rather than on what the instructor teaches. This outcome-focused approach can then guide the alignment of teaching strategies, learning activities, and assessment. In organic chemistry, mastery of organic acid-base…

  4. Factors Affecting Student Affairs Administrators' Views of Campus Services for International Students at Five Public Universities in Ohio

    ERIC Educational Resources Information Center

    Di Maria, David L.

    2012-01-01

    The purpose of this study was to determine factors affecting views of campus services for international students among student affairs administrators. Factors identified during the literature review were examined using a multiple perspectives framework, which combined concepts related to student affairs administration, strategic planning for…

  5. The Influence of Affective Teacher-Student Relationships on Students' School Engagement and Achievement: A Meta-Analytic Approach

    ERIC Educational Resources Information Center

    Roorda, Debora L.; Koomen, Helma M. Y.; Spilt, Jantine L.; Oort, Frans J.

    2011-01-01

    A meta-analytic approach was used to investigate the associations between affective qualities of teacher-student relationships (TSRs) and students' school engagement and achievement. Results were based on 99 studies, including students from preschool to high school. Separate analyses were conducted for positive relationships and engagement (k = 61…

  6. The Influence of the College Environment on Honors Students' Outcomes

    ERIC Educational Resources Information Center

    Wawrzynski, Matthew R.; Madden, Katherine; Jensen, Christopher

    2012-01-01

    Honors programs at colleges and universities are one way to provide additional learning opportunities to enhance the undergraduate experience for students. Honors programs provide students academically enriching activities through small classes, research, internships, and community service (National Collegiate Honors Council, n.d.). To further the…

  7. Assessing Student Learning Outcomes in United States Government Courses

    ERIC Educational Resources Information Center

    Champney, Leonard; Edleman, Paul

    2010-01-01

    This study employs the Solomon Four-Group Design to measure student knowledge of the United States government and student knowledge of current events at the beginning of a U.S. government course and at the end. In both areas, knowledge improves significantly. Regarding knowledge of the U.S. government, both males and females improve at similar…

  8. Hope and Learning: The Outcomes of Contemporary Student Activism

    ERIC Educational Resources Information Center

    Quaye, Stephen John

    2007-01-01

    For years, educators and politicians have sought to foster a sense of hope among students--a hope that moves them beyond cynicism about society and incite them to envision better days ahead. Yet as Princeton University professor of religion and author Cornel West discusses in his 2004 book "Democracy Matters", many students today are…

  9. High School Outcomes for Students in a Public Montessori Program

    ERIC Educational Resources Information Center

    Dohrmann, Kathryn Rindskopf; Nishida, Tracy K.; Gartner, Alan; Lipsky, Dorothy Kerzner; Grimm, Kevin J.

    2007-01-01

    The study compares two groups of students who graduated from high school in the Milwaukee Public Schools (MPS) during 1997-2001. Students who had participated in MPS Montessori programs from preschool through 5th grade were matched to a comparison group on the basis of gender, SES, race/ethnicity, and high school attended. Data from the ACT and…

  10. Applying Early Decision: Student and College Incentives and Outcomes

    ERIC Educational Resources Information Center

    Chapman, Gabrielle; Dickert-Conlin, Stacy

    2012-01-01

    Colleges' early decision (ED) admission policies require accepted students to commit to attend the school without comparing outside options. With data from two liberal arts schools we find evidence that students with higher willingness and ability to pay and lower measured ability levels are more likely to apply ED. Applying ED raises the…

  11. Electronic Textbooks: Antecedents of Students' Adoption and Learning Outcomes

    ERIC Educational Resources Information Center

    Terpend, Regis; Gattiker, Thomas F.; Lowe, Scott E.

    2014-01-01

    Faculty and students are increasingly faced with the opportunity to use electronic versions of textbooks (e-texts). Despite the advantages of e-texts and recent advances in technology, evidence suggests that students are still reluctant to adopt and use e-texts. This situation leads us to investigate two research questions: What factors contribute…

  12. Assessing Student Learning Outcomes in Teaching Organizational Communication.

    ERIC Educational Resources Information Center

    Crawford, C. B.; Brungardt, Curt

    As administrators, students, and the political machinery make higher education more accountable, assessment has become a relevant and timely topic. Recent interest in assessment and evaluation have brought significant changes in the way that educators in the field of organizational communication judge their students' work. The lecture method is…

  13. Promoting Resilience through Adversity: Increasing Positive Outcomes for Expelled Students

    ERIC Educational Resources Information Center

    Coleman, Nadia

    2015-01-01

    This article endeavours to increase educators' understanding of the experiences of students who have been expelled from school in order to represent this critical stakeholder group in future policy development and programme implementation. Students' perspectives are presented through thick description in this narrative case study. Findings…

  14. Expectancy Theory Outcomes and Student Evaluations of Teaching

    ERIC Educational Resources Information Center

    Ernst, David

    2014-01-01

    As student evaluation of teaching (SET) instruments are increasingly administered online, research has found that the response rates have dropped significantly. Validity concerns have necessitated research that explores student motivation for completing SETs. This study uses Vroom's [(1964). "Work and motivation" (3rd ed.). New York, NY:…

  15. Improved Student Outcomes in a Flipped Statistics Course

    ERIC Educational Resources Information Center

    Phillips, Laura; Phillips, Mark

    2016-01-01

    Statistics is a required competency in numerous college majors, but students frequently approach the topic with anxiety. This paper describes an undergraduate statistics course that was "flipped," with most of the content delivery moved online and class time devoted to application and practice. Students were given a menu of learning…

  16. Three Accelerated Developmental Education Programs: Features, Student Outcomes, and Implications

    ERIC Educational Resources Information Center

    Jaggars, Shanna Smith; Hodara, Michelle; Cho, Sung-Woo; Xu, Di

    2015-01-01

    To support the long-term success of underprepared students, many community colleges are experimenting with accelerated developmental education models, which allow students to complete remediation and enroll in college-level math and English within a shorter time frame. This study examines three developmental acceleration programs, including two in…

  17. Reimagining Financial Aid to Improve Student Access and Outcomes

    ERIC Educational Resources Information Center

    National Association of Student Financial Aid Administrators (NJ1), 2013

    2013-01-01

    As the student aid programs rapidly approach reauthorization in 2014, they continue to face severe funding and efficiency problems. With grant assistance from the Bill & Melinda Gates Foundation through their "Reimagining Aid Design and Delivery" (RADD) project, the National Association of Student Financial Aid Administrators…

  18. Instructor Credibility as a Mediator of Instructors' Prosocial Communication Behaviors and Students' Learning Outcomes

    ERIC Educational Resources Information Center

    Schrodt, Paul; Witt, Paul L.; Turman, Paul D.; Myers, Scott A.; Barton, Matthew H.; Jernberg, Kodiane A.

    2009-01-01

    This study tested two models of instructor credibility as a potential mediator of instructors' prosocial communication behaviors (e.g., confirmation, clarity, and nonverbal immediacy) and students' learning outcomes. Participants included 1,416 undergraduate students from four different institutions across the United States. Results of structural…

  19. The Impact of Orientation Programming on Student Success Outcomes at a Rural Community College

    ERIC Educational Resources Information Center

    Davis, James Michael

    2013-01-01

    Economic and fiscal challenges, increased public scrutiny, and calls for accountability from stakeholders necessitate that community colleges work diligently to improve student success outcomes. Programs, services, and initiatives need to be developed and implemented that will increase student retention. Orientation is an important intervention…

  20. Canadian Campus Smoking Policies: Investigating the Gap between Intent and Outcome from a Student Perspective

    ERIC Educational Resources Information Center

    Baillie, Lynne; Callaghan, Doris; Smith, Michelle L.

    2011-01-01

    Background: Young adults remain the earliest legal target for the tobacco industry. Against this, the existence of smoking policies would appear to offer some protection to students on campus. However, little research has been conducted into the outcomes of such policies from a student perspective. Methods: The authors conducted 8 focus groups at…

  1. Student Outcomes Assessment. A Report Submitted to the Administration of Salem-Teikyo University.

    ERIC Educational Resources Information Center

    McAllister, Gary S.

    Salem-Teikyo University (STU) (West Virginia) has been charged with developing a student assessment plan to be fully implemented by 1995. This report is a first step toward this plan, presenting the perspective, paradigms, possibilities, and a proposal for the assessment of student outcomes. The perspective advocated is that of the Center for…

  2. How Does Student Peer Review Influence Perceptions, Engagement and Academic Outcomes? A Case Study

    ERIC Educational Resources Information Center

    Mulder, Raoul; Baik, Chi; Naylor, Ryan; Pearce, Jon

    2014-01-01

    Involving students in peer review has many pedagogical benefits, but few studies have explicitly investigated relationships between the content of peer reviews, student perceptions and assessment outcomes. We conducted a case study of peer review within a third-year undergraduate subject at a research-intensive Australian university, in which we…

  3. The Conditional Nature of High Impact/Good Practices on Student Learning Outcomes

    ERIC Educational Resources Information Center

    Seifert, Tricia A.; Gillig, Benjamin; Hanson, Jana M.; Pascarella, Ernest T.; Blaich, Charles F.

    2014-01-01

    Using a multi-institutional sample of undergraduate students, this study found that the relationships between engaging in high impact/good practices and liberal arts outcomes differ based on students' precollege and background characteristics. Findings suggest that high impact/good practices are not a panacea and require a greater degree of…

  4. Students' Learning Outcomes and Learning Experiences through Playing a Serious Educational Game

    ERIC Educational Resources Information Center

    Cheng, Meng-Tzu; Annetta, Len

    2012-01-01

    This study attempted to examine students' learning outcomes and their learning experiences through playing a Serious Educational Game. A mixed-method research design was employed collecting both quantitative and qualitative data. A total of 98 middle-school students ranging from sixth to eighth grades participated through paper-and-pencil…

  5. The Relationship between Language Skills and Writing Outcomes for Linguistically Diverse Students in Upper Elementary School

    ERIC Educational Resources Information Center

    Silverman, Rebecca D.; Coker, David; Proctor, C. Patrick; Harring, Jeffrey; Piantedosi, Kelly W.; Hartranft, Anna M.

    2015-01-01

    The purpose of this study was to explore relationships between language variables and writing outcomes with linguistically diverse students in grades 3-5. The participants were 197 children from three schools in one district in the mid-Atlantic United States. We assessed students' vocabulary knowledge and morphological and syntactical skill as…

  6. A Multi-Institution Study of Student Demographics and Outcomes in Chemical Engineering

    ERIC Educational Resources Information Center

    Lord, Susan M.; Layton, Richard A.; Ohland, Matthew W.; Brawner, Catherine E.; Long, Russell A.

    2014-01-01

    Using a large multi-institutional dataset, we describe demographics and outcomes for students starting in and transferring into chemical engineering (ChE). In this dataset, men outnumber women in ChE except among black students. While ChE starters graduate in ChE at rates comparable to or above their racial/ethnic population average for…

  7. Evaluating the Student Learning Outcomes Assessment Process in Undergraduate Parks and Recreation Academic Programs

    ERIC Educational Resources Information Center

    Ross, Craig M.; Young, Sarah J.; Sturts, Jill R.

    2012-01-01

    Institutions of higher education are increasingly being held more accountable for assessing student learning both in and out of their classrooms along with reporting results to their stakeholders. The purpose of this study, which examined assessment of student learning outcomes in undergraduate park and recreation academic programs, was two-fold:…

  8. Educational Outcomes of Students First Diagnosed with Learning Disabilities in Postsecondary School

    ERIC Educational Resources Information Center

    Canto, Angela I.; Proctor, Briley E.; Prevatt, Frances

    2005-01-01

    The researchers examined the educational outcomes of three groups of college students who received an evaluation due to academic difficulties: those diagnosed with a learning disability (LD) who subsequently registered for services through the university student disability resource center; those diagnosed with an LD who did not register for…

  9. Transgender College Students: An Exploratory Study of Perceptions, Engagement, and Educational Outcomes

    ERIC Educational Resources Information Center

    Dugan, John P.; Kusel, Michelle L.; Simounet, Dawn M.

    2012-01-01

    We explored transgender students' perceptions, engagement, and educational outcomes across 17 dimensions of the collegiate experience. Data were collected as part of a national study and represent a total of 91 transgender-identified college students as well as matching samples of nontransgender LGB and heterosexual peers for comparative purposes.…

  10. Warts and All: Using Student Portfolio Outcomes to Facilitate a Faculty Development Workshop

    ERIC Educational Resources Information Center

    Andrade, Glenna

    2007-01-01

    In 2004, the Department of Writing Studies at Roger Williams University in Bristol, Rhode Island, the U.S., began an assessment of student outcomes for two first-year writing courses (Fall 04 to Fall 05) to evaluate performance on previously established criteria. A study of the students' Portfolio Assessment Sheets concluded that one pervasive…

  11. Chronic Absenteeism and Its Effects on Students' Academic and Socioemotional Outcomes

    ERIC Educational Resources Information Center

    Gottfried, Michael A.

    2014-01-01

    Recent policy dialogue suggests that chronic absenteeism is not only underdocumented, but is also detrimental to the success of students as early as kindergarten. That said, almost no empirical research has examined the effects of chronic absenteeism on student outcomes. This study addresses this underresearched issue in more depth. Using a…

  12. A Discussion Paper on the Assessment of Student Learning Outcomes for Healthcare Management

    ERIC Educational Resources Information Center

    Roberts, Velma; Perryman, Martha; Rivers, Patrick A.

    2009-01-01

    As employers, parents, and policy makers demand more accountability from higher education, transferring student learning to health services management practice is more important than ever. If educators want to give these stakeholders the evidence-based performance results they expect, assessment of student learning outcomes, as well as aggregate…

  13. Online Learning: Outcomes and Satisfaction among Underprepared Students in an Upper-Level Psychology Course

    ERIC Educational Resources Information Center

    McDonough, Colleen; Roberts, Ramona Palmerio; Hummel, Jessamy

    2014-01-01

    Online learning is on the rise, but research on outcomes and student satisfaction has produced conflicting results, and systematic, targeted research on underprepared college students is generally lacking. This study compared three sections (traditional, online, and 50% hybrid) of the same upper-level psychology course, taught with identical…

  14. International Postgraduate Students' Cross-Cultural Adaptation in Malaysia: Antecedents and Outcomes

    ERIC Educational Resources Information Center

    Shafaei, Azadeh; Razak, Nordin Abd

    2016-01-01

    This study develops and empirically tests a conceptual model capturing the factors impacting students' cross-cultural adaptation and the outcomes resulting from such adaption. Data were obtained from a sample of international postgraduate students from six Malaysian public universities using a structured questionnaire. Structural equation…

  15. The Contribution of Schooling to Secondary-School Students' Citizenship Outcomes across Countries

    ERIC Educational Resources Information Center

    Isac, Maria Magdalena; Maslowski, Ralf; Creemers, Bert; van der Werf, Greetje

    2014-01-01

    This article uses an educational effectiveness approach to model the impact of student, school, and educational system characteristics on several cognitive and non-cognitive student outcomes related to citizenship education. Using multivariate multilevel analysis, data from the International Association for the Evaluation of Educational…

  16. Making Comparisons between Observed Data and Expected Outcomes: Students' Informal Hypothesis Testing with Probability Simulation Tools

    ERIC Educational Resources Information Center

    Lee, Hollylynne Stohl; Angotti, Robin L.; Tarr, James E.

    2010-01-01

    We examined how middle school students reason about results from a computer-simulated die-tossing experiment, including various representations of data, to support or refute an assumption that the outcomes on a die are equiprobable. We used students' actions with the software and their social interactions to infer their expectations and whether or…

  17. State-Level Variability of Educational Outcomes of Students with Emotional Disturbance

    ERIC Educational Resources Information Center

    Villarreal, Victor

    2015-01-01

    This study examined the educational environment placement and educational outcomes of students identified as having an emotional disturbance (ED). The sample was drawn from special education enrollment data for students aged 6-21 years in the 50 states and Washington, DC in 2010. Additional economic and demographic state-level variables were…

  18. Correlation of Social Science Students' Grade Outcome with Reading and Writing Scores.

    ERIC Educational Resources Information Center

    Parrott, Marietta

    A study was conducted at College of the Sequoias (COS) to examine the entry-level reading and writing skills of students and their grade outcomes in the social science courses for which they were enrolled. The study sought to identify any predictors of students' eventual success/non-success in class. The study focused on the placement test scores…

  19. A Preliminary Analysis of the Outcomes of Students Assisted by VET FEE-HELP: Summary

    ERIC Educational Resources Information Center

    National Centre for Vocational Education Research (NCVER), 2015

    2015-01-01

    This summary highlights the key findings from the report "A preliminary analysis of the outcomes of students assisted by VET FEE-HELP". VET FEE-HELP is an income-contingent loan scheme that assists eligible students undertaking certain vocational education training (VET) courses with an approved provider by paying for all or part of…

  20. Negative Racial Encounters and Academic Outcomes of International and Domestic Students in Four Canadian Universities

    ERIC Educational Resources Information Center

    Grayson, J. Paul

    2014-01-01

    In Canada, there has been little systematic inquiry into the nature and extent of discrimination against university students and the potential impact of discrimination on educational outcomes. On the basis of an examination of domestic and international students at the University of British Columbia (Vancouver), York (Toronto), McGill (Montreal),…

  1. Academic Outcome Trajectories of Students with ADHD: Does Exceptional Education Status Matter?

    ERIC Educational Resources Information Center

    Bussing, Regina; Porter, Phillip; Zima, Bonnie T.; Mason, Dana; Garvan, Cynthia; Reid, Robert

    2012-01-01

    Attention-deficit/hyperactivity disorder (ADHD) has been associated with poor academic performance, but little is known about learning trajectories and risk factors for poor academic outcomes. This study investigates the relationship between ADHD and academic performance in students with ADHD (n = 87), students with subclinical ADHD (n = 23), and…

  2. Developing Reflective Thinking Instructional Model for Enhancing Students' Desirable Learning Outcomes

    ERIC Educational Resources Information Center

    Porntaweekul, Satjatam; Raksasataya, Sarintip; Nethanomsak, Teerachai

    2016-01-01

    This work aims to investigate the reflective thinking instructional model for enhancing empowerment of pre-service and in-service educational students in Roi-Et Rajabhat University, Thailand. In this research, qualitative methods, observation, interview, short note, and group discussion were used to indicate students' desirable learning outcomes,…

  3. Effect of Mastery Learning on Senior Secondary School Students' Cognitive Learning Outcome in Quantitative Chemistry

    ERIC Educational Resources Information Center

    Mitee, Telimoye Leesi; Obaitan, Georgina N.

    2015-01-01

    The cognitive learning outcome of Senior Secondary School chemistry students has been poor over the years in Nigeria. Poor mathematical skills and inefficient teaching methods have been identified as some of the major reasons for this. Bloom's theory of school learning and philosophy of mastery learning assert that virtually all students are…

  4. Examining the Impact of Adaptively Faded Worked Examples on Student Learning Outcomes

    ERIC Educational Resources Information Center

    Flores, Raymond; Inan, Fethi

    2014-01-01

    The purpose of this study was to explore effective ways to design guided practices within a web-based mathematics problem solving tutorial. Specifically, this study examined student learning outcome differences between two support designs (e.g. adaptively faded and fixed). In the adaptively faded design, students were presented with problems in…

  5. Assessing Impact of Technology Based Digital Equalizer Programme on Improving Student Learning Outcomes

    ERIC Educational Resources Information Center

    Sarkar, Subrata; Mohapatra, Sanjay; Sundarakrishnan, J.

    2017-01-01

    The objective of this research was to assess the impact of the Digital Equalizer program (DE Program) in terms of student learning outcomes of students in subjects like science, mathematics and geography after 8 months of implementing the DE program in 283 schools across 30 districts of Odisha, India. This study was a inter group and intra group…

  6. Influence of Web Based Cooperative Learning Strategy and Achiever Motivation on Student Study Outcome

    ERIC Educational Resources Information Center

    Hariadi, Bambang; Wurijanto, Tutut

    2016-01-01

    The research aimed at examining the effect of instructional strategy (web-based STAD and text-based STAD) and achiever motivation toward student learning outcomes. The research implied quasi-experimental design with nonequivalent control group factorial version. The subjects were undergraduate students of Information Systems of academic year…

  7. Collaborative Development and Assessment of Student Learning Outcomes for LIS Electives

    ERIC Educational Resources Information Center

    Bishop, Bradley Wade; Grubesic, Tony H.; Parrish, Theresa

    2015-01-01

    In higher education's environment of accountability, the development and assessment of student learning outcomes (SLOs) are driven by both external stakeholder requirements for accreditation and internal institutional pressures to demonstrate student learning as the core function of universities and colleges. This paper presents a framework to…

  8. A Review of the Role of College Applications on Students' Postsecondary Outcomes. Research Brief

    ERIC Educational Resources Information Center

    Avery, Christopher; Howell, Jessica S.; Page, Lindsay

    2014-01-01

    Identifying the best set of colleges to which to apply is not a simple task. The importance of any one application depends on the likely outcomes of other applications, and this logic and information is difficult to grasp for anyone, let alone high school students. To simplify this task, the College Board recommends that students submit a total of…

  9. Evaluating Pharmacy Students' Ability-Based Educational Outcomes Using an Assessment Center Approach.

    ERIC Educational Resources Information Center

    Purkerson, Dana L.; And Others

    1996-01-01

    A Purdue University (Indiana) project assessed four outcomes of pharmaceutical education: group interaction; problem solving; written communication skills; and interpersonal communication skills. Four instruments were developed, and eight groups of four students were assessed using them. Students also self-assessed performance and later met…

  10. Applying Social Cognitive Theory to Academic Advising to Assess Student Learning Outcomes

    ERIC Educational Resources Information Center

    Erlich, Richard J.; Russ-Eft, Darlene

    2011-01-01

    Review of social cognitive theory constructs of self-efficacy and self-regulated learning is applied to academic advising for the purposes of assessing student learning. A brief overview of the history of student learning outcomes in higher education is followed by an explanation of self-efficacy and self-regulated learning constructs and how they…

  11. Mathematical Knowledge for Teaching the Function Concept and Student Learning Outcomes

    ERIC Educational Resources Information Center

    Hatisaru, Vesife; Erbas, Ayhan Kursat

    2017-01-01

    The purpose of this study was to examine the potential interrelationships between teachers' mathematical knowledge for teaching (MKT) the function concept and their students' learning outcomes of this concept. Data were collected from two teachers teaching in a vocational high school and their students through a function concept test for teachers…

  12. The Relationship between Implementation of Collaborative Strategic Reading and Student Outcomes for Adolescents with Disabilities

    ERIC Educational Resources Information Center

    Boardman, Alison; Buckley, Pamela; Maul, Andrew; Vaughn, Sharon

    2014-01-01

    Collaborative Strategic Reading (CSR) is a set of research-based strategies designed to improve reading comprehension, enhance students' content area learning, facilitate access to higher-level texts, and to promote student engagement. The present study examines how fidelity of implementation of CSR is associated with reading outcomes for students…

  13. Admission Criteria, Program Outcomes, and NCLEX-RN(RTM) Success in Second Degree Students

    ERIC Educational Resources Information Center

    Rowland, Janet Wedge

    2013-01-01

    The purpose of this retrospective study was to examine the outcome performance of second degree students in an Accelerated BSN (ABSN) and an Entry Level MSN (ELMSN) program. In addition to student demographics (ethnicity/race, age, and gender), study variables included admission and end-of-program indicators. Admission criteria included the…

  14. Increased Preclass Preparation Underlies Student Outcome Improvement in the Flipped Classroom

    ERIC Educational Resources Information Center

    Gross, David; Pietri, Evava S.; Anderson, Gordon; Moyano-Camihort, Karin; Graham, Mark J.

    2015-01-01

    Active-learning environments such as those found in a flipped classroom are known to increase student performance, although how these gains are realized over the course of a semester is less well understood. In an upper-level lecture course designed primarily for biochemistry majors, we examine how students attain improved learning outcomes, as…

  15. Getting Real: A Different Perspective on the Relationship between School Resources and Student Outcomes

    ERIC Educational Resources Information Center

    Greene, G. Kennedy; Huerta, Luis A.; Richards, Craig

    2007-01-01

    Most research on the association between school resources and student outcomes has concentrated on finances as measured in dollars. This study takes a fresh look at the issue by focusing on the allocation of real resources, defined as the personnel and materiel used to increase student learning, which are more relevant measures of a school's…

  16. Student Success Courses and Educational Outcomes at Virginia Community Colleges. CCRC Working Paper No. 40

    ERIC Educational Resources Information Center

    Cho, Sung-Woo; Karp, Melinda Mechur

    2012-01-01

    Using data from the Virginia Community College System and building upon prior Florida-based research, this study examines whether student success course enrollment has positive associations with shorter term student outcomes, including earning any college credits within the first year and persisting into the second year. The present study finds…

  17. Analysis of Instructional Outcomes of Students Involved with Three Courses in High School Chemistry.

    ERIC Educational Resources Information Center

    Troxel, Verne Aubry

    The outcomes of 1333 students enrolled in Chemical Educational Materials Study (CHEMS), Chemical Bond Approach (CBA), and a traditional chemistry course were compared on the basis of grade and ability level. For the total group, students taking CHEMS and CBA performed significantly better on the American Chemical Society Cooperative Examination in…

  18. Impact of the Siena College Tech Valley Scholars Program on Student Outcomes

    ERIC Educational Resources Information Center

    Medsker, Larry; Allard, Lee; Tucker, Lucas J.; O'Donnell, Jodi L.; Sterne-Marr, Rachel; Bannon, Jon; Finn, Rose; Weatherwax, Allan

    2016-01-01

    The Tech Valley Scholars (TVS) program included 38 students who joined this program over the course of three academic years, from 2009 to 2012. These students comprise the experimental group for this study to determine if participating in the NSF-funded Tech Valley Scholars program improved academic outcomes. The experimental group was compared to…

  19. What Value Does Service Learning Have on Introductory Engineering Students' Motivation and ABET Program Outcomes?

    ERIC Educational Resources Information Center

    Sevier, Carol; Chyung, Seung Youn; Callahan, Janet; Schrader, Cheryl B.

    2012-01-01

    A quasi-experimental study was conducted to investigate the effectiveness of using a service learning (SL) method on influencing introductory engineering students' motivation and ABET program outcomes, compared to the effectiveness of using a conventional, non-service-learning (NSL) method. The sample used in the study was 214 students enrolled in…

  20. Self-Managed Learning Groups in Higher Education: Students' Perceptions of Process and Outcomes

    ERIC Educational Resources Information Center

    Lizzio, Alf; Wilson, Keithia

    2005-01-01

    Background: Self-managed learning groups are increasingly used in higher education. There is a need for more systematic investigation of university students' perceptions of the processes and outcomes of this learning method. Aims: This study aimed to identify the domains of process issues that students perceive as relevant to their participation…

  1. Putting Twitter to the Test: Assessing Outcomes for Student Collaboration, Engagement and Success

    ERIC Educational Resources Information Center

    Junco, Reynol; Elavsky, C. Michael; Heiberger, Greg

    2013-01-01

    Herein, we present data from two studies of Twitter usage in different postsecondary courses with the goal of analyzing the relationships surrounding student engagement and collaboration as they intersect learning outcomes. Study 1 was conducted with 125 students taking a first-year seminar course, half of who were required to use Twitter while…

  2. Variables affecting the academic and social integration of nursing students.

    PubMed

    Zeitlin-Ophir, Iris; Melitz, Osnat; Miller, Rina; Podoshin, Pia; Mesh, Gustavo

    2004-07-01

    This study attempted to analyze the variables that influence the academic integration of nursing students. The theoretical model presented by Leigler was adapted to the existing conditions in a school of nursing in northern Israel. The independent variables included the student's background; amount of support received in the course of studies; extent of outside family and social commitments; satisfaction with the school's facilities and services; and level of social integration. The dependent variable was the student's level of academic integration. The findings substantiated four central hypotheses, with the study model explaining approximately 45% of the variance in the dependent variable. Academic integration is influenced by a number of variables, the most prominent of which is the social integration of the student with colleagues and educational staff. Among the background variables, country of origin was found to be significant to both social and academic integration for two main groups in the sample: Israeli-born students (both Jewish and Arab) and immigrant students.

  3. Intervention defensiveness as a moderator of drinking outcome among heavy-drinking mandated college students.

    PubMed

    Palmer, Rebekka S; Kilmer, Jason R; Ball, Samuel A; Larimer, Mary E

    2010-12-01

    The efficacy of the Alcohol Skills Training Program (ASTP; Miller, et al., 2000) was evaluated in 204 heavy-drinking college students randomly assigned to either ASTP (n=119) or an assessment-only control (n=85) condition. The volunteer ASTP sample (n=119) was also compared to a sample of students mandated to ASTP following a first-time sanction (n=90). At baseline, mandated students reported lower levels of peak drinking, negative consequences, readiness to change and higher defensiveness than voluntary students. However, the voluntary sample showed reductions in problem drinking indicators over time such that there were no differences from mandated students at follow-up. There were no outcome differences between volunteers assigned to ASTP versus assessment-only. A new measure of defensiveness was evaluated and had a significant moderating effect on ASTP outcome for peak drinking consumed on a peak occasion at follow-up among mandated students.

  4. Mental health predicts better academic outcomes: a longitudinal study of elementary school students in Chile.

    PubMed

    Murphy, J Michael; Guzmán, Javier; McCarthy, Alyssa E; Squicciarini, Ana María; George, Myriam; Canenguez, Katia M; Dunn, Erin C; Baer, Lee; Simonsohn, Ariela; Smoller, Jordan W; Jellinek, Michael S

    2015-04-01

    The world's largest school-based mental health program, Habilidades para la Vida [Skills for Life (SFL)], has been operating on a national scale in Chile for 15 years. SFL's activities include using standardized measures to screen elementary school students and providing preventive workshops to students at risk for mental health problems. This paper used SFL's data on 37,397 students who were in first grade in 2009 and third grade in 2011 to ascertain whether first grade mental health predicted subsequent academic achievement and whether remission of mental health problems predicted improved academic outcomes. Results showed that mental health was a significant predictor of future academic performance and that, overall, students whose mental health improved between first and third grade made better academic progress than students whose mental health did not improve or worsened. Our findings suggest that school-based mental health programs like SFL may help improve students' academic outcomes.

  5. Factors affecting student achievement in science: A study of teacher beliefs

    NASA Astrophysics Data System (ADS)

    Hayes, Jonathan

    This study employed a mixed methods and mixed model research design to explore secondary science teachers' beliefs. Specifically, this study focused on factors that secondary science teachers believe affect student achievement in science, and the extent to which teacher beliefs transfer to teacher practice. This study is significant because the outcomes may inform professional development and policy decisions at the school, district, and provincial level. Results from self-reporting data of 82 secondary science teachers indicate that teacher beliefs in each of the fourteen topics surveyed (Classroom Management, Learning Styles, Inclusion, Equity, Science-Technology-Society (STS), Formative Assessment, Summative Assessment, Constructivism, Thematic Approach, Hands-On/Minds-On Activities, The Nature of Science, Science Subject Matter, Electronic Learning and Cooperative Learning) are positive for most Prince Edward Island (P.E.I.) secondary science teachers. Furthermore, secondary science teachers reported having strong beliefs in their ability to affect student learning (self-efficacy beliefs). However, it is apparent from the survey and interview data that teachers believe there are other influential factors that are preventing some students from learning despite the teachers' best efforts and ability. Regarding implementation, this study indicates that beliefs and the enactment of beliefs in classroom practice are positively correlated. The data also shows that at least seventy percent of teachers reported that they implement practices consistent with all but two topics -- The Nature of Science and Electronic Learning -- at least once a week. The findings of this study are discussed in the context of the P.E.I. secondary science setting. Limitations and implications of this study are also addressed.

  6. The Learning Outcomes of Mentoring Library Science Students in Virtual World Reference: A Case Study

    ERIC Educational Resources Information Center

    Purpur, Geraldine; Morris, Jon Levi

    2015-01-01

    This article reports on the cognitive and affective development of students being mentored in virtual reference interview skills by professional librarians. The authors present a case study which examines the impact on student learning resulting from librarian mentor participation and collaboration with students on a course assignment. This study…

  7. Bystanders affect the outcome of mother–infant interactions in rhesus macaques

    PubMed Central

    Semple, Stuart; Gerald, Melissa S.; Suggs, Dianne N.

    2009-01-01

    Animal communication involves the transfer of information between a sender and one or more receivers. However, such interactions do not happen in a social vacuum; third parties are typically present, who can potentially eavesdrop upon or intervene in the interaction. The importance of such bystanders in shaping the outcome of communicative interactions has been widely studied in humans, but has only recently received attention in other animal species. Here, we studied bouts of infant crying among rhesus macaques (Macaca mulatta) in order to investigate how the presence of bystanders may affect the outcome of this signalling interaction between infants and mothers. It was hypothesized that, as crying is acoustically aversive, bystanders may be aggressive to the mother or the infant in order to bring the crying bout to a close. Consequently, it was predicted that mothers should acquiesce more often to crying if in the presence of potentially aggressive animals. In line with this prediction, it was found that mothers gave infants access to the nipple significantly more often when crying occurred in the presence of animals that posed a high risk of aggression towards them. Both mothers and infants tended to receive more aggression from bystanders during crying bouts than outside of this time, although such aggression was extremely rare and was received by less than half of the mothers and infants in the study. Mothers were also found to be significantly more aggressive to their infants while the latter were crying than outside of crying bouts. These results provide new insight into the complex dynamics of mother–offspring conflict, and indicate that bystanders may play an important role in shaping the outcome of signalling interactions between infants and their mothers. PMID:19324744

  8. Obesity Early in Adulthood Increases Risk but Does Not Affect Outcomes of Hepatocellular Carcinoma

    PubMed Central

    Hassan, Manal M.; Abdel-Wahab, Reham; Kaseb, Ahmed; Shalaby, Ahmed; Phan, Alexandria T.; El-Serag, Hashem B.; Hawk, Ernest; Morris, Jeff; Raghav, Kanwal Pratap Singh; Lee, Ju-Seog; Vauthey, Jean-Nicolas; Bortus, Gehan; Torres, Harrys A.; Amos, Christopher I.; Wolff, Robert A.; Li, Donghui

    2015-01-01

    BACKGROUND & AIMS Despite the significant association between obesity and several cancers, it has been difficult to establish an association between obesity and hepatocellular carcinoma (HCC). Patients with HCC often have ascites, making it a challenge to accurately determine body mass index (BMI), and many factors contribute to the development of HCC. We performed a case–control study to investigate whether obesity early in adulthood affects risk, age of onset, or outcomes of patients with HCC. METHODS We interviewed 622 patients newly diagnosed with HCC from January 2004 through December 2013, along with 660 healthy controls (frequency-matched by age and sex) to determine weights, heights, and body sizes (self-reported) at various ages before HCC development or enrollment as controls. Multivariable logistic and Cox regression analyses were performed to determine the independent effects of early obesity on risk for HCC and patient outcomes, respectively. BMI was calculated, and patients with a BMI ≥30 kg/m2 were considered obese. RESULTS Obesity in early adulthood (age, mid-20s to mid-40s) is a significant risk factor for HCC. The estimated odds ratios (OR) and 95% confidence intervals (CI) were 2.6 (1.4–4.4), 2.3 (1.2–4.4), and 3.6 (1.5–8.9) for the entire population, men, and women, respectively. Each unit increase in BMI at early adulthood was associated with a 3.89-month decrease in age at HCC diagnosis (P<.001). Moreover, there is a synergistic interaction between obesity and hepatitis virus infection. However, we found no effect of obesity on the overall survival of patients with HCC. CONCLUSION Early adulthood obesity is associated with increased risk of developing HCC at a young age in the absence of major HCC risk factors, with no effect on outcomes of patients with HCC. PMID:25836985

  9. Visual Acuity Testing: Feedback Affects Neither Outcome nor Reproducibility, but Leaves Participants Happier

    PubMed Central

    Bach, Michael; Schäfer, Kerstin

    2016-01-01

    Assessment of visual acuity is a well standardized procedure at least for expert opinions and clinical trials. It is often recommended not giving patients feedback on the correctness of their responses. As this viewpoint has not been quantitatively examined so far, we quantitatively assessed possible effects of feedback on visual acuity testing. In 40 normal participants we presented Landolt Cs in 8 orientations using the automated Freiburg Acuity Test (FrACT, outcome measures were absolute visual acuity (logMAR), its test-retest agreement (limits of agreement) and participants’ comfort estimates on a 5-step symmetric Likert scale. Feedback influenced acuity outcome significantly (p = 0.02), but with a tiny effect size: 0.02 logMAR poorer acuity for (D) compared to (A), even weaker effects for (B) and (C). Test-retest agreement was high (limits of agreement: ± 1.0 lines) and did not depend on feedback (p>0.5). The comfort ranking clearly differed, by 2 steps on the Likert scale: the condition (A)–no feedback–was on average “slightly uncomfortable”, the other three conditions were “slightly comfortable” (p<0.0001). Feedback affected neither reproducibility nor the acuity outcome to any relevant extent. The participants, however, reported markedly greater comfort with any kind of feedback. We conclude that systematic feedback (as implemented in FrACT) offers nothing but advantages for routine use. PMID:26824693

  10. Teammates and social influence affect weight loss outcomes in a team-based weight loss competition.

    PubMed

    Leahey, Tricia M; Kumar, Rajiv; Weinberg, Brad M; Wing, Rena R

    2012-07-01

    Team-based internet interventions are increasing in popularity as a way of promoting weight loss in large numbers of individuals. Given that social networks influence health behavior change, this study investigated the effects of teammates and social influence on individual weight loss during a team-based weight loss competition. Shape Up Rhode Island (SURI) 2009 was a 12-week online program open to adult residents of Rhode Island. Participants joined with a team and competed with other teams on weight loss and/or physical activity. Overweight/obese (OW/OB) individuals (N = 3,330; 76% female; age = 46.1 ± 10.8; BMI = 31.2 ± 5.3 kg/m(2)), representing 987 teams, completed the weight loss program. Multilevel modeling was used to examine whether weight loss clustered among teammates and whether percentage of teammates in the weight loss division and reported teammate influence on weight loss were associated with individual weight outcomes. OW/OB completers reported losing 4.2 ± 3.4% of initial body weight. Weight loss was similar among teammates (intraclass correlation coefficient (ICC) = 0.10, P < 0.001). Moreover, having a greater percentage of teammates in the weight loss division and reporting higher social influence for weight loss were associated with greater percent weight loss (P's ≤ 0.002). Similarly, achieving a clinically significant (5%) weight loss tended to cluster within teams (ICC = 0.09; P < 0.001) and having more teammates in the weight loss division and higher social influence for weight loss were associated with increased likelihood of achieving a 5% weight loss (odds ratio (OR) = 1.06; OR = 1.20, respectively). These results suggest that teammates affect weight loss outcomes during a team-based intervention. Harnessing and maximizing teammate influence for weight loss may enhance weight outcomes in large-scale team-based programs.

  11. College Experiences and Outcomes among International Undergraduate Students at Research Universities in the United States: A Comparison to Their Domestic Peers

    ERIC Educational Resources Information Center

    Kim, Young K.; Collins, Christopher S.; Rennick, Liz A.; Edens, David

    2017-01-01

    Using a large dataset from a state education system, this study examined the experience of international college students in the United States as well as the connection to their cognitive, affective, and civic outcomes. The study utilized data from the 2010 University of California Undergraduate Experience Survey (UCUES) and a sample of 35,146…

  12. Through what mechanisms do protected areas affect environmental and social outcomes?

    PubMed

    Ferraro, Paul J; Hanauer, Merlin M

    2015-11-05

    To develop effective protected area policies, scholars and practitioners must better understand the mechanisms through which protected areas affect social and environmental outcomes. With strong evidence about mechanisms, the key elements of success can be strengthened, and the key elements of failure can be eliminated or repaired. Unfortunately, empirical evidence about these mechanisms is limited, and little guidance for quantifying them exists. This essay assesses what mechanisms have been hypothesized, what empirical evidence exists for their relative contributions and what advances have been made in the past decade for estimating mechanism causal effects from non-experimental data. The essay concludes with a proposed agenda for building an evidence base about protected area mechanisms.

  13. Through what mechanisms do protected areas affect environmental and social outcomes?

    PubMed Central

    Ferraro, Paul J.; Hanauer, Merlin M.

    2015-01-01

    To develop effective protected area policies, scholars and practitioners must better understand the mechanisms through which protected areas affect social and environmental outcomes. With strong evidence about mechanisms, the key elements of success can be strengthened, and the key elements of failure can be eliminated or repaired. Unfortunately, empirical evidence about these mechanisms is limited, and little guidance for quantifying them exists. This essay assesses what mechanisms have been hypothesized, what empirical evidence exists for their relative contributions and what advances have been made in the past decade for estimating mechanism causal effects from non-experimental data. The essay concludes with a proposed agenda for building an evidence base about protected area mechanisms. PMID:26460122

  14. Exposing physicians to reduced residency work hours did not adversely affect patient outcomes after residency.

    PubMed

    Jena, Anupam B; Schoemaker, Lena; Bhattacharya, Jay

    2014-10-01

    In 2003, work hours for physicians-in-training (residents) were capped by regulation at eighty hours per week, leading to the hotly debated but unexplored issue of whether physicians today are less well trained as a result of these work-hour reforms. Using a unique database of nearly all hospitalizations in Florida during 2000-09 that were linked to detailed information on the medical training history of the physician of record for each hospitalization, we studied whether hospital mortality and patients' length-of-stay varied according to the number of years a physician was exposed to the 2003 duty-hour regulations during his or her residency. We examined this database of practicing Florida physicians, using a difference-in-differences analysis that compared trends in outcomes of junior physicians (those with one-year post-residency experience) pre- and post-2003 to a control group of senior physicians (those with ten or more years of post-residency experience) who were not exposed to these reforms during their residency. We found that the duty-hour reforms did not adversely affect hospital mortality and length-of-stay of patients cared for by new attending physicians who were partly or fully exposed to reduced duty hours during their own residency. However, assessment of the impact of the duty-hour reforms on other clinical outcomes is needed.

  15. Spirituality and religiousness as predictive factors of outcome in schizophrenia and schizo-affective disorders.

    PubMed

    Mohr, Sylvia; Perroud, Nader; Gillieron, Christiane; Brandt, Pierre-Yves; Rieben, Isabelle; Borras, Laurence; Huguelet, Philippe

    2011-04-30

    Spirituality and religiousness have been shown to be highly prevalent in patients with schizophrenia. This study assesses the predictive value of helpful vs. harmful use of religion to cope with schizophrenia or schizo-affective disorder at 3 years. From an initial cohort of 115 outpatients, 80% were reassessed for positive, negative and general symptoms, clinical global impression, social adaptation and quality of life. For patients with helpful religion at baseline, the importance of spirituality was predictive of fewer negative symptoms, better clinical global impression, social functioning and quality of life. The frequencies of religious practices in community and support from religious community had no effect on outcome. For patients with harmful religion at baseline, no relationships were elicited. This result may be due to sample size. Indeed, helpful spiritual/religious coping concerns 83% of patients, whereas harmful spiritual/religious coping concerns only 14% of patients. Our study shows that helpful use of spirituality is predictive of a better outcome. Spirituality may facilitate recovery by providing resources for coping with symptoms. In some cases, however, spirituality and religiousness are a source of suffering. Helpful vs. harmful spiritual/religious coping appears to be of clinical significance.

  16. The Kupffer Cell Number Affects the Outcome of Living Donor Liver Transplantation from Elderly Donors

    PubMed Central

    Hidaka, Masaaki; Eguchi, Susumu; Takatsuki, Mitsuhisa; Soyama, Akihiko; Ono, Shinichiro; Adachi, Tomohiko; Natsuda, Koji; Kugiyama, Tota; Hara, Takanobu; Okada, Satomi; Imamura, Hajime; Miuma, Satoshi; Miyaaki, Hisamitsu

    2016-01-01

    Background There have been no previous reports how Kupffer cells affect the outcome of living donor liver transplantation (LDLT) with an elderly donor. The aim of this study was to elucidate the influence of Kupffer cells on LDLT. Methods A total of 161 adult recipients underwent LDLT. The graft survival, prognostic factors for survival, and graft failure after LDLT were examined between cases with a young donor (<50, n = 112) and an elderly donor (≥50, N = 49). The Kupffer cells, represented by CD68-positive cell in the graft, were examined in the young and elderly donors. Results In a multivariable analysis, a donor older than 50 years, sepsis, and diabetes mellitus were significant predictors of graft failure after LDLT. The CD68 in younger donors was significantly more expressed than that in elderly donors. The group with a less number of CD68-positive cells in the graft had a significantly poor survival in the elderly donor group and prognostic factor for graft failure. Conclusions The worse outcome of LDLT with elderly donors might be related to the lower number of Kupffer cells in the graft, which can lead to impaired recovery of the liver function and may predispose patients to infectious diseases after LDLT. PMID:27819035

  17. Parenting Cognition and Affective Outcomes Following Parent Management Training: A Systematic Review.

    PubMed

    Colalillo, Sara; Johnston, Charlotte

    2016-09-01

    Parent management training (PMT) is considered the gold standard in the treatment of child behavior problems. The secondary effects of these interventions, particularly on parent well-being, are infrequently studied, despite evidence that parents of children with behavior problems often experience personal difficulties. This narrative review examined the affective and parenting cognition outcomes of PMT for mothers and fathers of children ages 2-13 years, across 48 controlled treatment studies. Substantial support was found for reductions in parenting stress, and increases in perceived parenting competence following PMT. Evidence indicated fewer improvements in domains more distal from parenting, including parent depressive symptoms and marital relationship dysfunction. A number of studies suggested parent gender as a moderator of parent outcomes of PMT; however, the underrepresentation of fathers in existing research limits conclusions in this regard. Avenues for future research are highlighted to address current gaps in the literature, and to further our understanding of the ways in which both children and parents may benefit from PMT.

  18. Graduate Student Unionization: Catalysts and Consequences.

    ERIC Educational Resources Information Center

    Julius, Daniel J.; Gumport, Patricia J.

    2003-01-01

    Examined unionization trends and outcomes among graduate students: where and why they have organized and whether unionization has affected student-mentor relationships. Uncovered several implications for institutional and departmental autonomy, student-mentor relationships, and labor relations outcomes. (EV)

  19. How Does Using Technology Affect Student Attitudes about Teachers?

    ERIC Educational Resources Information Center

    Forman, David W.

    1997-01-01

    Describes how a version of the Tuckman Teacher Feedback Form (TTFF) was used to measure teachers'"personality" factors as perceived by students. The instrument included 28 sets of bipolar adjectives to use in describing the teacher. Findings revealed that the application of technology to instruction improved students' perceptions of…

  20. Students' Perceptions of Factors that Affect College Funding Decisions

    ERIC Educational Resources Information Center

    Porter, Julia Y.; Fossey, W. Richard; Davis, William E.; Burnett, Michael F.; Stuhlmann, Janice; Suchy, Patricia A.

    2006-01-01

    This exploratory study examines the factors that college students perceive are important in helping them make good financial decisions about paying for a college education. The study categorizes and summarizes students' self-reported responses to an open-ended survey question about recommendations for changes in financial aid counseling practices.…

  1. Undergraduate Nursing Students' Perceptions Regarding Factors That Affect Math Abilities

    ERIC Educational Resources Information Center

    Pyo, Katrina A.

    2011-01-01

    A review of the nursing literature reveals many undergraduate nursing students lack proficiency with basic mathematical skills, those necessary for safe medication preparation and administration. Few studies exploring the phenomenon from the undergraduate nursing student perspective are reported in the nursing literature. The purpose of this study…

  2. Teacher Dispositions Affecting Self-Esteem and Student Performance

    ERIC Educational Resources Information Center

    Helm, Carroll

    2007-01-01

    Research supports several factors related to student success. Darling-Hammond (2000) indicated that the quality of teachers, as measured by whether the teachers were fully certified and had a major in their teaching field, was related to student performance. Measures of teacher preparation and certification were the strongest predictors of student…

  3. Professor Age Affects Student Ratings: Halo Effect for Younger Teachers

    ERIC Educational Resources Information Center

    Wilson, Janie H.; Beyer, Denise; Monteiro, Heather

    2014-01-01

    Student evaluations of teaching provide valued information about teaching effectiveness, and studies support the reliability and validity of such measures. However, research also illustrates potential moderation of student perceptions based on teacher gender, attractiveness, and even age, although the latter receives little research attention. In…

  4. The Effects of Affect on Study Abroad Students

    ERIC Educational Resources Information Center

    Savicki, Victor

    2013-01-01

    Being a study abroad student is not all sweetness and light. By definition, study abroad students are faced with acculturative stress (Berry, 2005) by virtue of encountering differences in assumptions, values, and expectations of daily living in their host culture. Add to that the usual challenge of hearing and speaking a different language, and…

  5. Do Goals Affect the Structure of Students' Argumentative Writing Strategies?

    ERIC Educational Resources Information Center

    Ferretti, Ralph P.; Lewis, William E.; Andrews-Weckerly, Scott

    2009-01-01

    Fourth- and sixth-grade students with and without learning disabilities wrote essays about a controversial topic after receiving either a general persuasion goal or an elaborated goal that included subgoals based on elements of argumentative discourse. Students in the elaborated goal condition produced more persuasive essays that were responsive…

  6. Demographic Factors Affecting Internet Using Purposes of High School Students

    ERIC Educational Resources Information Center

    Kilic, Abdullah Faruk; Güzeller, Cem Oktay

    2017-01-01

    This study aimed at determining the impact of demographic factors on the Internet usage purposes of high school students. The population of the study consisted of students between 9th and 12th grades from the Anatolian high schools, science high schools, social sciences high schools, sports high schools and fine arts high schools in Turkey. The…

  7. Understanding and Affecting Student Reasoning about Sound Waves.

    ERIC Educational Resources Information Center

    Wittmann, Michael C.; Steinberg, Richard N.; Redish, Edward F.

    2003-01-01

    Explains the design and development of curriculum materials that ask students to think about physics from a different view. These group-learning classroom materials specifically aim to bring about improvement of student understanding of sound waves. (Contains 29 references.) (Author/SOE)

  8. Item Context Factors Affecting Students' Performance on Mathematics Items

    ERIC Educational Resources Information Center

    Salgado, Felipe Almuna; Stacey, Kaye

    2014-01-01

    This paper reports how the context in which a mathematics item is embedded impacts on students' performance. The performance of Year 10 students on four PISA items was compared with performance on variants with more familiar contexts. Performance was not better when they solved items with more familiar contexts but there was some evidence that…

  9. Classroom Assessment Tools and Students' Affective Stances: KFL Classroom Settings

    ERIC Educational Resources Information Center

    Byon, Andrew Sangpil

    2005-01-01

    The growth of KFL (Korean-as-a-Foreign-Language) programmes in the US college setting has been truly remarkable in the last three decades. However, despite the gradual and steady growth of the non-heritage student population, the predominant group has been heritage students in most KFL programmes. In addition, teaching these two groups of students…

  10. Theoretical Perspectives on Factors Affecting the Academic Performance of Students

    ERIC Educational Resources Information Center

    Jama, M. P.; Mapesela, M. L. E.; Beylefeld, A. A.

    2008-01-01

    Whilst the government, higher education authorities and institutions, academics, academic development practitioners, researchers etc. recognize that there is an increasing number and diversity of students accessing higher education, do the stake-holders really know who these students are before even thinking of enhancing their learning and…

  11. Do Knowledge Arrangements Affect Student Reading Comprehension of Genetics?

    ERIC Educational Resources Information Center

    Wu, Jen-Yi; Tung, Yu-Neng; Hwang, Bi-Chi; Lin, Chen-Yung; Che-Di, Lee; Chang, Yung-Ta

    2014-01-01

    Various sequences for teaching genetics have been proposed. Three seventh-grade biology textbooks in Taiwan share similar key knowledge assemblages but have different knowledge arrangements. To investigate the influence of knowledge arrangements on student understanding of genetics, we compared students' reading comprehension of the three texts…

  12. Factors That Affect Academic Performance Among Pharmacy Students

    PubMed Central

    Sansgiry, Sujit S.; Bhosle, Monali; Sail, Kavita

    2006-01-01

    Objective The objective of this study was to examine factors such as academic competence, test competence, time management, strategic studying, and test anxiety, and identify whether these factors could distinguish differences among students, based on academic performance and enrollment in the experiential program. Methods A cross-sectional study design utilizing questionnaires measuring previously validated constructs was used to evaluate the effect of these factors on students with low and high cumulative grade point averages (GPAs). Pharmacy students (N = 198) enrolled at the University of Houston participated in the study. Results Academic performance was significantly associated with factors such as academic competence and test competence. Students with a cumulative GPA of 3.0 or greater significantly differed in their level of test competence than those with a GPA of less than 3.0. Students enrolled in their experiential year differed from students enrolled in their second year of curriculum on factors such as test anxiety, academic competence, test competence, and time management skills. Conclusion Test competence was an important factor to distinguish students with low vs. high academic performance. Factors such as academic competence, test competence, test anxiety and time management improve as students' progress in their experiential year. PMID:17149433

  13. Learning by Web Design: How it Affects Graduate Student Attitudes

    ERIC Educational Resources Information Center

    Lim, Byung-Ro; Plucker, Jonathan A.; Bichelmeyer, Barbara

    2003-01-01

    Can use of technology make a difference in student learning? Although a considerable literature describes its advantages in conceptual terms, research documenting its effective use in this context is limited. The purpose of this study was to examine the effects of a graduate-level Web design activity on student attitudes toward learning. Students…

  14. Calif. Charter Failure Affects 10,000 Students

    ERIC Educational Resources Information Center

    Sack, Joetta L.

    2004-01-01

    Thousands of California students were left to look for new schools after one of the nation's largest charter school operators shut its doors. The closure of the 5-year-old California Charter Academy (CCA), which ran about 60 schools under four charters and enrolled some 10,000 students, represents one of the largest charter school failures since…

  15. Can Process Portfolios Affect Students' Writing Self-Efficacy?

    ERIC Educational Resources Information Center

    Nicolaidou, Iolie

    2012-01-01

    Can process portfolios that support students in goal setting, reflection, self-evaluation and feedback have a positive impact on students' writing self-efficacy? This article presents the findings of a yearlong study conducted in three 4th grade elementary classes in Cyprus where paper-based and web-based portfolios were implemented to help…

  16. Factors Affecting Softlifting Intention of Computing Students: An Empirical Study.

    ERIC Educational Resources Information Center

    Rahim, Md. Mahbubur; Seyal, Afzaal H.; Rahman, Mohd. Noah Abd.

    2001-01-01

    Discusses softlifting as a form of software piracy and describes a study that analyzed the softlifting intentions of computing students in Brunei Darussalam. Considers student attitudes; gender; family income; personal computer ownership; experience; faculty remarks; institutional monitoring; and implications for attempts to curb software piracy.…

  17. Factors Affecting the Success of Hmong College Students in America

    ERIC Educational Resources Information Center

    Xiong, Soua; Lam, Sarah K. Y.

    2013-01-01

    This study explores barriers and success factors of Hmong students in American colleges by interviewing five Hmong graduate students from refugee families in the US. Emerging themes revolve around academic, cultural and financial barriers. Professors, advisors, classmates, academic support programmes, family, financial aid and their own…

  18. Factors affecting the incidence and outcome of Trueperella pyogenes mastitis in cows

    PubMed Central

    ISHIYAMA, Dai; MIZOMOTO, Tomoko; UEDA, Chise; TAKAGI, Nobuyuki; SHIMIZU, Noriko; MATSUURA, Yu; MAKUUCHI, Yuto; WATANABE, Aiko; SHINOZUKA, Yasunori; KAWAI, Kazuhiro

    2017-01-01

    The main factors affecting the outcome of Trueperella pyogenes (T. pyogenes) mastitis were examined through a survey of diagnostic data and interviews relating to the occurrence of T. pyogenes mastitis in 83 quarters from 82 Holstein cows between August 2012 and April 2014. Ultimately, one cow was sold during the examination, and 82 quarters from 81 cows were used for analysis on prognosis. T. pyogenes mastitis occurred year round in both lactating and dry cows. The incidence of T. pyogenes mastitis did not significantly differ by month or show seasonality in either lactating or dry cows. Therefore, the occurrence of T. pyogenes mastitis also differed from that of summer mastitis. The 1-month survival rate of infected cows was 64.6% (53/82), and the recovery rate of quarters with T. pyogenes mastitis was 14.6% (12/82). Bivariate logistic regression analysis was performed with survival and culling of infected cows as objective variables and with recovery and non-recovery of quarters with T. pyogenes mastitis as objective variables. The severe cases were significantly culled (odds ratio, 16.30) compared to mild cases, and the status of quarters didn’t recover (odds ratio, 6.50). The results suggest that mild to moderate symptom severity at the time of onset are the main factors affecting outcomes in cows and recovery of quarters infected with T. pyogenes mastitis. Further, high level of NAGase activity also suggested the potential use as an indicator of culling of cows with T. pyogenes mastitis. PMID:28163273

  19. Improving the outcomes of children affected by parental substance abuse: a review of randomized controlled trials

    PubMed Central

    Calhoun, Stacy; Conner, Emma; Miller, Melodi; Messina, Nena

    2015-01-01

    Substance abuse is a major public health concern that impacts not just the user but also the user’s family. The effect that parental substance abuse has on children has been given substantial attention over the years. Findings from the literature suggest that children of substance-abusing parents have a high risk of developing physical and mental health and behavioral problems. A number of intervention programs have been developed for parents who have a substance abuse problem. There have also been a number of interventions that have been developed for children who have at least one parent with a substance abuse problem. However, it remains unclear how we can best mitigate the negative effects that parental substance abuse has on children due to the scarcity of evaluations that utilize rigorous methodologies such as experimental designs. The purpose of this study is to review randomized controlled trials of intervention programs targeting parents with substance abuse problems and/or children with at least one parent with a substance abuse problem in order to identify programs that show some promise in improving the behavioral and mental health outcomes of children affected by parental substance abuse. Four randomized controlled trials that met our eligibility criteria were identified using major literature search engines. The findings from this review suggest that interventions that focus on improving parenting practices and family functioning may be effective in reducing problems in children affected by parental substance abuse. However, further research utilizing rigorous methodologies are needed in order to identify other successful interventions that can improve the outcomes of these children long after the intervention has ended. PMID:25670915

  20. Classroom Has a Heart: Teachers and Students Affective Alignment in a Persian Heritage Language Classroom

    ERIC Educational Resources Information Center

    Atoofi, Saeid

    2013-01-01

    This research study investigated how the teachers and students at a Persian heritage language class acknowledged and modified their affective behavior based on the affective feedback they received from one another. The notion that interactants can modify their affective output in such fashion is referred in the literature as affective alignment…

  1. Students' Reflections Using Visualized Learning Outcomes and E-Portfolios

    ERIC Educational Resources Information Center

    Narumi, Takatsune; Gotoh, Yasushi

    2014-01-01

    How to guarantee graduate attributes has become an urgent challenge amid the increasing progress in scientific and technological development and the globalization of economic activity. In order to solve these problems, a system is required which can visualize learning outcomes in relation to attainment targets, and store and sample records of the…

  2. Stress Carry-Over and College Student Health Outcomes

    ERIC Educational Resources Information Center

    Pedersen, Daphne E.

    2012-01-01

    Objective: Using a stress carry-over perspective, this study examines the relationship between stress stemming from school and family domains and physical and mental health outcomes. Methods: The study sample included 268 undergraduate men and women from a Midwestern university. Participants completed an anonymous online questionnaire. OLS…

  3. Connecting Student Outcomes with Transition Practices in Florida.

    ERIC Educational Resources Information Center

    Repetto, Jeanne B.; Webb, Kristine W.; Garvan, Cynthia Wilson; Washington, Tabitha

    2002-01-01

    A study investigated relationships between transition program characteristics and positive post-school outcomes by examining the transition services database compiled over seven years from all 67 Florida school districts and the Florida Educational and Training Placement Information Program. No positive relationship emerged between transition…

  4. Connecting Instructional Technology Professional Development to Teacher and Student Outcomes

    ERIC Educational Resources Information Center

    Martin, Wendy; Strother, Scott; Beglau, Monica; Bates, Lauren; Reitzes, Timothy; Culp, Katherine McMillan

    2010-01-01

    This article presents findings from an evaluation of an instructional-technology professional development (PD) program that uses many practices advocated by PD experts. In this multiphase evaluation, evaluators examined the program, determined whether variations in program implementation had an impact on teacher outcomes, and then looked at…

  5. Factors Affecting Persistence and Transfer of Low-Income Students at Public Two-Year Institutions

    ERIC Educational Resources Information Center

    Mamiseishvili, Ketevan; Deggs, David M.

    2013-01-01

    The study utilized the Beginning Postsecondary Students Longitudinal Study (BPS:04/06) data set to examine persistence outcomes over a 3-year period across the national sample of students from low socioeconomic backgrounds at public 2-year institutions in the United States. More specifically, the purpose of our study was to investigate how…

  6. How Do Student and Classroom Characteristics Affect Attitude toward Mathematics? A Multivariate Multilevel Analysis

    ERIC Educational Resources Information Center

    Kiwanuka, Henry Nsubuga; Van Damme, Jan; Van Den Noortgate, Wim; Anumendem, Dickson Nkafu; Vanlaar, Gudrun; Reynolds, Chandra; Namusisi, Speranza

    2017-01-01

    This study investigated the effects of student and classroom characteristics on math self-confidence, perceived usefulness, and enjoyment of mathematics as multiple outcomes. A sample of 7th-grade students from 78 classes of 49 schools was studied. The data were collected using, among other instruments, an attitude questionnaire. The results of…

  7. Interprofessional Curbside Consults to Develop Team Communication and Improve Student Achievement of Learning Outcomes

    PubMed Central

    Greenwood, Kristin Curry; Rico, Janet; Nalliah, Romesh; DiVall, Margarita

    2017-01-01

    Objective. To design and implement a series of activities focused on developing interprofessional communication skills and to assess the impact of the activities on students’ attitudes and achievement of educational goals. Design. Prior to the first pharmacy practice skills laboratory session, pharmacy students listened to a classroom lecture about team communication and viewed short videos describing the roles, responsibilities, and usual work environments of four types of health care professionals. In each of four subsequent laboratory sessions, students interacted with a different standardized health care professional role-played by a pharmacy faculty member who asked them a medication-related question. Students responded in verbal and written formats. Assessment. Student performance was assessed with a three-part rubric. The impact of the exercise was assessed by conducting pre- and post-intervention surveys and analyzing students’ performance on relevant Center for the Advancement of Pharmacy Education (CAPE) outcomes. Survey results showed improvement in student attitudes related to team-delivered care. Students’ performance on the problem solver and collaborator CAPE outcomes improved, while performance on the educator outcome worsened. Conclusions. The addition of an interprofessional communication activity with standardized health care professionals provided the opportunity for students to develop skills related to team communication. Students felt the activity was valuable and realistic; however, analysis of outcome achievement from the exercise revealed a need for more exposure to team communication skills. PMID:28289305

  8. Evaluation of Student Outcomes in Materials Science and Technology

    NASA Technical Reports Server (NTRS)

    Piippo, Steven

    1996-01-01

    This paper specifies 14 benchmarks and exit standards for the introduction of Materials Science and Technology in a secondary school education. Included is the standard that students should be able to name an example of each category of technological materials including metals, glass/ceramics, polymers (plastics) and composites. Students should know that each type of solid material has specific properties that can be measured. Students will learn that all solid materials have either a long range crystalline structure or a short range amorphous structure (i.e., glassy). They should learn the choice of materials for a particular application depends on the properties of the material, and the properties of the material depends on its crystal structure and microstructure. The microstructure may be modified by the methods by which the material is processed; students should explain this by the example of sintering a ceramic body to reduce its porosity and increase its densification and strength. Students will receive exposure to the world of work, post secondary educational opportunities, and in general a learning that will lead to a technologically literate intelligent citizen.

  9. Student satisfaction and team development outcomes with preassigned learning communities.

    PubMed

    Wilson, Barbara L; Anderson, Jonna; Peluso, Chris; Priest, Janice; Speer, Therese

    2009-01-01

    The purpose of this study was to determine if keeping baccalaureate nursing students together in the same learning community (LC)/clinical cohort throughout their entire clinical rotations (four semesters) was more or less helpful in fostering student satisfaction and team effectiveness. Using a model developed by the authors (Team Relationships with Clinical Cohorts Modell) and the Team Development Questionnaire by Payne (2001), there were no correlations between team effectiveness scores and the length of time the individuals in the LC were together. The only statistically significant finding when applied to nursing students is that as the fraction of females increased, the team effectiveness scores also increased (the team with the highest collective team score consisted of all white females with a narrow age range). Open-ended comments on positive aspects of staying with the same group included recurring themes of "friendship," "support," and "a built-in study group;" although the longer the LC remained together, the more likely the students were to recommend changing LCs with each rotation. Given the diverse pool entering the nursing profession, educators must find a way to design clinical placements in the manner that best meets the needs of this rapidly changing student population.

  10. Early student outcomes associated with a virtual community for learning.

    PubMed

    Giddens, Jean Foret; Shuster, Geoff; Roehrig, Nicole

    2010-06-01

    Virtual communities represent a new and innovative approach to learning within nursing education. Because this is an emerging trend, little is known about the use of virtual communities and the impact on students and their learning. This article reports the results of a study designed to assess the initial perceived benefits of using a virtual community known as The Neighborhood in a single undergraduate baccalaureate nursing program during the first few years following development. Results showed greater benefits reported among underrepresented minority students and students who expected to receive lower than a course grade of A. In addition, findings suggest the strength of perceived benefits increases over time among all learners. These findings merely scratch the surface of additional work needed in this area.

  11. Factors Affecting Academic Resilience in Middle School Students: A Case Study (Factores que Afectan la Resiliencia Académica en Estudiantes de Bachillerato)

    ERIC Educational Resources Information Center

    Rojas Flórez, Luisa Fernanda

    2015-01-01

    This research was carried out with the purpose of identifying how and which risk and protective factors affect academic outcomes. The study explored how different family and individual environmental factors foster academic resilience. The exploratory study took place with a group of six students from a public school in Bogotá, Colombia. The school…

  12. Forum: Learning Outcomes in Communication. "Diversity Matters" Continued: Student Learning Outcomes in Communication

    ERIC Educational Resources Information Center

    Wahl, Shawn T.; Williams, Kesha Morant; Berkos, Kristen M.; Disbrow, Lynn M.

    2016-01-01

    Using the conceptual foundation "diversity matters" (Orbe & Allen, 2008), this essay calls for research examining the NCA learning outcomes in communication related to diversity, inclusion, privilege, and intercultural communication (mostly existing in LOC 8). The authors argue this research will serve as a relevant and vital…

  13. Does Inquiry Based Learning Affect Students' Beliefs and Attitudes towards Mathematics?

    ERIC Educational Resources Information Center

    McGregor, Darren

    2014-01-01

    Ill-structured tasks presented in an inquiry learning environment have the potential to affect students' beliefs and attitudes towards mathematics. This empirical research followed a Design Experiment approach to explore how aspects of using ill-structured tasks may have affected students' beliefs and attitudes. Results showed this task type and…

  14. Examining the Factors Affecting Student Dropout in an Online Learning Environment

    ERIC Educational Resources Information Center

    Yukselturk, Erman; Inan, Fethi Ahmet

    2006-01-01

    This study examined the factors affecting student dropouts in an online certificate program. In this research, a combination of quantitative and qualitative methods was used. Online Course Dropout Survey was developed and used to determine which factors affect student attrition from the program. The dropout survey was sent by e-mail to 98 students…

  15. Students' Expression of Affect in an Inner-City SimCalc Classroom

    ERIC Educational Resources Information Center

    Schorr, Roberta Y.; Goldin, Gerald A.

    2008-01-01

    This research focuses on some of the affordances provided by SimCalc software, suggesting that its use can have important consequences for students' mathematical affect and motivation. We describe an episode in an inner-city SimCalc environment illustrating our approach to the study of affect in the mathematics classroom. We infer students'…

  16. Looking under the Bonnet: Factors Affecting Student Adoption of E-Learning Systems in Jordan

    ERIC Educational Resources Information Center

    Abbad, Muneer Mahmood; Morris, David; de Nahlik, Carmel

    2009-01-01

    The primary questions addressed in this paper are the following: what are the factors that affect students' adoption of an e-learning system and what are the relationships among these factors? This paper investigates and identifies some of the major factors affecting students' adoption of an e-learning system in a university in Jordan. E-learning…

  17. Factors That Affect the Academic Success of Foreign Students at Cardinal Stritch University

    ERIC Educational Resources Information Center

    Annor, Peter

    2010-01-01

    There are limited studies in the literature on the factors that affect the academic success of foreign students in the United States. This ex post facto mixed method study investigated the factors that affect the academic success of foreign students at Cardinal Stitch University (CSU), a medium size, private university located in the Midwestern…

  18. A Study of Students' Attitude toward Teachers' Affective Factors in EFL Classrooms

    ERIC Educational Resources Information Center

    Ranjbar, Nahid Amini; Narafshan, Mehry Haddad

    2016-01-01

    In any teaching-learning situation, teacher plays a significant role in the classroom. This study aimed at investigating the students' attitude toward teachers' affective factors in EFL classrooms. In this study, the students' population was 300 pre-intermediate (based on the institutes' placement test) female EFL students (10 to 25 years old) in…

  19. Factors Affecting the Academic and Cultural Adjustment of Saudi International Students in Australian Universities

    ERIC Educational Resources Information Center

    Alsahafi, Nisreen; Shin, Seong-Chul

    2017-01-01

    The authors investigate factors affecting Saudi students' educational experiences in Australian universities and their adjustment issues. The data comes from the survey of 100 Saudi international students in Sydney and subsequent interviews. The analysis revealed that language proficiency is the main barrier to Saudi students' academic and social…

  20. Factors Affecting the Happiness of Urban Elementary School Students: An Exploratory Study

    ERIC Educational Resources Information Center

    Tenney, Jodiann K.

    2011-01-01

    The purpose of this transformative mixed methods study was to examine the school happiness of upper elementary students in three Connecticut urban demonstration schools. The study examined the differences in students' happiness based on ethnicity, gender, and their interaction. It also investigated the factors that affect students' happiness in…

  1. An Introduction to Social and Historical Factors Affecting Multiracial College Students

    ERIC Educational Resources Information Center

    Shang, Paul

    2008-01-01

    Biracial and multiracial college students--students having parents from more than one racial/ethnic category--are coming to campus in increasing numbers. This article introduces social and historical factors that affect the experiences of multiracial students and describes social and political developments that may have an impact on how colleges…

  2. Non-Native Student's Communication Is Affected Due to the Lack of Pragmatic Competence

    ERIC Educational Resources Information Center

    Latha, V. G.; Rajan, Premalatha

    2012-01-01

    This paper aims at focusing how the lack of pragmatic competence affects student's communication in L2 (Second language) at tertiary level. The city based Indian students learn English which is their second language from 3 years onwards whereas the rural based students learn English only from 6 years onwards. This exposure of the L2 shows the…

  3. What Are They Thinking? Students' Affective Reasoning and Attitudes about Course Withdrawal

    ERIC Educational Resources Information Center

    Wheland, Ethel R.; Butler, Kevin A.; Qammar, Helen; Katz, Karyn Bobkoff; Harris, Rose

    2012-01-01

    In this mixed-methods study we identify situations that impact students' decisions to withdraw from a course and examine their affective reasoning and attitudes toward course withdrawal. Exploring students' decision-making processes through the lens of self-authorship, we show that students frequently seek information from people with whom they…

  4. Factors Affecting Academic Achievement of Adult Students Enrolled in Ontario University Credit Courses.

    ERIC Educational Resources Information Center

    Beagle, Peggy

    Existing programs, policies and practices as they affect the older adult student in Ontario universities were investigated. Interview data were collected from adult students about their experiences in the light of the policies described, and a number of obstacles to successful study encountered by these students were identified. A statistical…

  5. Instructional Communication Predictors of Ninth-Grade Students' Affective Learning in Math and Science

    ERIC Educational Resources Information Center

    Mottet, Timothy P.; Garza, Ruben; Beebe, Steven A.; Houser, Marian L.; Jurrells, Summer; Furler, Lisa

    2008-01-01

    The purpose of this study was to examine how students' perceptions of their teachers' instructional communication behaviors were related to their affective learning in math and science. A survey was used to collect perceptions from 497 ninth-grade students. The following conclusions were yielded from the data: (1) students' perceptions of their…

  6. Social-Motivational Factors Affecting Business Students' Cheating Behavior in Hong Kong and China

    ERIC Educational Resources Information Center

    Tsui, Anna Po Yung; Ngo, Hang-Yue

    2016-01-01

    The authors examined how three social-motivational factors--approachability of teacher, relationship goal of students, and perception of cheating norms--affect the cheating behavior of business students in China and Hong Kong. It was found that the relationship goal of students and perceived cheating norms were significant predictors of their…

  7. Assessing Achievement of Primary Grader Students and Factors Affecting Achievement in Pakistan

    ERIC Educational Resources Information Center

    Saeed, Muhammad; Gondal, Muhammad Bashir; Bushra

    2005-01-01

    Purpose: This paper aims to focus on achievement level of primary grade students in different subjects taught at primary level and the factors affecting the student achievement in this regard. Design/methodology/approach: The study was carried out on a sample of 1,080 students of grade 3 and 5 drawn from randomly selected 36 primary/elementary…

  8. Transactional Distance among Open University Students: How Does it Affect the Learning Process?

    ERIC Educational Resources Information Center

    Kassandrinou, Amanda; Angelaki, Christina; Mavroidis, Ilias

    2014-01-01

    This study examines the presence of transactional distance among students, the factors affecting it, as well as the way it influences the learning process of students in a blended distance learning setting in Greece. The present study involved 12 postgraduate students of the Hellenic Open University (HOU). A qualitative research was conducted,…

  9. Factors Affecting the Motivation of Turkish Primary Students for Science Learning

    ERIC Educational Resources Information Center

    Cavas, Pinar

    2011-01-01

    In this study, Turkish primary students' (sixth to eighth grade) motivation toward science learning was investigated and factors affecting this determined. The sample for the study consisted of 376 students from 5 different primary schools in Izmir. The data were collected through a Students' Motivation toward Science Learning (SMTSL)…

  10. So We Think You Can Learn: How Student Perceptions Affect Learning

    ERIC Educational Resources Information Center

    Haines, Susan; Torres, Talani

    2016-01-01

    Recent experiences in rehearsals have led us to question how student dancers perceive the culture of rehearsal. We are interested in how the influence of shows like "So You Think You Can Dance" affects student expectations. How do students from competitive dance studio backgrounds approach learning in a rehearsal setting? Are there…

  11. Internal Accountability and District Achievement: How Superintendents Affect Student Learning

    ERIC Educational Resources Information Center

    Hough, Kimberly L.

    2014-01-01

    This quantitative survey study was designed to determine whether superintendent accountability behaviors or agreement about accountability behaviors between superintendents and their subordinate central office administrators predicted district student achievement. Hierarchical multiple regression and analyses of covariance were employed,…

  12. Mental health predicts better academic outcomes: A longitudinal study of elementary school students in Chile

    PubMed Central

    Murphy, J. Michael; Guzmán, Javier; McCarthy, Alyssa; Squicciarini, Ana María; George, Myriam; Canenguez, Katia; Dunn, Erin C.; Baer, Lee; Simonsohn, Ariela; Smoller, Jordan W.; Jellinek, Michael

    2015-01-01

    The world’s largest school-based mental health program, Habilidades para la Vida [Skills for Life, SFL], has been operating at a national scale in Chile for fifteen years. SFL’s activities include using standardized measures to screen elementary school students and providing preventive workshops to students at risk for mental health problems. This paper used SFL’s data on 37,397 students who were in first grade in 2009 and third grade in 2011 to ascertain whether first grade mental health predicted subsequent academic achievement and whether remission of mental health problems predicted improved academic outcomes. Results showed that mental health was a significant predictor of future academic performance and that, overall, students whose mental health improved between first and third grade made better academic progress than students whose mental health did not improve or worsened. Our findings suggest that school-based mental health programs like SFL may help improve students’ academic outcomes. PMID:24771270

  13. Selected engagement factors and academic learning outcomes of undergraduate engineering students

    NASA Astrophysics Data System (ADS)

    Justice, Patricia J.

    The concept of student engagement and its relationship to successful student performance and learning outcomes has a long history in higher education (Kuh, 2007). Attention to faculty and student engagement has only recently become of interest to the engineering education community. This interest can be attributed to long-standing research by George Kuh's, National Survey of Student Engagement (NSSE) at the Indiana University Center for Postsecondary Research. In addition, research projects sponsored by the National Science Foundation, the Academic Pathway Study (APS) at the Center for the Advancement of Engineering Education (CAEE) and the Center for the Advancement of Scholarship on Engineering Education (CASEE), Measuring Student and Faculty Engagement in Engineering Education, at the National Academy of Engineering. These research studies utilized the framework and data from the Engineering Change study by the Center for the Study of Higher Education, Pennsylvania State, that evaluated the impact of the new Accreditation Board of Engineering and Technology (ABET) EC2000 "3a through k" criteria identify 11 learning outcomes expected of engineering graduates. The purpose of this study was to explore the extent selected engagement factors of 1. institution, 2. social, 3. cognitive, 4. finance, and 5. technology influence undergraduate engineering students and quality student learning outcomes. Through the descriptive statistical analysis indicates that there maybe problems in the engineering program. This researcher would have expected at least 50% of the students to fall in the Strongly Agree and Agree categories. The data indicated that the there maybe problems in the engineering program problems in the data. The problems found ranked in this order: 1). Dissatisfaction with faculty instruction methods and quality of instruction and not a clear understanding of engineering majors , 2). inadequate Engineering faculty and advisors availability especially applicable

  14. The Effects of Career Technical Education on Student Outcomes in a High-Minority Urban School District

    ERIC Educational Resources Information Center

    San Miguel, Manuel

    2013-01-01

    The study set out to determine the effects of Career Technical Education Career Academy participation on student outcome measures in a high minority urban school district. Three research questions explored student participation in career academies and student outcomes in the area of grade point average, credit completion and/or attendance rates.…

  15. Student Outcomes from Experiential Learning on a Student-Run Certified Organic Farm

    ERIC Educational Resources Information Center

    Reeve, Jennifer R.; Hall, Kelsey; Kalkman, Carol

    2014-01-01

    The USU Student Organic Farm was initiated in April 2008 on 1 acre (0.4 ha) of land at Utah State University (USU). Students plant, weed, harvest, and market the produce on campus. Proceeds support the student farm in terms of operating expenses, equipment purchases, and modest student stipends. Since 2009, the students have operated a community…

  16. Open Textbooks and Increased Student Access and Outcomes

    ERIC Educational Resources Information Center

    Feldstein, Andrew; Martin, Mirta; Hudson, Amy; Warren, Kiara; Hilton, John, III; Wiley, David

    2012-01-01

    This study reports findings from a year-long pilot study during which 991 students in 9 core courses in the Virginia State University School of Business replaced traditional textbooks with openly licensed books and other digital content. The university made a deliberate decision to use open textbooks that were copyrighted under the Creative…

  17. Online Learning and Student Outcomes in California's Community Colleges

    ERIC Educational Resources Information Center

    Johnson, Hans; Mejia, Marisol Cuellar

    2014-01-01

    As costs of attending college have risen and access to higher education has declined, policymakers and community college officials are looking to online learning as one way to better serve student needs, increase access, promote completion, and increase transfer to four-year universities--all in a cost-effective manner. Online learning is still a…

  18. Longitudinal Outcomes for Mathematics Achievement for Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Judge, Sharon; Watson, Silvana M. R.

    2011-01-01

    Using longitudinal data from the first 6 waves of the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K), the authors examined mathematics achievement and growth trajectories by learning disability (LD) subgroups. The 2-level (time-student) growth curve model showed that lower levels of mathematics achievement were already evident at…

  19. Teacher Behavior and Student Outcomes: Results of a European Study

    ERIC Educational Resources Information Center

    Panayiotou, Anastasia; Kyriakides, Leonidas; Creemers, Bert P. M.; McMahon, Léan; Vanlaar, Gudrun; Pfeifer, Michael; Rekalidou, Galini; Bren, Matevž

    2014-01-01

    This study investigates the extent to which the factors included in the dynamic model of educational effectiveness are associated with student achievement gains in six different European countries. At classroom level, the dynamic model refers to eight factors relating to teacher behavior in the classroom: orientation, structuring, questioning,…

  20. Balancing Student Learning and Commercial Outcomes in the Workplace

    ERIC Educational Resources Information Center

    Lee, Geoffrey; McGuiggan, Robyn; Holland, Barbara

    2010-01-01

    Community engagement is growing across higher education. Cooperative education and other internships are well established in the literature as pedagogies with links to experiential and connected learning. Cooperative programs combine business, industry, educational providers and students paid on-the-job. Most studies of work-based learning focus…

  1. Career Development Skills, Outcomes, and Hope among College Students

    ERIC Educational Resources Information Center

    Sung, Yoonhee; Turner, Sherri L.; Kaewchinda, Marid

    2013-01-01

    The purpose of this study was twofold. First, the utility of the Integrative Contextual Model of Career Development (ICM) to describe the career development behavior of college students was examined. Second, relationships among educational and career development skills (career exploration, person-environment fit, goal setting,…

  2. Improving Student Outcomes: Restoring America's Education Potential. Strategy Paper

    ERIC Educational Resources Information Center

    Greenstone, Michael; Looney, Adam; Shevlin, Paige

    2011-01-01

    For decades, investments in public education have boosted U.S. productivity and earnings, forged a path out of poverty for many families, helped disadvantaged students narrow the learning gap with their peers, and developed a workforce that continues to be among the most productive and innovative on Earth. More recently, this engine of growth has…

  3. Virtual Schools: Improving Outcomes for Students with Disabilities

    ERIC Educational Resources Information Center

    Repetto, Jeanne; Cavanaugh, Cathy; Wayer, Nicola; Liu, Feng

    2010-01-01

    Individual and social benefits accrue when high school graduation rates increase. One approach to increasing graduation rates is to design learning environments that serve students with disabilities through the 5Cs known to increase school completion: connect, climate, control, curriculum, and caring community. Virtual school programs align with…

  4. Employability and Employment Outcomes of No-Fee Preservice Students

    ERIC Educational Resources Information Center

    Jin, Yule; Li, Ling; Ding, Shujing; Li, Zhichao

    2013-01-01

    This study used interviews and questionnaires to survey 770 no-fee preservice students. Its findings were as follows: (1) Their employability encompasses five dimensions: teaching skills, ability to learn specialized knowledge, ability to grasp elementary and secondary teaching materials and methods, communication skills, and ability to apply for…

  5. Circumstances, Resources, and Weight Status Outcomes among Middle School Students

    ERIC Educational Resources Information Center

    Fitzpatrick, Kevin M.; Willis, Don; O'Connor, Gail

    2014-01-01

    Obesity continues to plague U.S. school-age populations. A number of individual/structural circumstances have been identified as increasing the risk of poor health among children. The article's aim is to examine some of these circumstances and their relationship to students being overweight/obese, while highlighting resource variables as potential…

  6. Investigating the Impact of Teachers' Physics CK on Students Outcomes

    ERIC Educational Resources Information Center

    Ohle, Annika; Boone, William J.; Fischer, Hans E.

    2015-01-01

    Decreasing student interest and achievement during the transition from elementary to secondary school is an international problem, especially in science education. The question of what factors influence this decline has been a widely discussed topic. This study focuses on investigating the relationship of elementary school teachers' content…

  7. Students' Psychological Web Consulting: Function and Outcome Evaluation

    ERIC Educational Resources Information Center

    Efstathiou, G.

    2009-01-01

    This paper refers to a brief interaction with a mental health professional via written electronic communication. Web consulting services have proved popular, but there is controversy regarding the efficacy of such brief interventions to address problems and enable service users to access other forms of counseling. University students are…

  8. Student Achievement Outcomes Comprehensive School Reform: A Canadian Case Study

    ERIC Educational Resources Information Center

    Ross, John A.; Scott, Garth; Sibbald, Timothy M.

    2012-01-01

    The authors conducted a third-party study of the student achievement effects of Struggling Schools, a user-generated approach to Comprehensive School Reform (CSR). The design was a quasiexperimental, pre-post matched sample (N = 180) with school as unit of analysis, drawing on 3 years of achievement data from standardized external assessments.…

  9. Parenting Styles and Adjustment Outcomes among College Students

    ERIC Educational Resources Information Center

    Love, Keisha M.; Thomas, Deneia M.

    2014-01-01

    Research has demonstrated that parenting styles partially explain college students' academic adjustment. However, to account for academic adjustment more fully, additional contributors should be identified and tested. We examined the fit of a hypothesized model consisting of parenting styles, indicators of well-being, and academic adjustment…

  10. Class Size and Student Outcomes: Research and Policy Implications

    ERIC Educational Resources Information Center

    Chingos, Matthew M.

    2013-01-01

    Schools across the United States are facing budgetary pressures on a scale not seen in generations. Times of fiscal exigency force policymakers and education practitioners to pay more attention to the return on various categories of public investment in education. The sizes of the classes in which students are educated are often a focus of these…

  11. Helping Students Pay for College--and Achieve Better Outcomes

    ERIC Educational Resources Information Center

    MDRC, 2013

    2013-01-01

    America faces a two-pronged problem in higher education: increasing costs and low completion rates. Despite the recent expansion of federal Pell Grants, many students still are left with unmet financial needs and may drop out of college because of financial concerns, pressing work responsibilities, and fears of taking on too much debt. One idea…

  12. A Smart Break? College Tenure Interruption and Graduating Student Outcomes

    ERIC Educational Resources Information Center

    Routon, P. Wesley; Walker, Jay K.

    2015-01-01

    Using data from a longitudinal survey of college students from over 400 institutions, we examine the impacts of occupational internship programs and voluntary academic leave on returning academic achievement, post-college ambitions, and general facets of the college experience. Previous literature on college internships has focused on labor market…

  13. Changes to the Student Loan Experience: Psychological Predictors and Outcomes

    ERIC Educational Resources Information Center

    Mueller, Thomas

    2014-01-01

    This study builds on the work of scholars who have explored psychological perceptions of the student loan experience. Survey analysis ("N" = 175) revealed a multidimensional model was developed through factor analysis and testing, which revealed four latent variables: "Duress," "Mandatory," "Financial," and…

  14. Forum: Learning Outcomes in Communication. Assessment and NCA's Student Learning Outcomes

    ERIC Educational Resources Information Center

    Mello, Brad; Brammer, Leila R.; White, Cindy; Hernandez, Trisha; Bach, Betsy

    2016-01-01

    Among faculty, assessment is frequently discussed as an added burden that does little to improve student learning, existing to appease administrators and accreditors. In fact, at one of the author's institutions, a faculty listserv post argued that assessment was a corporate and political move to standardize all education and destroy faculty…

  15. Online versus face-to-face biology: A comparison of student transactional distance, approach to learning, and knowledge outcomes

    NASA Astrophysics Data System (ADS)

    Riggins, Mary Erin

    Community colleges are among many other institutions increasing course offerings online, but there is still some concern about the quality of online learning. Educator concerns, a lack of empirical evidence on biology courses offered online, and the need for an equal opportunity for education support the need for clarification of the quality of distance education in biology, especially in the community college setting. Student attitudes, approaches to learning, and performance should all be studied in order to formulate a better evaluation of the quality and effectiveness of online courses (Svirko & Mellanby, 2008). The purpose of this study was to determine whether there were differences in student perceptions of transactional distance, approaches to learning, and student learning outcomes in online versus face-to-face community college introductory biology courses. The results of this investigation indicate that some aspects of transactional distance did affect the participants' desires for deep learning approaches. Also, except for perceptions of student interaction and collaboration, the online and face-to-face course experiences and outcomes seemed similar.

  16. Does therapist’s attitude affect clinical outcome of lumbar facet joint injections?

    PubMed Central

    Middendorp, Marcus; Kollias, Konstantinos; Ackermann, Hanns; Splettstößer, Annina; Vogl, Thomas J; Khan, M Fawad; Maataoui, Adel

    2016-01-01

    AIM: To investigate if the clinical outcome of intra-articular lumbar facet joint injections is affected by the therapist’s attitude. METHODS: A total of 40 patients with facet joint-associated chronic low back pain were randomly divided into two groups. All patients received computed tomography-guided, monosegmental intra-articular facet joint injections. Following the therapeutic procedure, the patients of the experimental group (EG) held a conversation with the radiologist in a comfortable atmosphere. During the dialog, the patients were encouraged to ask questions and were shown four images. The patients of the control group (CG) left the clinic without any further contact with the radiologist. Outcome was assessed using a pain-based Verbal Numeric Scale at baseline, at 1 wk and at 1, 3, and 6 mo after first treatment. RESULTS: The patient demographics showed no differences between the groups. The patients of the EG received 57 interventional procedures in total, while the patients of the CG received 70 interventional procedures. In both groups, the pain scores decreased significantly over the entire observation period. Compared to the CG, the EG showed a statistically significant reduction of pain at 1 wk and 1 mo post-treatment, while at 3 and 6 mo after treatment, there were no significant differences between both groups. CONCLUSION: Our results show a significant effect on pain relief during the early post-interventional period in the EG as compared to the CG. The basic principle behind the higher efficacy might be the phenomenon of hetero-suggestion. PMID:27358691

  17. Assessing outcomes of a study abroad course for nursing students.

    PubMed

    Carpenter, Linda J; Garcia, Alexandra A

    2012-01-01

    There is little debate about the importance of preparing nursing graduates to provide culturally sensitive care to an increasingly diverse society. However, it is difficult for nurse educators to fit learning experiences that help students develop cultural competence into already full programs and create mechanisms to evaluate the results. This article describes a study to assess the impact of a study abroad program on developing cultural competence, including cultural awareness, sensitivity, knowledge, and skills. Results from the Cultural Awareness Survey, reflective journals, and interviews illustrate how the study abroad experience influenced the development of components of cultural competence and might influence clinical practice. Results suggest effective teaching strategies to assist students in becoming culturally competent are experiential in nature and include role modeling, reflective activities, and group discussion.

  18. Engaging with blended learning to improve students' learning outcomes

    NASA Astrophysics Data System (ADS)

    Francis, Rebecca; Shannon, Susan J.

    2013-08-01

    When blended learning is embraced to enhance learning in engineering (architectural), design and architecture, we argue it is a best-practice instructional mode. Blended learning is the seamless amalgamation of carefully selected online modules with face-to-face instruction. This paper evaluates case studies of the introduction of blended learning in these disciplines. It demonstrates that students who do not engage with blended learning are academically disadvantaged. Alignment of the blended mode of delivery and the mode of assessment is next considered. Two case studies of the introduction of blended modes of assessment, for improved student satisfaction with feedback, are evaluated. Finally, the reliance upon non-faculty to provide both blended learning and assessment is evaluated using qualitative research methods to establish the barriers to adoption of what is now considered best educational practice.

  19. Learning How to Be a Successful Student: Exploring the Impact of First-Year Seminars on Student Outcomes

    ERIC Educational Resources Information Center

    Keup, Jennifer R.; Barefoot, Betsy O.

    2005-01-01

    This study uses longitudinal data comprised of responses to the Cooperative Institutional Research Program's (CIRP) 2000 Freshman Survey and the 2001 Your First College Year (YFCY) Survey to investigate the impact of first-year seminars on key student outcomes. Specifically, descriptive analyses address the relationship between taking a first-year…

  20. Does Combining School and Work Affect School and Post-School Outcomes? Longitudinal Surveys of Australian Youth

    ERIC Educational Resources Information Center

    Anlezark, Alison; Lim, Patrick

    2011-01-01

    In this report the authors seek to answer the question of whether combining school and work is detrimental or beneficial to a student's school educational performance and labour market outcomes. They find that young people who combine school and work are distributed right across the school population. Results show that individuals can combine…

  1. Cohorts and Relatedness: Self-Determination Theory as an Explanation of How Learning Communities Affect Educational Outcomes

    ERIC Educational Resources Information Center

    Beachboard, Martine Robinson; Beachboard, John C.; Li, Wenling; Adkison, Stephen R.

    2011-01-01

    This study examines whether feelings of relatedness constitute a substantial means by which learning communities (cohorts) improve learning outcomes in higher education. It applies Ryan and Deci's Self-Determination Theory to an analysis of the National Survey of Student Engagement. The SDT hypothesizes that environments that support perceptions…

  2. Predicting gambling problems from gambling outcome expectancies in college student-athletes.

    PubMed

    St-Pierre, Renée A; Temcheff, Caroline E; Gupta, Rina; Derevensky, Jeffrey; Paskus, Thomas S

    2014-03-01

    While previous research has suggested the potential importance of gambling outcome expectancies in determining gambling behaviour among adolescents, the predictive ability of gambling outcome expectancies has not yet been clearly delineated for college-aged youth. The current study aims to explore the relationships between gender and outcome expectancies in the prediction of gambling severity among college student-athletes. Data from the National Collegiate Athletic Association (NCAA) study assessing gambling behaviours and problems among U.S. college student-athletes were utilized. Complete data was available for 7,517 student-athletes. As expected, male college student-athletes reported more gambling participation as well as greater gambling problems than their female counterparts. Findings showed positive relationships between the outcome expectancies of financial gain, and negative emotional impacts and gambling problems. That is, those who endorsed more items on the outcome expectancy scales for financial gain and negative emotional impacts also tended to endorse more gambling-related problems. Findings also showed a negative relationship between outcome expectancies of fun and enjoyment, and gambling problems over and above the variance accounted for by gender. Those with gambling problems were less likely to have the expectation that gambling would be fun than those without gambling problems. Despite NCAA efforts to curb gambling activity, the results suggest that college student-athletes are at risk for over-involvement in gambling. Therefore, it is important to explore gambling outcome expectancies within this group since the motivations and reasons for gambling might be able to inform treatment initiatives.

  3. Does crossover innervation really affect the clinical outcome? A comparison of outcome between unilateral and bilateral digital nerve repair.

    PubMed

    Oruç, Melike; Ozer, Kadri; Çolak, Özlem; Kankaya, Yüksel; Koçer, Uğur

    2016-09-01

    Digital nerve injuries are the mostly detected nerve injury in the upper extremity. However, since the clinical phenomenon of crossover innervation at some degree from uninjured digital nerve to the injured side occurs after digital nerve injuries is sustained, one could argue that this concept might even result in the overestimation of the outcome of the digital nerve repair. With this knowledge in mind, this study aimed to present novel, pure, focused and valuable clinical data by comparing the outcomes of bilateral and unilateral digital nerve repair. A retrospective review of 28 fingers with unilateral or bilateral digital nerve repair using end-to-end technique in 19 patients within 2 years was performed. Weber's two-point discrimination, sharp/dull discrimination, warm/cold sensation and Visual Analog Scale scoring were measured at final 12-month follow ups in all patients. There was no significant difference in recovery of sensibility after unilateral and bilateral digital nerve repairs. Though there is crossover innervation microscopically, it is not important in the clinical evaluation period. According to clinical findings from this study, crossover innervations appear to be negligible in the estimation of outcomes of digital neurorrhaphy.

  4. School Vouchers and Student Outcomes: Experimental Evidence from Washington, DC

    ERIC Educational Resources Information Center

    Wolf, Patrick J.; Kisida, Brian; Gutmann, Babette; Puma, Michael; Eissa, Nada; Rizzo, Lou

    2013-01-01

    School vouchers are the most contentious form of parental school choice. Vouchers provide government funds that parents can use to send their children to private schools of their choice. Here we examine the empirical question of whether or not a school voucher program in Washington, DC, affected achievement or the rate of high school graduation…

  5. Contextualizing Mathematics Related Affect: Significance of Students' Individual and Social Level Affect in Finland and Chile

    ERIC Educational Resources Information Center

    Tuohilampi, Laura

    2016-01-01

    Mathematics related affect turn from positive to negative during comprehensive school years worldwide. There is a clear need to find solutions to the problem. However, some gaps and problems appear in the methodologies and the common approaches used in the field. This article discusses five studies addressing affective development, challenges some…

  6. Factors Affecting Talent Development: Differences in Graduate Students across Domains

    ERIC Educational Resources Information Center

    Hartzell, Stephanie Allyssa

    2012-01-01

    There is an abundance of literature on young individuals who show early signs of talent and on older individuals who have demonstrated their abilities throughout the years. This research aims to look at those individuals who are in between, that is, graduate students who have the demonstrated potential to achieve within their fields of study. This…

  7. Examining Factors That Affect Students' Knowledge Sharing within Virtual Teams

    ERIC Educational Resources Information Center

    He, Jinxia; Gunter, Glenda

    2015-01-01

    The purpose of this study was to examine factors that might impact student knowledge sharing within virtual teams through online discussion boards. These factors include: trust, mutual influence, conflict, leadership, and cohesion. A path model was developed to determine whether relationships exist among knowledge sharing from asynchronous group…

  8. Factors Affecting Teachers' Student-Centered Classroom Computer Use

    ERIC Educational Resources Information Center

    Friedrich, Helmut Felix; Hron, Aemilian

    2011-01-01

    The present study aims at investigating which factors are relevant to induce teachers' student-centered classroom computer use. Survey data were collected from 361 teachers at comprehensive schools. Based on a systemic view of technology use in schools, different individual teacher characteristics and school contextual factors were examined.…

  9. Issues Affecting Cross-Cultural Adaptation of International Graduate Students

    ERIC Educational Resources Information Center

    Hartshorne, Richard; Baucom, Jennifer

    2007-01-01

    The purpose of this study was to identify and analyze the adjustment problems encountered by international graduate students enrolled in American universities. Issues of interest included motives for attending graduate school, factors involved in facilitating and constraining the graduate school experience, personality traits that contribute to…

  10. Factors Affecting Computer Anxiety in High School Computer Science Students.

    ERIC Educational Resources Information Center

    Hayek, Linda M.; Stephens, Larry

    1989-01-01

    Examines factors related to computer anxiety measured by the Computer Anxiety Index (CAIN). Achievement in two programing courses was inversely related to computer anxiety. Students who had a home computer and had computer experience before high school had lower computer anxiety than those who had not. Lists 14 references. (YP)

  11. How Mobile Devices Affect Students According to Teachers' Beliefs

    ERIC Educational Resources Information Center

    Cumaoglu, Gonca Kizilkaya

    2015-01-01

    The purpose of this study is to examine teachers' beliefs concerning the effects on students using mobile devices, and to determine whether these beliefs vary according to the demographic characteristics and Internet usage purposes. For this purpose, a demographic information questionnaire and the scale developed by Diker Coskun & Kizilkaya…

  12. Student Loan Debt: Trends Affecting the American Dream

    ERIC Educational Resources Information Center

    Greiner, Keith

    2007-01-01

    In recent years, there has been a growing interest in college access and with it, a growing concern about the debt incurred by students. Analysts on all sides suggest a variety of causes and solutions to this very complex problem. This paper presents a collection of informational items that can be seen as both disparate and connected. We can see…

  13. The Affective Side: Emotional Issues of Twice Exceptional Students.

    ERIC Educational Resources Information Center

    Strop, Jean; Goldman, David

    2002-01-01

    This article discusses the need for gifted students who have disabilities to have a strong support group to assist them with several key emotional issues that may impede their academic achievement, including: anger, fear of failure, a strong need to control, low self-esteem, an sometimes, even fear of success. (CR)

  14. How Kindergarten Readiness Affects the Future Academic Achievement of Students

    ERIC Educational Resources Information Center

    Ensey Hover, Ashlee B.

    2014-01-01

    This research study was conducted to examine the effects of the Kindergarten Readiness program in a large suburban school district in Tennessee as measured by third grade Reading and Mathematics TCAP Achievement Test scores. In addition, the study examined the relationships between the chronological ages of the students at kindergarten entry and…

  15. Alexithymia, Affect Regulation, and Binge Drinking in College Students

    ERIC Educational Resources Information Center

    Barth, F. Diane

    2015-01-01

    Numerous programs have been instituted to address the widely recognized problem of binge drinking in college students, with some excellent results. Yet binge drinking is commonly still viewed as a socially acceptable form of relaxing and bonding with peers, often with the stated goal of getting as drunk as possible as quickly as possible. The…

  16. Newcomer Immigrant Students' Perspectives on What Affects Their Homework Experiences

    ERIC Educational Resources Information Center

    Bang, Hee Jin

    2011-01-01

    The author examined how characteristics related to individual, family, and school environments contribute to immigrant students' homework completion. Participants were 192 newcomers in an urban high school designed to serve English language learners. Hierarchical multiple regression analyses were conducted with data compiled from a larger project…

  17. Cognitive Factors Affecting Student Understanding of Geologic Time.

    ERIC Educational Resources Information Center

    Dodick, Jeff; Orion, Nir

    2003-01-01

    Presents a model that describes how students reconstruct geological transformations over time. Defines the critical factors influencing reconstructive thinking: (1) the transformation scheme, which influences the other diachronic schemes; (2) knowledge of geological processes; and (3) extracognitive factors. (Author/KHR)

  18. Crucial Choices: How Students' Financial Decisions Affect Their Academic Success.

    ERIC Educational Resources Information Center

    King, Jacqueline E.

    This report demonstrates that by working long hours and attending school part time, students not only lengthen their time-to-degree, but also increase their likelihood of dropping out. More than half of all undergraduates attend college part time, and 80% work while enrolled. This report examines the most recent evidence on the effects of…

  19. Factors That Affect Initial Enrollment of Working Adult, Graduate Students

    ERIC Educational Resources Information Center

    Adrignola, Matt Nolan

    2010-01-01

    What factors lead working adults to initially enroll in graduate programs? Is the undergraduate degree no longer enough to sustain a rewarding career? Little is known as to why this segment of graduate students are building careers and pursuing advanced degrees simultaneously. Traditional institutions of higher learning have primarily focused on…

  20. Affective Influences on English Language Learning Among Indian Students.

    ERIC Educational Resources Information Center

    Scoon, Annabelle R.

    Motivation has been called the most important variable in foreign language learning. Of the possible motivators, that of desire for integration with the culture of speakers of the language correlates most highly with learning success. American Indian students are faced with the need to integrate to a certain extent with speakers of English. Their…