A Phenomenological Study of Teacher Leaders Perceptions and the Motivating Factors That Contribute to the Decision to Work in the Underperforming Schools

ERIC Educational Resources Information Center

Fenton, Kate

2013-01-01

This research is a Phenomenological study of what motivates teacher leaders in the Springfield Public Schools, Massachusetts to want to work in an underperforming school and what elements and conditions the teacher leaders identify as essential for their success. This research identifies the necessary conditions for teacher leaders to be…

Self-Affirmation Improves Problem-Solving under Stress

PubMed Central

Creswell, J. David; Dutcher, Janine M.; Klein, William M. P.; Harris, Peter R.; Levine, John M.

2013-01-01

High levels of acute and chronic stress are known to impair problem-solving and creativity on a broad range of tasks. Despite this evidence, we know little about protective factors for mitigating the deleterious effects of stress on problem-solving. Building on previous research showing that self-affirmation can buffer stress, we tested whether an experimental manipulation of self-affirmation improves problem-solving performance in chronically stressed participants. Eighty undergraduates indicated their perceived chronic stress over the previous month and were randomly assigned to either a self-affirmation or control condition. They then completed 30 difficult remote associate problem-solving items under time pressure in front of an evaluator. Results showed that self-affirmation improved problem-solving performance in underperforming chronically stressed individuals. This research suggests a novel means for boosting problem-solving under stress and may have important implications for understanding how self-affirmation boosts academic achievement in school settings. PMID:23658751

Self-affirmation improves problem-solving under stress.

PubMed

Creswell, J David; Dutcher, Janine M; Klein, William M P; Harris, Peter R; Levine, John M

2013-01-01

High levels of acute and chronic stress are known to impair problem-solving and creativity on a broad range of tasks. Despite this evidence, we know little about protective factors for mitigating the deleterious effects of stress on problem-solving. Building on previous research showing that self-affirmation can buffer stress, we tested whether an experimental manipulation of self-affirmation improves problem-solving performance in chronically stressed participants. Eighty undergraduates indicated their perceived chronic stress over the previous month and were randomly assigned to either a self-affirmation or control condition. They then completed 30 difficult remote associate problem-solving items under time pressure in front of an evaluator. Results showed that self-affirmation improved problem-solving performance in underperforming chronically stressed individuals. This research suggests a novel means for boosting problem-solving under stress and may have important implications for understanding how self-affirmation boosts academic achievement in school settings.

The Mediators of Minority Ethnic Underperformance in Final Medical School Examinations

ERIC Educational Resources Information Center

Woolf, Katherine; McManus, I. Chris; Potts, Henry W. W.; Dacre, Jane

2013-01-01

Background: UK-trained medical students and doctors from minority ethnic groups underperform academically. It is unclear why this problem exists, which makes it dif?cult to know how to address it. Aim: To investigate whether demographic and psychological factors mediate the relationship between ethnicity and ?nal examination scores. Sample: Two…

Attitudes toward Using Social Networking Sites in Educational Settings with Underperforming Latino Youth: A Mixed Methods Study

ERIC Educational Resources Information Center

Howard, Keith E.; Curwen, Margie Sauceda; Howard, Nicol R.; Colón-Muñiz, Anaida

2015-01-01

The researchers examined the online social networking attitudes of underperforming Latino high school students in an alternative education program that uses technology as the prime venue for learning. A sequential explanatory mixed methods study was used to cross-check multiple sources of data explaining students' levels of comfort with utilizing…

Producing the Docile Body: Analysing Local Area Under-Performance Inspection (LAUI)

ERIC Educational Resources Information Center

Clapham, Andrew

2015-01-01

Sir Michael Wilshaw, the head of the Office for Standards in Education (OfSTED), declared a "new wave" of Local Area Under-performance Inspections (LAUI) of schools "denying children the standard of education they deserve". This paper examines how the threat of LAUI played out over three mathematics lessons taught by a teacher…

Ten Schools and School Districts to Get Excited About

ERIC Educational Resources Information Center

Doblar, D. Douglas

2009-01-01

Calls for schools to "improve" are everywhere, but recently calls for schools to "transform" have proliferated, based on the idea that schools are not simply underperforming but outdated if not obsolete. Most prominently, scholars and authors such as Phillip Schlechty, Peter Senge, and Francis Duffy have targeted school and…

School Violent Crime and Academic Achievement in Chicago

ERIC Educational Resources Information Center

Burdick-Will, Julia

2013-01-01

Educational outcomes vary dramatically across schools in the United States. Many underperforming schools, especially in Chicago, also deal with high levels of violent crime on school grounds. Exposure to this type of frequent violence may be an important factor shaping already disadvantaged students' educational experiences. However, estimating…

Brand Management in US Business Schools: Can Yale Learn from Harvard?

ERIC Educational Resources Information Center

Heyes, Anthony G.; Liston-Heyes, Catherine

2004-01-01

Data Envelopment Analysis (DEA) is used to evaluate the performance of top US business school in maintaining reputation among members of the academic and business communities. The authors generate efficiency measures and identify peers against which underperforming schools should benchmark.

Principal Leadership during Restructuring

ERIC Educational Resources Information Center

Blaize, Traci A.

2017-01-01

School reform requires specific leadership skills. The journey to take an underperforming school to a school making adequate yearly progress is not an easy one. In this phenomenological study, the researcher focuses on the journey of one principal and his school as they work toward developing a restructuring plan. Interviews with staff members and…

Parents as Partners

ERIC Educational Resources Information Center

Brooks, Michele P.

2011-01-01

Family involvement is a key ingredient of improving underperforming schools, but families are often unaware of how to get involved. To engage families in schools, an urban school district offers Parent University to teach family members how to become leaders in schools and advocates for their children. Parent University is one of Boston Public…

School Asthma Screening and Case Management: Attendance and Learning Outcomes

ERIC Educational Resources Information Center

Moricca, Michelle L.; Grasska, Merry A.; BMarthaler, Marcia; Morphew, Tricia; Weismuller, Penny C.; Galant, Stanley P.

2013-01-01

Asthma is related to school absenteeism and underperformance in elementary students. This pilot study assessed whether school nurse case management (CM) in children identified with asthma impacts academic performance and school absenteeism in one school. A validated questionnaire was used to identify children at risk for asthma and CM was provided…

The New Century High Schools Initiative. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2008

2008-01-01

The "New Century High Schools Initiative" is a program designed to improve large, under-performing high schools by transforming them into small schools with links to community organizations. "New Century High Schools" each have about 400 students; the small size is intended to foster strong relationships between students and…

Erasure and Survival: Creating a Future and Managing a Past in a Restructuring High School

ERIC Educational Resources Information Center

Galletta, Anne; Ayala, Jennifer

2008-01-01

Background/Context: With the growth of the small-school movement, many urban districts have restructured large underperforming high schools into new, small high schools or schools-within-a-school designed to engage adolescents in rigorous and meaningful learning along with strong teacher-student relationships. In the case of this study, the…

School Context and the Gender Gap in Educational Achievement

ERIC Educational Resources Information Center

Legewie, Joscha; DiPrete, Thomas A.

2012-01-01

Today, boys generally underperform relative to girls in schools throughout the industrialized world. Building on theories about gender identity and reports from prior ethnographic classroom observations, we argue that school environment channels conceptions of masculinity in peer culture, fostering or inhibiting boys' development of anti-school…

Young Black Males: Resilience and the Use of Capital to Transform School "Failure"

ERIC Educational Resources Information Center

Wright, Cecile; Maylor, Uvanney; Becker, Sophie

2016-01-01

This article addresses the idea of "failure" of young black males with respect to schooling. Perceptions of black masculinity are often linked to "underperformance" in the context of school academic achievement. This article addresses how young black men, by great personal effort, recover from school "failure". It…

Small-School Reform through the Lens of Complexity Theory: It's "Good to Think with"

ERIC Educational Resources Information Center

McQuillan, Patrick J.

2008-01-01

Background/Context: In light of the consistent underperformance of the comprehensive high school, districts across the country, mostly urban, have begun creating small schools, believing that they may offer a more personalized, supportive, and demanding learning environment. To explore this assumption, this article examines small-school reform…

Taking a Strengths-Based Focus Improves School Climate

ERIC Educational Resources Information Center

Tschannen-Moran, Megan; Tschannen-Moran, Bob

2011-01-01

The purpose of this study was to learn whether focusing on strengths through appreciative inquiry would be related to measurable changes in school climate and trust within a small urban school district. The district studied was a beleaguered, underperforming school district in the Midwest Rust Belt. Through an appreciative inquiry initiative, the…

Assisting School Management Teams to Construct Their School Improvement Plans: An Action Learning Approach

ERIC Educational Resources Information Center

Van Der Voort, Geoffrey; Wood, Lesley

2014-01-01

This article reports on a first cycle of a larger action research study conducted to determine how Circuit Teams could support School Management Teams of underperforming high schools towards whole-school development. Although it is a mandated requirement by the Department of Education, none of the four schools involved in the study had developed a…

Data Dashboards: Accounting for What Matters

ERIC Educational Resources Information Center

Rothman, Robert

2015-01-01

In 2002, the Monroe County, Georgia, school system was, according to its then-superintendent Scott Cowart, "underperforming." Test scores were low, and several schools faced interventions under the new No Child Left Behind Act (NCLB). One decade later, the 4,000-student school district in central Georgia is one of the highest-performing…

Tackling Underperformance

ERIC Educational Resources Information Center

Mathews, Jay

2006-01-01

This article profiles Principal of the Year Mel Riddile, a former University of North Carolina football linebacker and principal of J. E. B. Stuart High school in Fairfax County, Virginia. Riddile was recently named the national high school principal of the year by the National Association of Secondary School Principals (NASSP) and MetLife.…

Success in These Schools? Visual Counternarratives of Young Men of Color and Urban High Schools They Attend

ERIC Educational Resources Information Center

Harper, Shaun R.

2015-01-01

The overwhelming majority of published scholarship on urban high schools in the United States focuses on problems of inadequacy, instability, underperformance, and violence. Similarly, across all schooling contexts, most of what has been written about young men of color continually reinforces deficit narratives about their educational possibility.…

Examining Elementary School Science Achievement Gaps Using an Organizational and Leadership Perspective

ERIC Educational Resources Information Center

Settlage, John; Butler, Malcolm B.; Wenner, Julianne; Smetana, Lara K.; McCoach, Betsy

2015-01-01

There is the tendency to explain away successful urban schools as indicative of the heroic efforts by a tireless individual, effectively blaming schools that underperform for a lack of grit and dedication. This study reports the development of a research instrument (School Science Infrastructure, or SSI) and then applying that tool to an…

Principals' Perceptions of the Motivation Potential of Performance Agreements in Underperforming Schools

ERIC Educational Resources Information Center

Heystek, Jan

2015-01-01

A formidable challenge most school leaders in South Africa face is to improve the academic results in state schools. In terms of their contracts, principals are accountable for the academic results as reflected in examination and test results for their schools. The National Department of Education (currently the Department of Basic Education) has…

Catching Them before They Fall: A Vygotskian Approach to Transitioning Students from High School to University

ERIC Educational Resources Information Center

Goggin, Thomas; Rankin, Stephen; Geerlings, Peter; Taggart, Andrew

2016-01-01

University enabling programs, worldwide, generally target high school students who excel at school, or post-secondary students who have underperformed in their university entry examinations. Murdoch University provides an access program for Year/Grade 12 students who are not on a university pathway during their final year of high school. This…

Please, Not Another Push to Get Tough on Student Retention

ERIC Educational Resources Information Center

Norton, M. Scott

2011-01-01

Standardized academic testing, under-performing schools, demands for high standards in America's schools and current levels of student dropouts have resulted in renewed calls for "getting tough on student retention." The push for student retention is demanded by school boards and others in spite of the overwhelming research evidence that…

Curing Student Underachievement: Clinical Practice for School Leaders

ERIC Educational Resources Information Center

Esbrandt, Philip; Hayes, Bruce

2011-01-01

"Cure Student Underachievement" is the culmination of the authors' research, practice, and experience as principals, superintendents, graduate professors, and consultants in efforts to improve school performance and increase student achievement. Searching for the real causes of underperformance, the authors explored problem-solving strategies in…

How to Lose Your Charter

ERIC Educational Resources Information Center

Wilkens, Christian P.

2013-01-01

In this scholarly commentary, the author examines the major reasons U.S. charter schools have closed since 1992. The commentary provides examples of charter school failures in high-frequency areas, such as financial and organizational mismanagement, and academic underperformance; it further identifies two subcategories of academic risk:…

An Analysis of New Small High Schools' On-Time Graduation Rates in New York City

ERIC Educational Resources Information Center

Dudley, Nathan

2017-01-01

Beginning in 2002, with the election of Mayor Michael Bloomberg, New York City's Department of Education undertook an unprecedented overhaul of the largest school district in the United States. Over the next 10 years the Department of Education closed more than 25 large, underperforming high schools, and created almost 200 new, small high schools,…

The Hands-On Guide to School Improvement: Transform Culture, Empower Teachers, and Raise Student Achievement

ERIC Educational Resources Information Center

Randle-Robins, Evelyn

2016-01-01

This no-nonsense handbook from a working principal helps school leaders bring transformational change to struggling or underperforming schools. Based on the wisdom and experience gained during the author's years as a teacher and principal in Chicago public schools, the book shows you how to become a visionary leader and build a culture of respect…

State Involvement in School Restructuring Under No Child Left behind in the 2004-2005 School Year. ECS Policy Brief

ERIC Educational Resources Information Center

DiBiase, Rebecca Wolf

2005-01-01

No Child Left Behind (NCLB) was passed with a promise to "change the culture of America's schools." A focus on accountability for results is among its main vehicles for transformation, including the requirement that significant action be taken in schools and districts that continue to underperform academically. Toward that end, NCLB…

School Turnaround: Cristo Rey Boston High School Case Study

ERIC Educational Resources Information Center

Thielman, Jeff

2012-01-01

The mandates of the federal No Child Left Behind Law, including the threat of closing a school for underperformance, have led to multiple public school turnaround attempts. Because turnaround is a relatively new area of focus in education, there is limited research on what does and does not work, and even the definition of turnaround is a work in…

Turnaround Project Signs Six States

ERIC Educational Resources Information Center

Maxwell, Lesli A.

2010-01-01

Dozens of schools are slated for aggressive interventions over the next three years under a new, multistate effort that aims to clear hurdles that have hindered previous attempts to improve underperforming schools. Education officials in Colorado, Delaware, Illinois, Louisiana, Massachusetts, and New York have agreed to partner with Mass Insight…

Achieving Excellence at Scale: State Support for High-Performing Charter School Expansion. Issue Brief

ERIC Educational Resources Information Center

Bloomberg, Laura; Nathan, Joe; Berman, Ilene

2009-01-01

In communities nationwide, public charter schools are meeting the growing demand for high-quality education opportunities. This is especially true in communities with underperforming public district schools that are not meeting the academic needs of students, including poor and minority students. Forty states and the District of Columbia have laws…

Attitudes and Perceptions of Vocational Education in New York City: Implications for the Mayor's School Reform Initiative

ERIC Educational Resources Information Center

Green, Rupert

2012-01-01

Under-performing New York City (NYC) schools precipitated Mayor Michael Bloomberg's decision to advance a vocational education initiative. The initiative was to address the problem of the many city high school graduates lacking both the skills for gainful employment and the academic preparedness to pursue higher education. The mayor's initiative…

Using Internet Polls to Understand Student Perspectives for School Improvement: An Exploration of Adolescents' Views on Tutoring

ERIC Educational Resources Information Center

Hisrich, Katy Elizabeth

2010-01-01

Meeting state and federal standards is a consistent challenge for schools and their students. Although states were mandated under the No Child Left Behind Act to provide Supplemental Educational Services, such as tutoring, to underperforming schools, the current education policy under the Obama administration does not specifically address the…

Endgame Is Eyed in Chicago Strike

ERIC Educational Resources Information Center

Sawchuk, Stephen

2012-01-01

A strike last week by some 29,000 teachers in Chicago pushed long-simmering tensions over deeply divisive school improvement ideas--including changes in teacher evaluation and the takeover or closure of underperforming schools--into the national spotlight. A framework for a tentative agreement emerged last Friday, and the union's house of…

Improving Mandatory Tutoring: A Mixed-Methods Program Evaluation

ERIC Educational Resources Information Center

Baggett, Brooks

2009-01-01

In recent years, the local school leadership in a suburban southern U.S. high school adopted innovative academic intervention programs to assist underperforming students but did not develop formal methods to evaluate program effectiveness. This gap in the professional practice continued with the inception of mandatory tutoring (MT), an…

An Australian Model of Successful School Leadership: Moving from Success to Sustainability

ERIC Educational Resources Information Center

Drysdale, Lawrie; Goode, Helen; Gurr, David

2009-01-01

Purpose: This paper seeks to demonstrate how the principal was instrumental in turning around an underperforming school by using a leadership style that modelled appropriate behaviour, and which was consultative, conciliatory, inspirational and empathetic, through having a clearly articulated whole-child-focused educational philosophy, by building…

A Conversation on Inequality with Students of Color

ERIC Educational Resources Information Center

Soumah, Mohamed Amin; Hoover, John H.

2013-01-01

In this article, youth from diverse racial backgrounds describe the challenges they face in aspiring to excellence in underperforming schools. The research explored the perceptions of school inequality on the part of Latino, African American or immigrant, and Caucasian students in two central Minnesota communities. This study tapped the experience…

Principals' Perceptions about Performance Agreements as Motivational Action: Evidence from South Africa

ERIC Educational Resources Information Center

Heystek, Jan

2014-01-01

Principals, as one of the professional leaders in a school, are accountable for the quality of education in the school. This is a part of the normal job description and expectations for the person in such a post. In the South African context with a large number of underperforming schools, there is an intention to have an additional performance…

The Effects of Two Scheduling Formats on Student Achievement in a Suburban High School Setting

ERIC Educational Resources Information Center

Jackson, Kenyada Morton

2013-01-01

Limited studies have been conducted on the relationship between scheduling formats and academic performance of high school students. At the target high school, students underperform on standardized tests in English language arts (ELA) and math. The purpose of this causal comparative quantitative study was to compare the means of ELA and math test…

A Dream Attained or Deferred? Examination of Production and Placement of Latino Administrators

ERIC Educational Resources Information Center

Crawford, Emily R.; Fuller, Edward J.

2017-01-01

More work is needed to engage the talents and empower Latino students to reach their full academic potential. We suggest that one potential cause for Latino student underperformance is the underrepresentation of Latino school leaders. Research suggests that school leaders who understand the cultural background and lived experiences of students…

Developing the Potential for Sustainable Improvement in Underperforming Schools: Capacity Building in the Socio-Cultural Dimension

ERIC Educational Resources Information Center

Bennett, Jeffrey V.; Ylimaki, Rose M.; Dugan, Thad M.; Brunderman, Lynnette A.

2014-01-01

This mixed-method study examines Arizona principals' capacity-building skills and practices in Tier III schools aimed at developing potential for sustained improvements in student outcomes. Data sources included surveys (62 individuals) and semistructured interviews (29 individuals) of principals and staff (e.g. teachers, instructional coaches,…

Media Literacy Education: On the Move

ERIC Educational Resources Information Center

Hagood, Margaret

2011-01-01

In 2005, the author and several colleagues were awarded a five-year grant to create the Center of Excellence for the Advancement of New Literacies in Middle Grades at the College of Charleston. From 2006-2011, they have worked collaboratively with over 200 middle school teachers in underperforming local schools to assist them in stimulating their…

Lonely Schools: The Relationship between Geographic Isolation and Academic Attainment

ERIC Educational Resources Information Center

Odell, Evan

2017-01-01

Background: School improvement initiatives in England have focused on urban areas, which have traditionally been home to larger numbers of poor and underperforming pupils. Previous research has found that rural regions of the country have had higher overall educational attainment due to their greater affluence. However, that broad picture could be…

Exploring the Views of Rural Colorado High School Students about College

ERIC Educational Resources Information Center

Klug, Kathleen McMahon

2009-01-01

Exploring the views of rural high school students about college has significant implications for the question: "Why are Colorado's kids not choosing college in greater numbers?" Since the State of Colorado has one of the most highly educated adult populations in the nation, yet consistently underperforms in sending its high school…

New Evaluation System Wins Approval

ERIC Educational Resources Information Center

Barrett, Laura

2011-01-01

All Massachusetts school districts will have to adopt new evaluation systems based on a state framework that was approved by the Board of Elementary and Secondary Education on June 28. The new system will be phased in over three years, beginning with Level 4 schools--those designated "underperforming" by the state--in the 2011-12 school…

Funds of High School to College Knowledge: Exploring Low-Income Student Perceptions of College Writing

ERIC Educational Resources Information Center

Relles, Stefani R.

2017-01-01

This narrative study tracks low-income student perceptions of college writing. The study uses the Funds of Knowledge theoretical framework to suggest that underperforming high schools--like diverse households and families--socialize students into bodies of knowledge that are academically relevant regardless of whether or not they resemble…

Language Policies' Impact on Immigrant Students' Lived Experiences in New York City Public Schools

ERIC Educational Resources Information Center

Gica, Diosdado Galan, Jr.

2012-01-01

Language policies' impact is evident in how most immigrant children become English monolinguals by the third generation. Yet a large percentage continues to underperform in public schools. Formative and summative evaluations draw from a narrow methodology, thus this study strived to tell the stories of immigrant students' lived experiences in New…

Effectiveness of Interactive Satellite-Transmitted Instruction: Experimental Evidence from Ghanaian Primary Schools. CEPA Working Paper No. 17-08

ERIC Educational Resources Information Center

Johnston, Jamie; Ksoll, Christopher

2017-01-01

In lower- and middle-income countries, including Ghana, students in rural areas dramatically underperform their urban peers. Rural schools struggle to attract and retain professionally trained teachers (GES 2012; World Bank 2012). We explore one potential solution to the problem of teacher recruitment: distance instruction. Through a cluster…

Public Battles and Private Takeovers: Academies and the Politics of Educational Governance

ERIC Educational Resources Information Center

Wilkins, Andrew

2012-01-01

Introduced to the British education system under the Education Act 2002 and later enshrined in the New Labour government White Paper "Higher Standards, Better Schools for All" (DfES, 2005), the Academies policy was set up to enable designated under-performing schools to "opt out" from the financial and managerial remit of Local…

Gifted and Talented Programs in Charter Schools

ERIC Educational Resources Information Center

Buchanan, Nina K.; Fox, Robert A.; Martin, Darlene E.

2006-01-01

The fact that the reform movement in public education has directed greater attention to the needs of underperforming students than to those of gifted and talented (G/T) students is both well documented and not surprising in the current political climate. Some advocates for G/T education greeted the growth of charter schools as promising a more…

Improving academic self-efficacy, school connectedness, and identity in struggling middle school girls: a preliminary study of the REAL girls program.

PubMed

Mann, Michael J; Smith, Megan L; Kristjansson, Alfgeir L

2015-02-01

Girls struggling to be successful in middle school are often dealing with negative life experiences that affect their ability to achieve academically. Frequently, their academic failures and problem behaviors are associated with feeling overwhelmed by difficult and challenging life circumstances. In the absence of intervention, these patterns may contribute to girls chronically underperforming in school, dropping out of school, and becoming involved in delinquent and high-risk behaviors. This article describes a quasi-experimental, mixed-methods study of the REAL Girls program. REAL Girls was designed to help struggling middle school girls develop resilience--particularly academic self-efficacy, school connectedness, and identity--and achieve successful outcomes in school and life. In this study, using a crossover design, 48 girls identified as experiencing academic failure, school behavior problems, or truancy participated in one of two implementations of this 3-day intervention. Findings based on both quantitative and qualitative data suggest that REAL Girls contributed to positive increases in academic self-efficacy, school connectedness, and identity. Repeated measures analysis of variance and paired t tests suggest significant increases in each outcome variable, both immediately after program delivery and 2 weeks later, and effect size estimates suggest moderate to large program impact. Focus groups conducted 90 days after implementation of the program confirmed the quantitative findings and support the efficacy of the REAL Girls program and approach. © 2014 Society for Public Health Education.

"It's Like Giving Us a Car, Only without the Wheels": A Critical Policy Analysis of an Early College Programme

ERIC Educational Resources Information Center

Locke, Leslie Ann; McKenzie, Kathryn Bell

2016-01-01

The purpose of this qualitative inquiry was to examine the perceptions and experiences of Latina students, who were underperforming in an early college high school (ECHS), regarding their achievement and experiences. Additionally, the school's institutional documents were used to critically assess the viability of the ECHS as an equity-oriented,…

Testing the Waters: Exploring the Teaching of Genres in a Cape Flats Primary School in South Africa

ERIC Educational Resources Information Center

Kerfoot, Caroline; Van Heerden, Michelle

2015-01-01

Twenty years after democracy, the legacy of apartheid and hitherto unmet challenges of resourcing and teacher development are reflected in a severely inequitable and underperforming education system. This paper focuses on second language writing in the middle years of schooling when 80% of learners face a double challenge: to move from…

The Game within the Game: Girls' Underperforming Position in Physical Education

ERIC Educational Resources Information Center

Fagrell, Birgitta; Larsson, Hakan; Redelius, Karin

2012-01-01

Since 1980 the Swedish compulsory school curriculum has stipulated that Physical Education (PE) should be taught co-ed and schools are legally required to promote gender equality. The latest evaluation of PE in Sweden shows that more boys than girls ranked the subject highly and that they had a higher level of activity during the PE lessons.…

National Gender Equity and Schooling Policy in Australia: Struggles for a Non-Identitarian Feminist Politics

ERIC Educational Resources Information Center

Keddie, Amanda

2009-01-01

This paper tracks the development of gender equity and schooling policy in Australia from the "National Policy on the Education of Girls in 1987", to current policy concerns with boys' educational underperformance. The paper's key focus is on the ways in which feminist informed equity policy has been undermined by broader imperatives of…

Descriptive Case Study of the University of Pennsylvania Partnership with the Penn Alexander School: Understanding Success and Its Factors

ERIC Educational Resources Information Center

Kreidle, Ann

2016-01-01

With more than half of all higher education institutions in the United States located in or near urban areas, higher education institutions are particularly vulnerable to challenges faced today by cities, such as underperforming public schools, poverty, crime, economic disinvestment and residential abandonment in areas that surround their campuses…

Leading under Sanction: Principals' Perceptions of Threat Rigidity, Efficacy, and Leadership in Underperforming Schools

ERIC Educational Resources Information Center

Daly, Alan J.; Der-Martirosian, Claudia; Ong-Dean, Colin; Park, Vicki; Wishard-Guerra, Alison

2011-01-01

No Child Left Behind (NCLB) was passed to ensure that 100 percent of students would be proficient by 2014. Progress toward that goal is measured annually and results suggest that while some schools improve, increasing numbers are identified as in need of improvement (INI) and are subject to sanctions. We examined perceived levels of threat…

Medical Educators' Social Acts of Explaining Passing Underperformance in Students: A Qualitative Study

ERIC Educational Resources Information Center

Monrouxe, Lynn V.; Rees, Charlotte E.; Lewis, Natalie J.; Cleland, Jennifer A.

2011-01-01

Passing underperformance in students is ubiquitous across health and social care educators and is intimately related to the subsequent welfare of patients: underperforming students may become underperforming practitioners. This paper aims to examine how medical educators construct passing underperformance through an analysis of their social act of…

Comparing Academic Library Spending with Public Libraries, Public K-12 Schools, Higher Education Public Institutions, and Public Hospitals between 1998-2008

ERIC Educational Resources Information Center

Regazzi, John J.

2012-01-01

This study compares the overall spending trends and patterns of growth of Academic Libraries with Public Libraries, K-12 schools, higher education institutions, and hospitals in the period of 1998 to 2008. Academic Libraries, while showing a growth of 13% over inflation for the period, far underperformed the growth of the other public institutions…

Culturally Responsive Pedagogies in Arizona and Latino Students' Achievement

ERIC Educational Resources Information Center

López, Francesca A.

2016-01-01

Background: Despite numerous educational reform efforts aimed at aggressively addressing achievement disparities, Latinos continue to underperform in school. In sharp contrast to the belief that the inordinate achievement disparities among Latino students stem from deficiencies, some researchers assert that culturally responsive teaching (CRT)…

Is Winning Everything?

ERIC Educational Resources Information Center

Stuart, Reginald

2012-01-01

A student's performance on the basketball court undeniably brings money into the coffers of many schools. At the same time, too many of the athletes, particularly Black student-athletes, are underperforming academically and are at risk of losing their NCAA eligibility and, more importantly, failing in college overall. According to "Keeping Score…

Academic Coaching for the Gifted Learner.

ERIC Educational Resources Information Center

Dansinger, Stuart

A school psychologist briefly describes the use of academic coaching with gifted students who are underperforming possibly because of a disability such as attention deficit hyperactivity disorder. Coaches are urged to first, review the student's assessment data; second, determine the student's ability to benefit from coaching; third, determine…

Mind the Gap: Organizational Learning and Improvement in an Underperforming Urban System

ERIC Educational Resources Information Center

Finnigan, Kara S.; Daly, Alan J.

2012-01-01

Drawing on the theoretical lens of organizational learning, and utilizing the methodological approaches of social network and case-study analyses, our exploratory study examines whether schools under sanction exhibit the necessary processes, relationships, and social climates that support organizational learning and improvement. We also…

The Effect of Community Linguistic Isolation on Language-Minority Student Achievement in High School

ERIC Educational Resources Information Center

Drake, Timothy Arthur

2014-01-01

Research on language-minority student outcomes has revealed sizeable and persistent achievement gaps. The reasons for these gaps are often closely linked with other factors related to underperformance, including generational status, race/ethnicity, and socioeconomic status. Using sociocultural second-language acquisition theories and community…

The Narrative Experiences of Hmong American Adolescent Males Labeled "Educationally 'At Risk'"

ERIC Educational Resources Information Center

Endo, R.

2017-01-01

This article analyzes the narrative experiences of Hmong American adolescent males who were labeled "at risk" or "high risk" for academic failure or underperformance by their predominantly White school counselors and teachers. Additional data sources included classroom observations at two racially diverse public high schools…

A Capstone Project Using the Gap Analysis Model: Closing the College Readiness Gap for Latino English Language Learners with a Focus on College Affordability and Student Grades

ERIC Educational Resources Information Center

Kurland, Michael A. T.

2013-01-01

This capstone dissertation inquiry project focused on the underperformance of English language learners (ELLs) at a high school. The Clark and Estes' (2008) gap analysis model was the analytical framework used to conduct this inquiry. At the request of the school, the inquiry focus was on gaining a better understanding of the underachievement…

School Finance and English Language Learners: A Legislative Perspective

ERIC Educational Resources Information Center

Jimenez-Castellanos, Oscar

2010-01-01

The state of California educates over six million or twelve percent of the nation's student population. Approximately three million are Latino and 1.5 million are classified as English Language Learners (ELLs). English Language Learners are significantly underperforming in math and reading compared to White students in all grade levels. The…

Examining the Relationship between Congruency of Perceived Principal Leadership Style and Leadership Effectiveness

ERIC Educational Resources Information Center

Iwuanyanwu-Biemkpa, Catherine Chinedum

2017-01-01

Despite the constant interest in the theory and practice of leadership as it relates to leadership styles and leadership effectiveness, ongoing debate continues regarding the importance of leadership style and its effectiveness in the administration of underperforming schools. The problem addressed by this study was, despite frequent changes of…

Social Capital and the Role of Trust in Aspirations for Higher Education

ERIC Educational Resources Information Center

Fuller, Carol

2014-01-01

This paper considers the role of social capital in the aspirations for higher education of a group of socially disadvantaged girls. Drawing on data from a longitudinal, ethnographic case study of an underperforming secondary school, the paper considers current conceptualisations of social capital and its role in educational ambitions. The paper…

Subject to Form: Research Interviews, Performative Subjectivity, Professional Development

ERIC Educational Resources Information Center

Sarigianides, Sophia Tatiana

2010-01-01

In this dissertation, I analyze teacher, literacy coach and researcher subjectivities in a five-year study of on-site professional development with middle-grade Language Arts teachers in a school designated by its district and state as severely underperforming. Interested in the role of research interviews as both research method and cultural…

Different Approaches to Dual Enrollment: Understanding Program Features and Their Implications. Insight

ERIC Educational Resources Information Center

Edwards, Linsey; Hughes, Katherine L.; Weisberg, Alan

2011-01-01

Dual enrollment programs allow high school students to take college courses and earn college credit. While dual enrollment has historically focused on high-achieving students, these programs can have significant benefits for underperforming students as well, particularly if integrated with a career focus. This research shows that student…

System-Wide Improvement at the Instructional Core: Changing Reading Teaching in South Africa

ERIC Educational Resources Information Center

Fleisch, Brahm

2016-01-01

The article describes the background to, and implementation of, the Gauteng Primary Language and Mathematics Strategy (GPLMS) in South Africa from 2010 to 2014--an initiative aimed at system-wide instructional improvement in the Global South. Working in over 1000 underperforming primary schools in poor- and working-class communities, the…

Illuminating the "Boy Problem" from Children's and Teachers' Perspectives: A Pilot Study

ERIC Educational Resources Information Center

Hamilton, Paula Louise; Jones, Louise

2016-01-01

The apparent educational underperformance of boys has received phenomenal attention worldwide for many years. In the UK, it has led to various government reports and policies aimed at raising boys' achievement. This small-scale qualitative-interpretive pilot study, undertaken in one urban primary school in North Wales, reports the findings from…

Observation and Analysis of Three Gifted Underachievers in an Underserved, Urban High School Setting

ERIC Educational Resources Information Center

Cavilla, Derek

2017-01-01

Underachievement among gifted students is a paradox that frustrates educators because of the significant disparity between students' potential and their performance. Complicating the issue is the highly individualized nature of the underperformance, which must take into consideration factors of student culture, socio-economic status, motivation,…

Dismissal of Tenured Teachers in Illinois from 1990 to 2008

ERIC Educational Resources Information Center

Henry, Jason D.

2010-01-01

In Illinois, school boards that initiate dismissal proceedings against a tenured teacher without a clear understanding of teacher dismissal case law risk the possibility that an underperforming teacher could be reinstated to a teaching position. The purpose of this study was to examine the history, frequency, and legal basis of tenured teacher…

Inner-City Teachers' Perceptions in a Lesson Study for Critiquing Mathematical Reasoning

ERIC Educational Resources Information Center

Won, Noelle

2017-01-01

This manuscript focuses on practical questions in a study that describes the perceptions of four teachers at the beginning stages of Common Core Mathematics implementation in a historically underperforming school district. The overarching goal was to understand the collaborative inquiry experience in a lesson study that focused on teaching the…

Taking back the Standards: Equity-Minded Teachers' Responses to Accountability-Related Instructional Constraints

ERIC Educational Resources Information Center

Stillman, Jamy

2009-01-01

This article offers three case studies of teachers who have been specially prepared to serve diverse students and examines their interpretations and instantiations of No Child Left Behind (NCLB)-driven language arts reform in "underperforming" schools, largely composed of Spanish-speaking English Learners (ELs). Drawing on literature…

One-to-One in Michigan

ERIC Educational Resources Information Center

McHale, Tom

2006-01-01

The Freedom to Learn (FTL) program is a statewide initiative coordinated by the Michigan Department of Education and Ferris State University in Big Rapids. Now beginning its third year, the program targets underperforming middle schools in 100 of the state's 500 districts. More than 23,000 students and 1,500 teachers have been issued HP nx9010…

In Search of Our Mothers' Gardens: Black Women Teachers and Professional Socialization

ERIC Educational Resources Information Center

Dixson, Adrienne; Dingus, Jeannine E.

2008-01-01

Background/Context: The current era of educational reform targets teacher education and aims to improve the performance of children who have traditionally underperformed and are underserved in public schools. Although educational policy has tried to address the ways in which "good teaching" contributes to improved student educational outcomes,…

Ethnic and Social Disparities in Different Types of Examinations in Undergraduate Pre-Clinical Training

ERIC Educational Resources Information Center

Stegers-Jager, K. M.; Brommet, F. N.; Themmen, A. P. N.

2016-01-01

Medical schools are increasingly faced with a more diverse student population. Generally, ethnic minority students are reported to underperform compared with those from the ethnic majority. However, there are inconsistencies in findings in different types of examinations. Additionally, little is known about the performance of first-generation…

"It is Hard Fun": Scaffolded Biography Writing with English Learners

ERIC Educational Resources Information Center

Pavlak, Christina M.

2013-01-01

Using Systemic Functional Linguistics (SFL) as a theoretical framework, a team of university staff and educators at a traditionally under-performing urban elementary school built a collaboration aimed at enhancing writing instruction. The current qualitative research study, which was part of this larger project, focused on biography writing in Eva…

Emotionally Supportive Classroom Contexts for Young Latino Children in Rural California

ERIC Educational Resources Information Center

Reese, Leslie; Jensen, Bryant; Ramirez, Debora

2014-01-01

Some have described the academic underperformance of Latino children, on the one hand, and their relatively strong socioemotional competencies on the other, as a "Latino Paradox." We unpack the affective climate of early elementary classrooms to explore how this paradox is addressed in a rural school district where children from…

Intern underperformance is detected more frequently in emergency medicine rotations.

PubMed

Aram, Narelle; Brazil, Victoria; Davin, Lorna; Greenslade, Jaimi

2013-02-01

To determine the frequency and nature of intern underperformance as documented on in-training assessment forms. A retrospective review of intern assessment forms from a 2 year period (2009-2010) was conducted at a tertiary referral hospital in Brisbane, Queensland. The frequency of interns assessed as 'requiring substantial assistance' and/or 'requires further development' on mid- or end-of-term assessment forms was determined. Forms were analysed by the clinical rotation, time of year and domain(s) of clinical practice in which underperformance was documented. During 2009 and 2010 the overall documented incidence of intern underperformance was 2.4% (95% CI 1.5-3.9%). Clinical rotation in emergency medicine detected significantly more underperformance compared with other rotations (P < 0.01). Interns predominantly had difficulty with 'clinical judgment and decision-making skills', 'time management skills' and 'teamwork and colleagues' (62.5%, 55% and 32.5% of underperforming assessments, respectively). Time of the year did not affect frequency of underperformance. A proportion of 13.4% (95% CI 9.2-19.0%) of interns working at the institution over the study period received at least one assessment in which underperformance was documented. Seventy-six per cent of those interns who had underperformance identified by mid-term assessment successfully completed the term following remediation. The prevalence of underperformance among interns is low, although higher than previously suggested. Emergency medicine detects relatively more interns in difficulty than other rotations. © 2012 The Authors. EMA © 2012 Australasian College for Emergency Medicine and Australasian Society for Emergency Medicine.

Enabling Pupils to Conceive Part-Whole Relations of Numbers and Develop Number Sense: Year One of Primary Schools in Malaysia

ERIC Educational Resources Information Center

Sinnakaudan, Santi; Kuldas, Seffetullah; Hashim, Shahabuddin; Ghazali, Munirah

2016-01-01

This review examines reasons for Malaysian pupils' underperformance in solving mathematics problems that demand numerical estimation and mental computation. Their underdeveloped number sense appears to be the major reason. According to the Ministry of Education, the national mathematics curriculum is unlikely to account for this underachievement.…

Blatant Stereotype Threat and Women's Math Performance: Self-Handicapping as a Strategic Means To Cope with Obtrusive Negative Performance Expectations.

ERIC Educational Resources Information Center

Keller, Johannes

2002-01-01

Examined the impact of increased salience of negative stereotypic expectations on math performance among high school students. Results indicated that female students in the condition of heightened salience of negative stereotypic expectations underperformed in comparison to their control group counterparts. The effect of blatant stereotype threat…

A Meta-Analysis of Supplemental Educational Services in Ohio: Implications for the Reauthorization of ESEA

ERIC Educational Resources Information Center

Beese, Jane A.

2014-01-01

The Supplemental Educational Services (SES) policy, under No Child Left Behind, requires underperforming Title I schools to offer academic tutoring to eligible students. A meta-analysis of findings from 44 external evaluations of district operated SES programs in Ohio showed that scores increased on the academic performance of at-risk students.…

Administrator Perceptions of the Achievement Gap between African American Students and Other Subpopulations

ERIC Educational Resources Information Center

Royle, Jonathan

2013-01-01

The consistent underperformance of African American students casts a disparaging shadow on the success of American public schools. Research was necessary to understand the reason for such a difference in scores. Parents, teachers, and administrators must understand the reason for the gap in order to determine the strategies and support systems…

At Risk Policy and Early Intervention Programmes for Underperforming Students: Ensuring Success?

ERIC Educational Resources Information Center

Dobele, Angela R.; Gangemi, Michael; Kopanidis, Foula; Thomas, Stuart

2013-01-01

Purpose: The purpose of this paper is to examine a University's at risk program and ask is the intervention strategy working? The program seeks to assist at risk students who may be experiencing difficulties transitioning, for example from school into university. The program also seeks to identify problems and suggest remediation strategies before…

The Voices behind the Numbers: Understanding the Experiences of Homeless Students

ERIC Educational Resources Information Center

Mohan, Erica; Shields, Carolyn M.

2014-01-01

In a given year, approximately 1.6 million children in the United States experience homelessness, and research shows that their living conditions generally place these children at risk for educational underperformance and failure at school (Hall, 2007; Love, 2009). Although lack of education or low levels of education on the part of a head of…

Building Science-Relevant Literacy with Technical Writing in High School

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

Girill, T R

2006-06-02

By drawing on the in-class work of an on-going literacy outreach project, this paper explains how well-chosen technical writing activities can earn time in high-school science courses by enabling underperforming students (including ESL students) to learn science more effectively. We adapted basic research-based text-design and usability techniques into age-appropriate exercises and cases using the cognitive apprenticeship approach. This enabled high-school students, aided by explicit guidelines, to build their cognitive maturity, learn how to craft good instructions and descriptions, and apply those skills to better note taking and technical talks in their science classes.

Research Concerns, Cautions and Considerations on Black Males in a "Post-Racial" Society

ERIC Educational Resources Information Center

Howard, Tyrone C.; Flennaugh, Terry

2011-01-01

Black males continue to be one of the most academically marginalized groups of students in US schools, and undoubtedly the role of race and racism has largely influenced these experiences. The paradox of the underperformance of Black males has been the election of President Obama in 2008. The Obama election has led some to question whether or not…

Minority Student Academic Performance under the Uniform Admission Law: Evidence from the University of Texas at Austin

ERIC Educational Resources Information Center

Niu, Sunny X.; Tienda, Marta

2010-01-01

The University of Texas at Austin administrative data between 1990 and 2003 are used to evaluate claims that students granted automatic admission based on top 10% class rank underperform academically relative to lower ranked students who graduate from highly competitive high schools. Compared with White students ranked at or below the third…

Rising with De Colores: Tapping into the Resources of la Comunidad to Assist Under-Performing Chicano-Latino Students

ERIC Educational Resources Information Center

Ordonez-Jasis, Rosario; Jasis, Pablo

2004-01-01

This article explores the dynamics and educational potential of De Colores Community Learning Center, an after-school program serving low-performing Chicano-Latino children. The article discusses the foundational characteristics of De Colores and its quest to become a model of empowerment, instead of a more traditional model of service. Finally,…

The Experiences of Foundation Phase Teachers Regarding Reading Literacy Interventions at an Underperforming School in Gauteng Province

ERIC Educational Resources Information Center

Fourie, J.; Sedibe, M.; Muller, M.

2018-01-01

South Africa's education system has been characterized by various curriculum changes since 1997 given that basic education is a priority of this government and policies have specifically been aimed at improving the overall standard of education in the country. Despite these curriculum changes, the findings of tests such as the Progress in…

Community Contexts up Close: What Does It Mean to Be "Legitimate" in Today's Education Policy Environment?

ERIC Educational Resources Information Center

Crowson, Robert L.; Hinz, Serena E.

2015-01-01

In 2003, William Boyd spoke of the nation's "double crisis" of educational performance and legitimacy. Indeed, he said, these twin components "interact and reinforce one another" (Boyd, 2003, p. 11). The more attention that is paid to the underperformance of the schools, the more the nation seems to suffer a loss of faith…

How State ESSA Accountability Plans Can Shine a Statistically Sound Light on More Students. Evidence Speaks Reports, Vol 2, #17

ERIC Educational Resources Information Center

Gordon, Nora

2017-01-01

The subgroup requirements for accountability in the No Child Left Behind Act (NCLB) were designed to reveal underperformance of disadvantaged groups that could otherwise be hidden in aggregate averages. Both NCLB and its successor, the Every Student Succeeds Act (ESSA), left the choice of minimum subgroup size at the school level (n-size) for…

Stereotypes as stumbling-blocks: how coping with stereotype threat affects life outcomes for people with physical disabilities.

PubMed

Silverman, Arielle M; Cohen, Geoffrey L

2014-10-01

Stereotype threat, the concern about being judged in light of negative stereotypes, causes underperformance in evaluative situations. However, less is known about how coping with stereotypes can aggravate underperformance over time. We propose a model in which ongoing stereotype threat experiences threaten a person's sense of self-integrity, which in turn prompts defensive avoidance of stereotype-relevant situations, impeding growth, achievement, and well-being. We test this model in an important but understudied population: the physically disabled. In Study 1, blind adults reporting higher levels of stereotype threat reported lower self-integrity and well-being and were more likely to be unemployed and to report avoiding stereotype-threatening situations. In Study 2's field experiment, blind students in a compensatory skill-training program made more progress if they had completed a values-affirmation, an exercise that bolsters self-integrity. The findings suggest that stereotype threat poses a chronic threat to self-integrity and undermines life outcomes for people with disabilities. © 2014 by the Society for Personality and Social Psychology, Inc.

School asthma screening and case management: attendance and learning outcomes.

PubMed

Moricca, Michelle L; Grasska, Merry A; BMarthaler, Marcia; Morphew, Tricia; Weismuller, Penny C; Galant, Stanley P

2013-04-01

Asthma is related to school absenteeism and underperformance in elementary students. This pilot study assessed whether school nurse case management (CM) in children identified with asthma impacts academic performance and school absenteeism in one school. A validated questionnaire was used to identify children at risk for asthma and CM was provided to link these students to medical care and assure asthma action plans at school. In the 40 children with confirmed diagnosis who received CM, academic performance on standardized testing postintervention was similar to the 76 children who were low risk for asthma. Average days absent due to illness in the CM group were reduced from 5.8 to 3.7 days in the postintervention school year. School nurse screening, CM, and collaboration with a medical provider resulted in early identification, referral, and subsequent treatment of students at risk for asthma and may have contributed to reduced illness absences.

School Violent Crime and Academic Achievement in Chicago*

PubMed Central

Burdick-Will, Julia

2013-01-01

Educational outcomes vary dramatically across schools in the United States. Many under-performing schools, especially in Chicago, also deal with high levels of violent crime on school grounds. Exposure to this type of frequent violence may be an important factor shaping already disadvantaged students’ educational experiences. However, estimating the effect of school violence on learning is difficult due to potential selection bias and the confounding of other school-level problems. Using detailed crime data from the Chicago Police Department, complete administrative records from the Chicago Public Schools, and school climate surveys conducted by the Consortium on Chicago School Research (2002–10), this study exploits variation in violent crime rates within schools over time to estimate its effect on academic achievement. School and neighborhood fixed-effects models show that violent crime rates have a negative effect on test scores, but not on grades. This effect is more likely related to direct reductions in learning, through cognitive stress and classroom disruptions, than changes in perceived safety, general school climate, or discipline practices. PMID:24259755

School Violent Crime and Academic Achievement in Chicago.

PubMed

Burdick-Will, Julia

2013-10-01

Educational outcomes vary dramatically across schools in the United States. Many under-performing schools, especially in Chicago, also deal with high levels of violent crime on school grounds. Exposure to this type of frequent violence may be an important factor shaping already disadvantaged students' educational experiences. However, estimating the effect of school violence on learning is difficult due to potential selection bias and the confounding of other school-level problems. Using detailed crime data from the Chicago Police Department, complete administrative records from the Chicago Public Schools, and school climate surveys conducted by the Consortium on Chicago School Research (2002-10), this study exploits variation in violent crime rates within schools over time to estimate its effect on academic achievement. School and neighborhood fixed-effects models show that violent crime rates have a negative effect on test scores, but not on grades. This effect is more likely related to direct reductions in learning, through cognitive stress and classroom disruptions, than changes in perceived safety, general school climate, or discipline practices.

Early School Withdrawals and Underperformance as Indicators of Poor Attention to Learner's Welfare: Botswana in 50 Years of Self-Rule

ERIC Educational Resources Information Center

Marumo, Boipuso B.; Pansiri, Nkobi O.

2016-01-01

September 30th 2016 was Botswana's 50th birthday. Botswana, a deeply impoverished country in 1966 was on that day an upper-middle income country in the world rankings. Its education expenditure was one of the highest in the world, at around 9% of the GDP. It was on record to have provided more than 90% of universal and free primary education.…

Language Underperformance in Young Children Who Are Deaf or Hard-of-Hearing: Are the Expectations Too Low?

PubMed

Meinzen-Derr, Jareen; Sheldon, Rose; Grether, Sandra; Altaye, Mekibib; Smith, Laura; Choo, Daniel I; Wiley, Susan

(1) To examine language performance in the context of cognitive abilities in young children who are deaf or hard-of-hearing and (2) to identify factors associated with having a language underperformance, defined as a gap between the language standard score and the nonverbal IQ (NVIQ) standard score. Children 6 to 82 months of age with bilateral hearing loss were enrolled. Language performance was defined as a ratio of language skills relative to cognitive abilities with language underperformance defined as a ratio of language scores to NVIQ <0.85. Among 149 children, approximately half had hearing loss that was clinically classified as mild or moderate, and over one-third received a cochlear implant. Participants had a mean NVIQ in the average range (95.4 [20.3]). Receptive language scores were significantly lower than their NVIQ by 10.6 points (p < .0001). Among children with NVIQs 80 to 100, 62.5% had receptive scores <85 and 50% had a language underperformance (ratio <0.85). Among children with NIVQs >100, 21.1% had receptive scores <85 with 42% having a language underperformance. Children with language underperformance (n = 61, 41.5%) were more likely to have more severe levels of hearing loss, lower socioeconomic status, and be nonwhite. Many children early identified with hearing loss continue to demonstrate language underperformance, defined using their cognitive potential. Language deficits have a cascading effect on social functioning in children who are deaf or hard-of-hearing. This study highlights the need to understand a child's cognitive potential to adequately address language needs in existing intervention models.

Minority Student Academic Performance under the Uniform Admission Law: Evidence from the University of Texas at Austin.

PubMed

Niu, Sunny X; Tienda, Marta

2010-03-01

UT-Austin administrative data between 1990 and 2003 are used to evaluate claims that students granted automatic admission based on top 10% class rank underperform academically relative to lower ranked students who graduate from highly competitive high schools. Compared with white students ranked at or below the third decile, top 10% black and Hispanic enrollees arrive with lower average standardized test scores, yet consistently performed as well or better in grades, first year persistence, and four-year graduation likelihood. A similar story obtains for top 10% graduates from Longhorn high schools verses lower-ranked students who graduated from highly competitive feeder high schools. Multivariate results reveal that high school attended rather than test scores is largely responsible for racial differences in college performance.

A BEME (Best Evidence in Medical Education) review of the use of workplace-based assessment in identifying and remediating underperformance among postgraduate medical trainees: BEME Guide No. 43.

PubMed

Barrett, Aileen; Galvin, Rose; Steinert, Yvonne; Scherpbier, Albert; O'Shaughnessy, Ann; Horgan, Mary; Horsley, Tanya

2016-12-01

The extent to which workplace-based assessment (WBA) can be used as a facilitator of change among trainee doctors has not been established; this is particularly important in the case of underperforming trainees. The aim of this review is to examine the use of WBA in identifying and remediating performance among this cohort. Following publication of a review protocol a comprehensive search of eight databases took place to identify relevant articles published prior to November 2015. All screening, data extraction and analysis procedures were performed in duplicate or with quality checks and necessary consensus methods throughout. Given the study-level heterogeneity, a descriptive synthesis approach informed the study analysis. Twenty studies met the inclusion criteria. The use of WBA within the context of remediation is not supported within the existing literature. The identification of underperformance is not supported by the use of stand-alone, single-assessor WBA events although specific areas of underperformance may be identified. Multisource feedback (MSF) tools may facilitate identification of underperformance. The extent to which WBA can be used to detect and manage underperformance in postgraduate trainees is unclear although evidence to date suggests that multirater assessments (i.e. MSF) may be of more use than single-rater judgments (e.g. mini-clinical evaluation exercise).

Failing to fail: clinicians' experience of assessing underperforming dental students.

PubMed

Bush, H M; Schreiber, R S; Oliver, S J

2013-11-01

Anecdotal evidence within a UK dental school indicated that staff's grading did not always match their evaluation of students' clinical proficiency. The invalid assessment of underperforming students, which has considerable ramifications, has been reported internationally for students of nursing and medicine, but a database search revealed no accounts for dental education. To develop an understanding of clinicians' approaches to assessing underperforming dental students. Seventeen clinical staff were interviewed (eleven females, six males). Interviews were recorded and transcribed verbatim. A grounded theory methodology was used, with simultaneous data collection and analysis. The main analytical technique was constant comparison. Participants' shared basic problem was Assessing undergraduate students, expressed as how they evaluated and used the assessment system or perceived others to do so. The core category, which explains what clinical staff do to manage their difficulties with assessment, was identified as Failing to Fail and has three subcategories: Evaluating the Assessment System, Shielding the Student and Protecting Myself. This study has substantiated the complexity of failing to fail and confirmed that some causes are shared across healthcare professions, although insufficient staff discussion, the avoidance of confrontation and the impact of negative student attitude are not reported elsewhere or are minor findings. It is recommended that clinical staff receive additional training in assessment and that they are made more aware of their learning needs, their attitudes and beliefs. Increased discussion between staff about assessment and about students known to be in difficulty is essential. © 2013 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Shifting and Sharing: Academic Physicians' Strategies for Navigating Underperformance and Failure.

PubMed

LaDonna, Kori A; Ginsburg, Shiphra; Watling, Christopher

2018-05-22

Medical practice is uncertain and complex. Consequently, even outstanding performers will inevitably experience moments of underperformance and failure. Coping relies on insight and resilience. However, how physicians develop and use these skills to navigate struggle remains underexplored. A better understanding may reveal strategies to support both struggling learners and stressed practitioners. In 2015, 28 academic physicians were interviewed about their experiences with underperformance or failure. Constructivist grounded theory informed data collection and analysis. Participants' experiences with struggle ranged from patient errors and academic failures to frequent, smaller moments of interpersonal conflict and work-life imbalance. To buffer impact, participants sometimes shifted their focus to an aspect of their identity where they felt successful. Additionally, while participants perceived that insight develops by acknowledging and reflecting on error, they sometimes deflected blame for performance gaps. More often, participants seemed to accept personal responsibility while simultaneously sharing accountability for underperformance or failure with external forces. Paradoxically, participants perceived learners who used these strategies as lacking in insight. Participants demonstrated the protective and functional value of distributing responsibility for underperformance and failure. Shifting and sharing may be an element of reflection and resilience; recognizing external factors may provide a way to gain perspective and to preserve the self. However, this strategy challenges educators' assumptions that learners who deflect are avoiding personal responsibility. The authors' findings raise questions about what it means to be resilient, and how assumptions about learners' responses to failure may affect strategies to support underperforming learners.

Documentation as Problem Solving for Literacy Outreach Programs

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

Girill, T R

2004-07-06

Age-appropriate technical writing lessons for underperforming high-school students can offer them an innovative, ''authentic'' way to improve how they read and write. Thus the techniques and principles of effective technical communication routinely applied at work also provide a positive response to one of today's great educational challenges. This workshop shows participants how to (1) introduce English and science teachers to the value of technical writing as a response to school literacy problems, (2) prepare plausible practice exercises to help students improve their basic literacy, and (3) recognize and respond to known literacy outreach pitfalls. Every effective literacy outreach project basedmore » on technical writing needs to address four key problems.« less

[Chronic whiplash syndrome--an overview].

PubMed

Schrader, Harald; Stovner, Lars Jacob; Ferrari, Robert

2002-05-20

In some countries a seemingly large number of patients suffer from chronic whiplash syndrome, whereas in other countries whiplash is not known or is considered to give only moderate symptoms over a brief period of time. In this paper, this discrepancy is accounted for by a biopsychosocial model, a central element of which is the existence of a large pool of spontaneously occurring symptoms in the population, among them head and neck pain. By the mechanisms of attribution, expectation ("nocebo") and reinforcement, common symptoms may be experienced by the patient as caused exclusively by a mild or moderate trauma. Inappropriate behaviour and harmful treatment may worsen and prolong symptoms. To this one should add the effects of conscious exaggeration of symptoms, under-performance in neuropsychological testing, and underreporting of pre-accident symptoms in a medico-legal context. When assessing litigation claims, it is emphasised that a causal relation between common whiplash injuries and chronic complaints has not been demonstrated; a causal relationship can be accepted in exceptional cases only if a set of minimal criteria are fulfilled.

Trainee underperformance: a guide to achieving resolution.

PubMed

Rashid, Prem; Grills, Richard; Kuan, Melvyn; Klein, Deborah

2015-05-01

Underperformance and the disharmony it can cause are not commonly faced by trainees. However, when it occurs, a process to recognize and manage the issues compassionately must be put in place. A literature review was undertaken to outline processes and themes in addressing and resolving these types of issues. A PubMed search using 'surgical underperformance' and 'remedial teaching' was used as a broad template to find papers that illustrated key concepts. One thousand four hundred and fifteen papers were identified. In papers where the titles were in line with the stated topic, 294 abstracts were reviewed. Key papers were used to develop themes. Additional cross-referenced papers were also included where relevant. There can be a variety of reasons for trainee underperformance. The root cause is not always clear. Disharmony can result in a surgical unit during this time. The involved trainee as well as the members of the clinical unit may experience a variety of stressors. A systematic process of management can be used to evaluate the situation and bring some resolution to difficulties in working relationships. Early constructive intervention improves outcomes. There should be a process to systematically and compassionately resolve underlying issues. This paper outlines the disharmony that can result from trainee underperformance and offers guidance for resolution to those involved. © 2014 Royal Australasian College of Surgeons.

Early Predictors of Need for Remediation in the Australian General Practice Training Program: A Retrospective Cohort Study

ERIC Educational Resources Information Center

Magin, Parker; Stewart, Rebecca; Turnock, Allison; Tapley, Amanda; Holliday, Elizabeth; Cooling, Nick

2017-01-01

Underperforming trainees requiring remediation may threaten patient safety and are challenging for vocational training programs. Decisions to institute remediation are high-stakes--remediation being resource-intensive and emotionally demanding on trainees. Detection of underperformance requiring remediation is particularly problematic in general…

Uncovering Dimensions of Culture in Underperforming Group Homes for People with Severe Intellectual Disability

ERIC Educational Resources Information Center

Bigby, Christine; Knox, Marie; Beadle-Brown, Julie; Clement, Tim; Mansell, Jim

2012-01-01

Culture recurs as an important but under-investigated variable associated with resident outcomes in supported accommodation for people with intellectual disability. This study aimed to conceptualize the potential dimensions of culture in all group homes and describe the culture in underperforming group homes. A secondary analysis, using an…

Test Scores, Class Rank and College Performance: Lessons for Broadening Access and Promoting Success.

PubMed

Niu, Sunny X; Tienda, Marta

2012-04-01

Using administrative data for five Texas universities that differ in selectivity, this study evaluates the relative influence of two key indicators for college success-high school class rank and standardized tests. Empirical results show that class rank is the superior predictor of college performance and that test score advantages do not insulate lower ranked students from academic underperformance. Using the UT-Austin campus as a test case, we conduct a simulation to evaluate the consequences of capping students admitted automatically using both achievement metrics. We find that using class rank to cap the number of students eligible for automatic admission would have roughly uniform impacts across high schools, but imposing a minimum test score threshold on all students would have highly unequal consequences by greatly reduce the admission eligibility of the highest performing students who attend poor high schools while not jeopardizing admissibility of students who attend affluent high schools. We discuss the implications of the Texas admissions experiment for higher education in Europe.

Early Identification of Student Performance and Effort Using an Online Homework System: A Pilot Study

ERIC Educational Resources Information Center

Perdian, David C.

2013-01-01

Two distinct student groups, in terms of academic performance, were identified early in the semester as either being under-performing students or over-performing students using an online homework system. The students who are identified as under-performing received, on average, lower grades than their fellow students but spent more time completing…

Mining a Written Values Affirmation Intervention to Identify the Unique Linguistic Features of Stigmatized Groups

ERIC Educational Resources Information Center

Riddle, Travis; Bhagavatula, Sowmya Sree; Guo, Weiwei; Muresan, Smaranda; Cohen, Geoff; Cook, Jonathan E.; Purdie-Vaughns, Valerie

2015-01-01

Social identity threat refers to the process through which an individual underperforms in some domain due to their concern with confirming a negative stereotype held about their group. Psychological research has identified this as one contributor to the underperformance and underrepresentation of women, Blacks, and Latinos in STEM fields. Over the…

Exploring the Underperformance of Male and Minority Ethnic Medical Students in First Year Clinical Examinations

ERIC Educational Resources Information Center

Woolf, Katherine; Haq, Inam; McManus, I. Chris; Higham, Jenny; Dacre, Jane

2008-01-01

Evidence shows that medical students from Minority Ethnic (ME) backgrounds and male medical students underperform in undergraduate examinations. Our study confirmed these findings in first year clinical (year 3) medical students, and further explored this disparity in performance. We conducted a series of meta-analyses to measure the effects of…

Use of Rapid Diagnostic Tests in Malaria School Surveys in Kenya: Does their Under-performance Matter for Planning Malaria Control?

PubMed Central

Gitonga, Caroline W.; Kihara, Jimmy H.; Njenga, Sammy M.; Awuondo, Ken; Noor, Abdisalan M.; Snow, Robert W.; Brooker, Simon J.

2012-01-01

Malaria rapid diagnostic tests (RDTs) are known to yield false-positive results, and their use in epidemiologic surveys will overestimate infection prevalence and potentially hinder efficient targeting of interventions. To examine the consequences of using RDTs in school surveys, we compared three RDT brands used during a nationwide school survey in Kenya with expert microscopy and investigated the cost implications of using alternative diagnostic approaches in identifying localities with differing levels of infection. Overall, RDT sensitivity was 96.1% and specificity was 70.8%. In terms of classifying districts and schools according to prevalence categories, RDTs were most reliable for the < 1% and > 40% categories and least reliable in the 1–4.9% category. In low-prevalence settings, microscopy was the most expensive approach, and RDT results corrected by either microscopy or polymerase chain reaction were the cheapest. Use of polymerase chain reaction–corrected RDT results is recommended in school malaria surveys, especially in settings with low-to-moderate malaria transmission. PMID:23091194

Benchmarking physician performance, part 2.

PubMed

Collier, David A; Collier, Cindy Eddins; Kelly, Thomas M

2006-01-01

Part 1 of this article (January-February 2006) reviewed ways of measuring the work of physicians through methods such as data envelopment analysis (DEA) and relative value units (RVUs). These techniques provide insights into: 1. Who are the best-performing physicians? 2. Who are the underperforming physicians? 3. How can underperforming physicians improve? 4. What are the underperformers' performance targets? 5. How do you deal with full- and part-time physicians in a university setting? Part 2 compares the performance of 16 primary care physicians in the same medical specialty using DEA efficiency scores. DEA is capable of modeling multiple criteria and automatically determines the relative weights of each performance measure. This research also provides a preliminary framework for how work measurement and DEA can be used as a basis for a medical team or physician compensation system.

Underpricing, underperformance and overreaction in initial public offerings: Evidence from investor attention using online searches.

PubMed

Vakrman, Tomas; Kristoufek, Ladislav

2015-01-01

Online activity of Internet users has proven very useful in modeling various phenomena across a wide range of scientific disciplines. In our study, we focus on two stylized facts or puzzles surrounding the initial public offerings (IPOs) - the underpricing and the long-term underperformance. Using the Internet searches on Google, we proxy the investor attention before and during the day of the offering to show that the high attention IPOs have different characteristics than the low attention ones. After controlling for various effects, we show that investor attention still remains a strong component of the high initial returns (the underpricing), primarily for the high sentiment periods. Moreover, we demonstrate that the investor attention partially explains the overoptimistic market reaction and thus also a part of the long-term underperformance.

When mothers have serious mental health problems: parenting as a proximal mediator.

PubMed

Oyserman, Daphna; Bybee, Deborah; Mowbray, Carol; Hart-Johnson, Tamera

2005-08-01

Maternal mental health (MMH) problems are associated with lack of confidence in one's parenting, overly lax or too harsh discipline, and child academic underperformance. We asked if parenting mediates the effect of MMH problems on academic outcomes even among mothers with serious mental illness (n=164). Structural equation analyses show a significant association between MMH problems and permissive (lack of parenting confidence, lack of follow through) parenting and verbal hostility as well as worse academic outcomes (school recorded grades, teacher reported behaviour). Permissive parenting completely mediated the direct effect of MMH on academic outcomes. Further analyses showed that the mediation effect was attributed to a single component of permissive parenting-lack of parenting confidence.

Docosahexaenoic acid for reading, cognition and behavior in children aged 7-9 years: a randomized, controlled trial (the DOLAB Study).

PubMed

Richardson, Alexandra J; Burton, Jennifer R; Sewell, Richard P; Spreckelsen, Thees F; Montgomery, Paul

2012-01-01

Omega-3 fatty acids are dietary essentials, and the current low intakes in most modern developed countries are believed to contribute to a wide variety of physical and mental health problems. Evidence from clinical trials indicates that dietary supplementation with long-chain omega-3 may improve child behavior and learning, although most previous trials have involved children with neurodevelopmental disorders such as attention-deficit/hyperactivity disorder (ADHD) or developmental coordination disorder (DCD). Here we investigated whether such benefits might extend to the general child population. To determine the effects of dietary supplementation with the long-chain omega-3 docosahexaenoic acid (DHA) on the reading, working memory, and behavior of healthy schoolchildren. Parallel group, fixed-dose, randomized, double-blind, placebo-controlled trial (RCT). Mainstream primary schools in Oxfordshire, UK (n = 74). Healthy children aged 7-9 years initially underperforming in reading (≤ 33(rd) centile). 1376 invited, 362 met study criteria. 600 mg/day DHA (from algal oil), or taste/color matched corn/soybean oil placebo. Age-standardized measures of reading, working memory, and parent- and teacher-rated behavior. ITT analyses showed no effect of DHA on reading in the full sample, but significant effects in the pre-planned subgroup of 224 children whose initial reading performance was ≤ 20(th) centile (the target population in our original study design). Parent-rated behavior problems (ADHD-type symptoms) were significantly reduced by active treatment, but little or no effects were seen for either teacher-rated behaviour or working memory. DHA supplementation appears to offer a safe and effective way to improve reading and behavior in healthy but underperforming children from mainstream schools. Replication studies are clearly warranted, as such children are known to be at risk of low educational and occupational outcomes in later life. ClinicalTrials.gov NCT01066182 and Controlled-Trials.com ISRCTN99771026.

Example Elaboration as a Neglected Instructional Strategy

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

Girill, T R

Over the last decade an unfolding cognitive-psychology research program on how learners use examples to develop effective problem solving expertise has yielded well-established empirical findings. Chi et al., Renkl, Reimann, and Neubert (in various papers) have confirmed statistically significant differences in how good and poor learners inferentially elaborate (self explain) example steps as they study. Such example elaboration is highly relevant to software documentation and training, yet largely neglected in the current literature. This paper summarizes the neglected research on example use and puts its neglect in a disciplinary perspective. The author then shows that differences in support for examplemore » elaboration in commercial software documentation reveal previously over looked usability issues. These issues involve example summaries, using goals and goal structures to reinforce example elaborations, and prompting readers to recognize the role of example parts. Secondly, I show how these same example elaboration techniques can build cognitive maturity among underperforming high school students who study technical writing. Principle based elaborations, condition elaborations, and role recognition of example steps all have their place in innovative, high school level, technical writing exercises, and all promote far transfer problem solving. Finally, I use these studies to clarify the constructivist debate over what writers and readers contribute to text meaning. I argue that writers can influence how readers elaborate on examples, and that because of the great empirical differences in example study effectiveness (and reader choices) writers should do what they can (through within text design features) to encourage readers to elaborate examples in the most successful ways. Example elaboration is a uniquely effective way to learn from worked technical examples. This paper summarizes years of research that clarifies example elaboration. I then show how example elaboration can make complex software documentation more useful, improve the benefits of technical writing exercises for underperforming students, and enlighten the general discussion of how writers can and should help their readers.« less

Technology-assisted language intervention for children who are deaf or hard-of-hearing; a pilot study of augmentative and alternative communication for enhancing language development.

PubMed

Meinzen-Derr, Jareen; Wiley, Susan; McAuley, Rose; Smith, Laura; Grether, Sandra

2017-11-01

Pilot study to assess the effect of augmentative and alternative communication technology to enhance language development in children who are deaf or hard-of-hearing. Five children ages 5-10 years with permanent bilateral hearing loss who were identified with language underperformance participated in an individualized 24-week structured program using the application TouchChat WordPower on iPads ® . Language samples were analyzed for changes in mean length of utterance, vocabulary words and mean turn length. Repeated measures models assessed change over time. The baseline median mean length of utterance was 2.41 (range 1.09-6.63; mean 2.88) and significantly increased over time (p = 0.002) to a median of 3.68 at final visit (range 1.97-6.81; mean 3.62). At baseline, the median total number of words spoken per language sample was 251 (range 101-458), with 100 (range 36-100) different words spoken. Total words and different words significantly increased over time (β = 26.8 (7.1), p = 0.001 for total words; β = 8.0 (2.7), p = 0.008 for different words). Mean turn length values also slightly increased over time. Using augmentative and alternative communication technology on iPads ® shows promise in supporting rapid language growth among elementary school-age children who are deaf or hard-of-hearing with language underperformance.

Can clinicians and scientists explain and prevent unexplained underperformance syndrome in elite athletes: an interdisciplinary perspective and 2016 update

PubMed Central

Lewis, Nathan A; Collins, Dave; Pedlar, Charles R; Rogers, John P

2015-01-01

The coach and interdisciplinary sports science and medicine team strive to continually progress the athlete's performance year on year. In structuring training programmes, coaches and scientists plan distinct periods of progressive overload coupled with recovery for anticipated performances to be delivered on fixed dates of competition in the calendar year. Peaking at major championships is a challenge, and training capacity highly individualised, with fine margins between the training dose necessary for adaptation and that which elicits maladaptation at the elite level. As such, optimising adaptation is key to effective preparation. Notably, however, many factors (eg, health, nutrition, sleep, training experience, psychosocial factors) play an essential part in moderating the processes of adaptation to exercise and environmental stressors, for example, heat, altitude; processes which can often fail or be limited. In the UK, the term unexplained underperformance syndrome (UUPS) has been adopted, in contrast to the more commonly referenced term overtraining syndrome, to describe a significant episode of underperformance with persistent fatigue, that is, maladaptation. This construct, UUPS, reflects the complexity of the syndrome, the multifactorial aetiology, and that ‘overtraining’ or an imbalance between training load and recovery may not be the primary cause for underperformance. UUPS draws on the distinction that a decline in performance represents the universal feature. In our review, we provide a practitioner-focused perspective, proposing that causative factors can be identified and UUPS explained, through an interdisciplinary approach (ie, medicine, nutrition, physiology, psychology) to sports science and medicine delivery, monitoring, and data interpretation and analysis. PMID:27900140

How school climate relates to chronic absence: A multi-level latent profile analysis.

PubMed

Van Eck, Kathryn; Johnson, Stacy R; Bettencourt, Amie; Johnson, Sarah Lindstrom

2017-04-01

Chronic absence is a significant problem in schools. School climate may play an important role in influencing chronic absence rates among schools, yet little research has evaluated how school climate constructs relate to chronic absence. Using multilevel latent profile analysis, we evaluated how profiles of student perceptions of school climate at both the student and school level differentiated school-level rates of chronic absence. Participants included 25,776 middle and high school students from 106 schools who completed a district administered school climate survey. Students attended schools in a large urban school district where 89% of 6th through 12th grade students were African-American and 61% were eligible for the federally subsidized school meals program. Three student-level profiles of perceptions of school climate emerged that corresponded to "positive," "moderate," and "negative" climate. Two predominant patterns regarding the distribution of these profiles within schools emerged that corresponded to the two school-level profiles of "marginal climate" and "climate challenged" schools. Students reporting "moderate" and "negative" climate in their schools were more likely to attend schools with higher chronic absence rates than students reporting that their school had "positive" climate. Likewise, "climate challenged" schools had significantly higher chronic absence rates than "marginal climate" schools. These results suggest that school climate shares an important relation with chronic absence among adolescent students attending urban schools. Implications for prevention and intervention programs are discussed. Copyright © 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Educational Achievement Gaps between Immigrant and Native Students in Two “New Immigration Countries”: Italy and Spain in comparison

PubMed Central

Azzolini, Davide; Schnell, Philipp; Palmer, John

2013-01-01

We use PISA 2009 data to determine how immigrant children in Italy and Spain compare with native students in reading and mathematics skills. Drawing on the vast empirical literature in traditional immigration countries, we test the extent to which the most well-established patterns and hypotheses of immigrant/native educational achievement gaps also apply to these new immigration countries. Findings show that both first- and second-generation immigrant students underperform natives in both countries. Although socioeconomic background and language skills contribute to the explanation of achievement gaps, significant differences remain within countries. While modeling socioeconomic background reduces the observed gaps to a very similar extent in the two countries, language spoken at home is more strongly associated with achievement in Italy. School-type differentiation, such as tracking in Italy and school ownership in Spain, do not reduce immigrant/native gaps, although in Italy tracking is strongly associated with students’ test scores. PMID:23493944

Performance comparison of AV1, HEVC, and JVET video codecs on 360 (spherical) video

NASA Astrophysics Data System (ADS)

Topiwala, Pankaj; Dai, Wei; Krishnan, Madhu; Abbas, Adeel; Doshi, Sandeep; Newman, David

2017-09-01

This paper compares the coding efficiency performance on 360 videos, of three software codecs: (a) AV1 video codec from the Alliance for Open Media (AOM); (b) the HEVC Reference Software HM; and (c) the JVET JEM Reference SW. Note that 360 video is especially challenging content, in that one codes full res globally, but typically looks locally (in a viewport), which magnifies errors. These are tested in two different projection formats ERP and RSP, to check consistency. Performance is tabulated for 1-pass encoding on two fronts: (1) objective performance based on end-to-end (E2E) metrics such as SPSNR-NN, and WS-PSNR, currently developed in the JVET committee; and (2) informal subjective assessment of static viewports. Constant quality encoding is performed with all the three codecs for an unbiased comparison of the core coding tools. Our general conclusion is that under constant quality coding, AV1 underperforms HEVC, which underperforms JVET. We also test with rate control, where AV1 currently underperforms the open source X265 HEVC codec. Objective and visual evidence is provided.

Vignettes of scholars: A case study of black male students at a STEM early college high school

NASA Astrophysics Data System (ADS)

Adams, Tempestt Richardson

Ensuring students graduate high school ready to enter college or the workforce has become a prime focus within secondary education. High school graduates are often ill-prepared for college-level work and often have to register for remedial courses before they can take standard college level courses (Southern Regional Education Board, 2010). Serving as both a solution to this concern and an alternative to traditional high schools, early college high schools were created to focus on increasing the number of students graduating from high school and enrolling in college. Early college high schools seek to serve students who have traditionally underperformed in school and those who are underrepresented in higher education including students of color, first-generation college students, students from low socioeconomic backgrounds, and English language learners (Barnett, Bucceri, Hindo, Kim, 2013; "Overview & FAQS," 2013). In efforts to learn more about how early colleges are meeting the needs of students, this dissertation examines the experiences, identity construction, and perceptions of Black male students at a science, technology, engineering, and mathematics (STEM) based early college high school. Using a qualitative case study design, participants were eight Black male upperclassmen enrolled in a STEM early college high school, located on the campus of a four-year university. Data was collected through focus groups and individual interviews and data was analyzed thematically. Findings suggest students in this study have largely positive experiences at their early college high school. Despite some challenges, the early college high school environment helps facilitate scholar identities, and the STEM focus of the school helps students learn more about their strengths and weaknesses. The implications of the research, recommendations for educational stakeholders, and recommendations for future research are discussed.

Expert opinion: diagnosis and treatment of proximal hamstring tendinopathy.

PubMed

Lempainen, Lasse; Johansson, Kristian; Banke, Ingo J; Ranne, Juha; Mäkelä, Keijo; Sarimo, Janne; Niemi, Pekka; Orava, Sakari

2015-01-01

proximal hamstring tendinopathy (PHT) is a disabilitating disease often causing underperformance in the athletically demanding patients. The main symptom of PHT is lower gluteal pain especially during running or while prolonged sitting. Mainly affecting athletically active individuals, PHT is a considerable challenge for treating health care professionals. this paper aims to concisely present the literature on PHT to guide health care professionals treating these patients and doing research on the subject. we reviewed the literature on PHT through literature search of scientific journal databases. as a tendinopathic pathology, it is a rather recently discovered exertion injury. As with other chronic tendon overuse injuries, current treatment strategies are unspecific with uncertain outcomes due to the unknown etiology of the tendon degeneration. Diagnostic features as well as both operative and non-operative treatments are evaluated from a clinical perspective, providing up to date information for clinicians and sports medicine therapists dealing with hamstring problems. V.

School Reentry for the Child with Chronic Illness.

ERIC Educational Resources Information Center

Sexson, Sandra B.; Madan-Swain, Avi

1993-01-01

This article focuses on the issues of reintegrating the chronically ill child into the school setting, the types of school problems encountered, the process of school reentry, (including a successful school reentry plan), and the implications for the school and the family of returning the chronically ill child to school. (DB)

Recent Photovoltaic Performance Data in the USA (Presentation)

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

Jordan, D.

2014-03-01

This paper presents performance data from nearly 50,000 Photovoltaic systems totaling 1.7 Gigawatts installed capacity in the USA from 2009 to 2012. 90% of the systems performed to within 10% or better of expected performance. Only 2-4% of the data indicate issues significantly affecting the system performance. Special causes of underperformance and their impacts are delineated by reliability category. Delays and interconnections dominate project-related issues particularly in the first year, but total less than 0.5% of all systems. Hardware-related issues are dominated by inverter problems totaling less than 0.4% and underperforming modules to less than 0.1%.

Choking under the pressure of a positive stereotype: gender identification and self-consciousness moderate men's math test performance.

PubMed

Tagler, Michael J

2012-01-01

Choking under pressure occurs when an individual underperforms due to situational pressure. The present study examined whether being the target of a positive social stereotype regarding math ability causes choking among men. Gender identification and self-consciousness were hypothesized to moderate the effect of math-gender stereotypes on men's math test performance. Men high in self-consciousness but low in gender identification significantly underperformed when exposed to gender-relevant test instructions. No significant effects were found under a gender-irrelevant condition. These findings are discussed in the contexts of research on stereotype threat, stereotype lift, and choking under pressure.

A Comparison of Astronomy/Science Attitudes Among Students and Secondary Teachers

NASA Astrophysics Data System (ADS)

Kareva, Anna; Miller, S.; Foster, A.; James, C. R.

2014-01-01

The Astronomy Summer School of East Texas was designed to address the needs of rural schools in the Walker County region of East Texas. This region is populated by poorer schools with fewer science resources and underperforming students on standardized tests, resulting in many of the school districts being rated as “academically unacceptable”. The goal of the workshop was to provide a suite of active learning modules to regional 6 - 12 grade teachers, which they can then use in their classrooms to actively engage their students in the use of real science data. As part of the workshop, we administered Zeilik’s pre/post attitude survey towards astronomy/science to assess whether the participant’s attitudes changed over the course of the two-week workshop. While we found no statistically significant shift in attitudes, we were surprised at some of the attitudes that secondary science teachers held. We will summarize their attitudes and compare them with attitude data gathered from their students, along with those of college students enrolled in introductory astronomy courses at Sam Houston State University. With this data, we will present the differences in attitudes with age between middle school, high school and college students, along with difference in attitudes between teachers and students. This project is supported by the NASA Science Mission Directorate Education and Public Outreach for Earth and Space Science (EPOESS), which is part of the Research Opportunities in Space and Earth Sciences (ROSES), Grant Number NNX12AH11G.

The healthy learner model for student chronic condition management--part I.

PubMed

Erickson, Cecelia DuPlessis; Splett, Patricia L; Mullett, Sara Stoltzfus; Heiman, Mary Bielski

2006-12-01

A significant number of children have chronic health conditions that interfere with normal activities, including school attendance and active participation in the learning process. Management of students' chronic conditions is complex and requires an integrated system. Models to improve chronic disease management have been developed for the medical system and public health. Programs that address specific chronic disease management or coordinate school health services have been implemented in schools. Lacking is a comprehensive, integrated model that links schools, students, parents, health care, and other community providers. The Healthy Learner Model for chronic condition management identifies seven elements for creating, implementing, and sustaining an efficient and effective, comprehensive community-based system for improving the management of chronic conditions for school children. It has provided the framework for successful chronic condition management in an urban school district and is proposed for replication in other districts and communities.

Chronic Disease Medication Administration Rates in a Public School System

ERIC Educational Resources Information Center

Weller, Lawrence; Fredrickson, Doren D.; Burbach, Cindy; Molgaard, Craig A.; Ngong, Lolem

2004-01-01

Anecdotal reports suggest school nurses and staff treat increasing numbers of public school students with chronic diseases. However, professionals know little about actual disease burden in schools. This study measured prevalence of chronic disease medication administration rates in a large, urban midwestern school district. Data from daily…

Chronic Student Absenteeism: The Critical Role of School Nurses.

PubMed

Jacobsen, Kathleen; Meeder, Linda; Voskuil, Vicki R

2016-05-01

Routine school attendance is necessary for youth to develop into well-educated, successful adult citizens who will make significant contributions to society. Yet over 5 million students in the United States are chronically absent missing more than 10% of school in a year. The growing problem of chronic absenteeism among youth can be linked to increases in chronic health conditions in childhood such as allergies, asthma, diabetes, and obesity. School nurses are in an ideal position to play a vital role in reducing chronic student absenteeism, enabling youth to achieve their maximum learning potential. However, the role of the school nurse has not historically been recognized as a key factor for assisting youth to be present and regularly engaged in school. This feature article highlights a hospital-funded school nurse program within the state of Michigan that has reduced chronic absenteeism rates by placing school nurses into schools where previously there were none. The program implemented a number of initiatives that were instrumental in increasing the health and safety of students and provides a unique "before and after" glimpse of how school nursing reduces chronic student absenteeism rates and validates the essential role of the nurse within the educational system. © 2016 The Author(s).

Chronic Pain in the Classroom: Teachers' Attributions about the Causes of Chronic Pain

ERIC Educational Resources Information Center

Logan, Deirdre E.; Catanese, Sarah P.; Coakley, Rachael M.; Scharff, Lisa

2007-01-01

Background: School absenteeism and other impairments in school function are significant problems among children with chronic pain syndromes; yet, little is known about how chronic pain is perceived in the school setting. The purpose of this study was to examine teachers' attributions about the causes of chronic pain in adolescent students.…

Chronic health conditions and school performance in first graders: A prospective cohort study.

PubMed

Hoffmann, Isabell; Diefenbach, Christiane; Gräf, Christine; König, Jochem; Schmidt, Martina F; Schnick-Vollmer, Kathleen; Blettner, Maria; Urschitz, Michael S

2018-01-01

Children with chronic health conditions may perform poorer at school. Associations may be confounded by numerous social factors. We aimed to estimate the effects of a chronic health condition on overall school performance in first graders with an emphasis on rigorous adjustment for potential confounders. A population-based cohort study was performed in the area of Mainz-Bingen (Germany). In 2015 all preschoolers were approached and the presence of a chronic health condition was assessed by parental questionnaires and preschool health examination data. The identification of a chronic health condition was based on special health care needs and presence of a doctor's diagnosis out of 24 school-relevant diseases. At the end of the first school year, overall school performance was assessed by teachers and rated on a 5-item scale ranging from -10 to +10. Of 3683 children approached, 2003 were enrolled. Overall school performance was available for 1462 children (51% boys). Of these, 52% suffered from a chronic health condition. Compared to children without a chronic health condition, children with special health care needs (15%) performed worse at school (adjusted mean difference: -0.95, 95% CI: [-1.55; -0.35], P = 0.002). Children with a doctor's diagnosis but without special health care needs (37%) did not perform worse at school. The effect was further analysed considering the extent of special health care needed. Chronic health conditions affect overall school performance early in primary school. To identify academically at-risk children, a chronic health condition identification based on special health care needs may be used.

A 10-year Study of the Academic Progress of Students Identified as Low Performers after Their First Semester of Pharmacy School

PubMed Central

Battise, Dawn M.; Neville, Michael W.

2016-01-01

Objective. To examine whether pharmacy students characterized as low performers at the conclusion of their first semester remained low performers throughout their academic career. Methods. Bottom quartile performance on first semester grade point average (GPA) was compared to licensing examination success, cumulative grade point average at the end of the didactic education and whether the student graduated on time, using cross tabulation analysis. Relative risk ratios and confidence intervals were calculated. Results. Students in the bottom quartile for GPA at the end of their first semester in pharmacy school were approximately six times more likely not to graduate on time, not to pass the North American Pharmacist Licensure Exam on their first attempt and to remain in the bottom quartile for GPA at the end of their didactic education. Conclusion. This study suggests that pharmacy students who score in the bottom quartile for GPA at the end of their first semester are more likely to underperform academically unless they take corrective action. PMID:27756926

``It depends on what science teacher you got'': urban science self-efficacy from teacher and student voices

NASA Astrophysics Data System (ADS)

Bolshakova, Virginia L. J.; Johnson, Carla C.; Czerniak, Charlene M.

2011-12-01

In the United States today, urban schools serve the majority of high-poverty and high minority populations including large numbers of Hispanic students. While many Hispanic students perform below grade level in middle school science, the science teaching community as a whole is lacking elements of diversity as teachers struggle to meet the needs of all learners. Researchers have recognized that science teacher effectiveness, one consequence of self-efficacy among teachers, is associated with future science achievement and science-related careers of their students. This qualitative study explores how three science teachers' effectiveness in the classroom impacts students' science self-efficacy beliefs at one urban middle school. Hispanic students were the focus of this investigation due to demographics and history of underperformance within this district. Teachers' perspectives, as well as outside observer evaluations of instructional strategies and classroom climates were triangulated to explore dynamics that influence students' interests and motivation to learn science using a framework to link teachers' sense of efficacy (focusing on student outcomes). Findings suggest the impact teacher effectiveness can have on student outcomes, including strengthened student science self-efficacy and increased science achievement. Building awareness and support in teachers' sense of efficacy, as well as developing respectful and supportive relationships between educator/facilitator and pupil during the transition to middle school may construct permanence and accomplishment for all in science.

Perceptions versus Realities: Exploring Needs and Science Learning Outcomes In the Mississippi Delta

NASA Astrophysics Data System (ADS)

Fitts, Lacey S.

The Mississippi Delta (MS Delta) is a high-poverty region in northwestern Mississippi located between the Mississippi and Yazoo rivers. The Delta is home to sixteen rural counties with over seventy failing or underperforming schools. Many of these schools lack the resources necessary to ensure adequate opportunities for all students. Learning outcomes for the state are among the lowest in the nation, and scores in the rural Delta are far below the state average. Graduating seniors take the ACT college entrance exam, with about 10% of Mississippi seniors scoring as "college-ready" in science. The region has a critical shortage of science teachers, and many schools do not offer advanced science courses. This study assessed teachers' needs, identified key characteristics of the secondary science programs in which they teach, and sought to understand conditions affecting science learning outcomes. An inventory of science teachers' needs was administered to teachers in the region. The greatest needs were material resources, high quality training, and strategies for improving poor reading and problem-solving skills of students. Of the factors examined, the percentage of students receiving free lunch had the strongest correlation with science learning outcomes in the school, higher than access to resources, number of science courses offered, and level of self-reported teacher need. A three-tiered approach to improving science learning outcomes has been developed, emphasizing community relationships, targeted professional development, and relevant science curriculum.

Implementation of Turnaround Strategies in Chronically Low-Performing Schools

ERIC Educational Resources Information Center

Turnbull, Brenda J.; Arcaira, Erikson R.

2012-01-01

There is some evidence to indicate that chronically low-performing schools, whether improving student performance or not, often report pursuing substantially similar policies, programs, and practices. However, while chronically low-performing schools may pursue similar school improvement strategies, there is some evidence that the level and…

Performance based on sEMG activity is related to psychosocial components: differences between back and abdominal endurance tests.

PubMed

Van Damme, Benedicte; Stevens, Veerle; Van Tiggelen, Damien; Perneel, Christiaan; Crombez, Geert; Danneels, Lieven

2014-10-01

The influence of psychosocial components on back and abdominal endurance tests in patients with persistent non-specific low back pain should be investigated to ensure the correct interpretation of these measures. Three-hundred and thirty-two patients (291 men and 41 women) from 19 to 63years performed an abdominal and back muscle endurance test after completing some psychosocial questionnaires. During the endurance tests, surface electromyography signals of the internal obliques, the external obliques, the lumbar multifidus and the iliocostalis were recorded. Patients were dichotomized as underperformers and good performers, by comparing their real endurance time, to the expected time of endurance derived from the normalized median frequency slope. Independent t-tests were performed to examine the differences on the outcome of the questionnaires. In the back muscle endurance test, the underperformers had significantly lower (p<0.05) scores on some of the physical subscales of the SF-36. The underperformers group of the AE test scored significantly higher on the DRAM MZDI (p=0.018) and on the PCS scale (p=0.020) and showed also significantly lower scores on the SF-36 (p<0.05). Back muscle endurance tests are influenced by physical components, while abdominal endurance tests seem influenced by psychosocial components. Copyright © 2014 Elsevier Ltd. All rights reserved.

Chronic School Absenteeism and the Role of Adverse Childhood Experiences.

PubMed

Stempel, Hilary; Cox-Martin, Matthew; Bronsert, Michael; Dickinson, L Miriam; Allison, Mandy A

To examine the association between chronic school absenteeism and adverse childhood experiences (ACEs) among school-age children. We conducted a secondary analysis of data from the 2011-2012 National Survey of Children's Health including children 6 to 17 years old. The primary outcome variable was chronic school absenteeism (≥15 days absent in the past year). We examined the association between chronic school absenteeism and ACEs by logistic regression with weighting for individual ACEs, summed ACE score, and latent class analysis of ACEs. Among the 58,765 school-age children in the study sample, 2416 (4.1%) experienced chronic school absenteeism. Witnessing or experiencing neighborhood violence was the only individual ACE significantly associated with chronic absenteeism (adjusted odds ratio [aOR] 1.55, 95% confidence interval [CI] 1.20-2.01). Having 1 or more ACE was significantly associated with chronic absenteeism: 1 ACE (aOR 1.35, 95% CI 1.02-1.79), 2 to 3 ACEs (aOR 1.81, 95% CI 1.39-2.36), and ≥4 ACEs (aOR 1.79, 95% CI 1.32-2.43). Three of the latent classes were also associated with chronic absenteeism, and children in these classes had a high probability of endorsing neighborhood violence, family substance use, or having multiple ACEs. ACE exposure was associated with chronic school absenteeism in school-age children. To improve school attendance, along with future graduation rates and long-term health, these findings highlight the need for an interdisciplinary approach to address child adversity that involves pediatricians, mental health providers, schools, and public health partners. Copyright © 2017 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

School Organizational Effectiveness and Chronic Absenteeism: Implications for Accountability

ERIC Educational Resources Information Center

Lenhoff, Sarah Winchell; Pogodzinski, Ben

2018-01-01

Chronic absenteeism in K-12 schools is strongly associated with critical educational outcomes such as student achievement and graduation. Yet, the causes of chronic absenteeism are complex, with environmental, family/individual, and school factors all affecting the likelihood of a student attending school regularly. This exploratory study examines…

Failing securely: The processes and support which underpin English nurse mentors' assessment decisions regarding under-performing students.

PubMed

Hunt, Louise A; McGee, Paula; Gutteridge, Robin; Hughes, Malcolm

2016-04-01

This study was undertaken in response to concerns that mentors who assessed practical competence were reluctant to fail student nurses which generated doubts about the fitness to practise of some registered nurses. Limited evidence was available about the experiences of mentors who had failed underperforming students and what had helped them to do this. To investigate what enabled some mentors to fail underperforming students when it was recognised that many were hesitant to do so. An ethically approved, grounded theory approach was used to explore thirty-one nurses' experiences of failing student nurses in practical assessments in England. Participants were recruited using theoretical sampling techniques. Semi-structured interviews were conducted. Analysis was undertaken using iterative, constant comparative techniques and reflexive processes. The theoretical framework which emerged had strong resonance with professionals. Five categories emerged from the findings: (1) Braving the assessment vortex; (2) Identifying the 'gist' of underperformance; (3) Tempering Reproach; (4) Standing up to scrutiny; and (5) Drawing on an interpersonal network. These categories together revealed that mentors needed to feel secure to fail a student nurse in a practical assessment and that they used a three stage decision making process to ascertain if this was the case. Many of the components which helped mentors to feel secure were informal in nature and functioned on goodwill and local arrangements rather than on timely, formal, organisational systems. The mentor's partner/spouse and practice education facilitator or link lecturer were identified as the key people who provided essential emotional support during this challenging experience. This study contributes to understanding of the combined supportive elements required for robust practical assessment. It presents a new explanatory framework about how mentors formulate the decision to fail a student nurse and the supportive structures which are necessary for this to occur. Copyright © 2016 Elsevier Ltd. All rights reserved.

Social, emotional, and behavioral functioning of secondary school students with low academic and language performance: perspectives from students, teachers, and parents.

PubMed

Joffe, Victoria L; Black, Emma

2012-10-01

Adolescence is a time of transition when young people with language difficulties are at increased risk of experiencing social, emotional, and behavioral difficulties (SEBD). Most studies of social, emotional, and behavioral functioning (SEBF) in individuals with language difficulties focus on children with a clinical diagnosis of language impairment. This study explores SEBF in a nonclinical group of 12-year-old students with low educational and language performance from their own perspectives and those of their parents and teachers. The Strengths and Difficulties Questionnaire ( Goodman, 1997) was given to 352 mainstream secondary school students who were underperforming academically and had poor language performance. Two hundred and twenty-five of their parents and 230 of their teachers also completed the questionnaire. Students with low educational attainment and poor language showed significantly greater SEBD than a normative sample as reported by themselves, their parents, and their teachers. Significant differences were found across informants, with students identifying more overall difficulties than parents or teachers. Secondary school students with low academic and language performance are more vulnerable to experiencing SEBD compared to typically developing peers. The extent of their difficulties varied depending on the informant, emphasizing the importance of gaining views from multiple perspectives.

What Works Clearinghouse Quick Review: "Meeting the Challenge of Combating Chronic Absenteeism: Impact of the NYC Mayor's Interagency Task Force on Chronic Absenteeism and School Attendance and Its Implications for Other Cities"

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

This study examined the effectiveness of an intervention designed to reduce rates of chronic student absenteeism in New York City public schools. The study authors reported that schools participating in the intervention experienced greater reductions in rates of student chronic absenteeism than the comparison schools. Students who attended the…

Educational achievement in psychiatric patients and their siblings: a register-based study in 30 000 individuals in The Netherlands.

PubMed

Tempelaar, W M; Termorshuizen, F; MacCabe, J H; Boks, M P M; Kahn, R S

2017-03-01

Poor educational achievement is associated with a range of psychiatric disorders. Several studies suggest that this underperformance is due to cognitive deficits that commence before disease onset and reflect a genetic risk for this disorder. However, the specificity and the familial contribution of this cognitive deficit are not clear. We analysed lifetime educational achievement of psychiatric patients diagnosed with schizophrenia, bipolar or depressive disorder and their unaffected siblings. In a register-based case-control study, 1561 patients with schizophrenia, 813 patients with bipolar disorder, 8112 patients with depression, and their siblings were each matched with eight population controls. Patients, siblings and controls were compared on the highest educational stream they completed. Lower educational achievement was present in schizophrenia patients from primary school onwards [completing primary school: odds ratio (OR) 0.69; completing secondary school: OR 0.69; completing academic education: OR 0.46], compared to patients with bipolar disorder or depression. Siblings of schizophrenia, bipolar or depressed patients showed no underachievement at primary or secondary school, but siblings of schizophrenia patients as well as siblings of depressed patients were less successful in their educational achievement after secondary school (completing academic education, schizophrenia siblings: OR 0.90; depressive disorder siblings: OR 0.91). Educational underachievement from primary school onwards is specifically related to schizophrenia and not to bipolar disorder or depression. Moreover, it appears to be a harbinger of the illness, since it is not found in their siblings. These results add to evidence that early cognitive deficits are a distinct feature of the schizophrenia phenotype.

Expert opinion: diagnosis and treatment of proximal hamstring tendinopathy

PubMed Central

Lempainen, Lasse; Johansson, Kristian; Banke, Ingo J.; Ranne, Juha; Mäkelä, Keijo; Sarimo, Janne; Niemi, Pekka; Orava, Sakari

2015-01-01

Summary Background: proximal hamstring tendinopathy (PHT) is a disabilitating disease often causing underperformance in the athletically demanding patients. The main symptom of PHT is lower gluteal pain especially during running or while prolonged sitting. Mainly affecting athletically active individuals, PHT is a considerable challenge for treating health care professionals. Purpose: this paper aims to concisely present the literature on PHT to guide health care professionals treating these patients and doing research on the subject. Methods: we reviewed the literature on PHT through literature search of scientific journal databases. Conclusions: as a tendinopathic pathology, it is a rather recently discovered exertion injury. As with other chronic tendon overuse injuries, current treatment strategies are unspecific with uncertain outcomes due to the unknown etiology of the tendon degeneration. Diagnostic features as well as both operative and non-operative treatments are evaluated from a clinical perspective, providing up to date information for clinicians and sports medicine therapists dealing with hamstring problems. Level of evidence: V. PMID:25878983

An explorative study of school performance and antipsychotic medication.

PubMed

van der Schans, J; Vardar, S; Çiçek, R; Bos, H J; Hoekstra, P J; de Vries, T W; Hak, E

2016-09-21

Antipsychotic therapy can reduce severe symptoms of psychiatric disorders, however, data on school performance among children on such treatment are lacking. The objective was to explore school performance among children using antipsychotic drugs at the end of primary education. A cross-sectional study was conducted using the University Groningen pharmacy database linked to academic achievement scores at the end of primary school (Dutch Cito-test) obtained from Statistics Netherlands. Mean Cito-test scores and standard deviations were obtained for children on antipsychotic therapy and reference children, and statistically compared using analyses of covariance. In addition, differences in subgroups as boys versus girls, ethnicity, household income, and late starters (start date within 12 months of the Cito-test) versus early starters (start date > 12 months before the Cito-test) were tested. In all, data from 7994 children could be linked to Cito-test scores. At the time of the Cito-test, 45 (0.6 %) were on treatment with antipsychotics. Children using antipsychotics scored on average 3.6 points lower than the reference peer group (534.5 ± 9.5). Scores were different across gender and levels of household income (p < 0.05). Scores of early starters were significantly higher than starters within 12 months (533.7 ± 1.7 vs. 524.1 ± 2.6). This first exploration showed that children on antipsychotic treatment have lower school performance compared to the reference peer group at the end of primary school. This was most noticeable for girls, but early starters were less affected than later starters. Due to the observational cross-sectional nature of this study, no causality can be inferred, but the results indicate that school performance should be closely monitored and causes of underperformance despite treatment warrants more research.

Understanding the school experiences of children and adolescents with serious chronic illness: a systematic meta-review.

PubMed

Lum, A; Wakefield, C E; Donnan, B; Burns, M A; Fardell, J E; Marshall, G M

2017-09-01

Serious chronic illness can have a detrimental effect on school attendance, participation and engagement, leaving affected students at risk of failing to meet their developmental potential. An improved understanding of factors that help to explain or mitigate this risk can help educators and health professionals deliver the most effective support. This meta-review critiqued the available evidence examining the link between six chronic illnesses (asthma, cancer, chronic kidney diseases, heart diseases, cystic fibrosis and gastrointestinal diseases) and children's and adolescents' school experiences and outcomes, as well as investigating the medical, school, psychosocial and sociodemographic factors that are linked to poorer or better school outcomes. We searched CINAHL, Cochrane Database, EMBASE, ERIC, MEDLINE, ProQuest Theses and Dissertations, and PsycINFO (2000-2015). Systematic and narrative reviews, and meta-analyses, of original studies examining students' subjective school experiences and objective school outcomes were eligible. We used the Preferred Reporting Items for Systematic Reviews and Meta-analyses criteria to critically appraise all systematic reviews. The Grading of Recommendations Assessment, Development, and Evaluation system guided our recommendations for practice and research. Eighteen reviews of 172 studies including more than 40 000 students were eligible. Therefore, we chose to conduct a meta-review to provide an overview of the literature on the relationship between chronic illness and school experiences and outcomes. We also explored the associated medical, school, psychosocial and sociodemographic factors affecting the relationship between illness and school experiences and outcomes. Students with chronic illness demonstrate mixed school experiences and outcomes that are often worse than students without chronic illness. Modifiable factors, such as students' engagement with school, may be novel yet appropriate targets of educational support to ensure that these students reach their full schooling potential. © 2017 John Wiley & Sons Ltd.

Improving low-performing high schools: searching for evidence of promise.

PubMed

Fleischman, Steve; Heppen, Jessica

2009-01-01

Noting that many of the nation's high schools are beset with major problems, such as low student reading and math achievement, high dropout rates, and an inadequate supply of effective teachers, Steve Fleischman and Jessica Heppen survey a range of strategies that educators have used to improve low-performing high schools. The authors begin by showing how the standards-based school reform movement, together with the No Child Left Behind Act requirement that underperforming schools adopt reforms supported by scientifically based research, spurred policy makers, educators, and researchers to create and implement a variety of approaches to attain improvement. Fleischman and Heppen then review a number of widely adopted reform models that aim to change "business as usual" in low-performing high schools. The models include comprehensive school reform programs, dual enrollment and early college high schools, smaller learning communities, specialty (for example, career) academies, charter high schools, and education management organizations. In practice, say the authors, many of these improvement efforts overlap, defying neat distinctions. Often, reforms are combined to reinforce one another. The authors explain the theories that drive the reforms, review evidence of their reforms' effectiveness to date, and suggest what it will take to make them work well. Although the reforms are promising, the authors say, few as yet have solid evidence of systematic or sustained success. In concluding, Fleischman and Heppen emphasize that the reasons for a high school's poor performance are so complex that no one reform model or approach, no matter how powerful, can turn around low-performing schools. They also stress the need for educators to implement each reform program with fidelity to its requirements and to support it for the time required for success. Looking to the future, the authors suggest steps that decision makers, researchers, and sponsors of research can take to promote evidence-based progress in education.

On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategies.

PubMed

Ramirez, Gerardo; Chang, Hyesang; Maloney, Erin A; Levine, Susan C; Beilock, Sian L

2016-01-01

Even at young ages, children self-report experiencing math anxiety, which negatively relates to their math achievement. Leveraging a large dataset of first and second grade students' math achievement scores, math problem solving strategies, and math attitudes, we explored the possibility that children's math anxiety (i.e., a fear or apprehension about math) negatively relates to their use of more advanced problem solving strategies, which in turn relates to their math achievement. Our results confirm our hypothesis and, moreover, demonstrate that the relation between math anxiety and math problem solving strategies is strongest in children with the highest working memory capacity. Ironically, children who have the highest cognitive capacity avoid using advanced problem solving strategies when they are high in math anxiety and, as a result, underperform in math compared with their lower working memory peers. Copyright © 2015 Elsevier Inc. All rights reserved.

School Psychologists' Role Concerning Children with Chronic Illnesses in Schools

ERIC Educational Resources Information Center

Barraclough, Camille; Machek, Greg

2010-01-01

The authors examined the role of school psychologists in working with children with chronic illnesses in the schools. A total of 300 practicing school psychologists in public schools, drawn from the National Association of School Psychologists membership directory, completed a standard mail survey. The survey solicited information on (a) graduate…

Battling Chronic Absenteeism

ERIC Educational Resources Information Center

Nauer, Kim

2016-01-01

While the principal of a New York elementary school (P.S. 48) took on chronic absenteeism from 2011 to 2013, a research team at the Center for New York City Affairs followed her efforts. The school drove down chronic absenteeism almost 10 percentage points. School staff routinely touched base with students, outside "success mentors"…

University reforms spark mass protests

NASA Astrophysics Data System (ADS)

Cartlidge, Edwin

2011-02-01

A controversial bill designed to modernize Italy's underperforming universities has been signed into law despite critics warning that it will cut university resources, damage researchers' career prospects and reduce universities' autonomy.

Prevalence of chronic ankle instability in high school and division I athletes.

PubMed

Tanen, Leah; Docherty, Carrie L; Van Der Pol, Barbara; Simon, Janet; Schrader, John

2014-02-01

The purpose of this study was to determine the prevalence of chronic ankle instability among high school and collegiate athletes. Descriptive epidemiological survey. Athletes from four high schools and a division I university were contacted to participate. For collegiate athletes, a questionnaire packet was distributed during preparticipation physicals. For high school athletes, parental consent was obtained and then questionnaires were distributed during preparticipation physicals, parent meetings, or individual team meetings. All athletes completed the Cumberland Ankle Instability Tool for both their left and right ankles. Subjects also provided general demographic data and completed the Ankle Instability Instrument regarding history of lateral ankle sprains and giving way. Athletes were identified as having chronic ankle instability if they scored less than 24 on the Cumberland Ankle Instability Tool. Of the 512 athletes who completed and returned surveys, 23.4% were identified as having chronic ankle instability. High school athletes were more likely to have chronic ankle instability than their collegiate counterparts (P < .001). Chronic ankle instability was more prevalent among women than among men in both high school (P = .01) and collegiate settings (P = .01). Findings of this study revealed differences in the distribution of chronic ankle instability that warrant further study.

The Chronically Ill Child in the School.

ERIC Educational Resources Information Center

Sexson, Sandra; Madan-Swain, Avi

1995-01-01

Examines the effects of chronic illness on the school-age population. Facilitating successful functioning of chronically ill youths is a growing problem. Focuses on problems encountered by the chronically ill student who has either been diagnosed with a chronic illness or who has survived such an illness. Discusses the role of the school…

Chronic Health Conditions Managed by School Nurses. Position Statement. Revised

ERIC Educational Resources Information Center

Morgitan, Judith; Bushmiaer, Margo; DeSisto, Marie C.; Duff, Carolyn; Lambert, C. Patrice; Murphy, M. Kathleen; Roland, Sharon; Selser, Kendra; Wyckoff, Leah; White, Kelly

2012-01-01

It is the position of the National Association of School Nurses that students with chronic health conditions have access to a full-time registered professional school nurse (hereinafter referred to as school nurse). School districts should include school nurse positions in their full-time instructional support personnel to provide health services…

Don't Do That! And Other Counseling Strategies for the Chronically Disruptive.

ERIC Educational Resources Information Center

Eyde, Donna R.; Fink, Albert H.

This monograph, designed to aid school counselors in their work with students and classroom teachers, reviews the multiple causes of school disturbance and the varied needs of students labeled chronically disruptive. The distinction between chronic disrupters and students with emotional problems is discussed; related issues of school violence,…

Impact of Particulate Matter Exposure and Surrounding "Greenness" on Chronic Absenteeism in Massachusetts Public Schools.

PubMed

MacNaughton, Piers; Eitland, Erika; Kloog, Itai; Schwartz, Joel; Allen, Joseph

2017-02-20

Chronic absenteeism is associated with poorer academic performance and higher attrition in kindergarten to 12th grade (K-12) schools. In prior research, students who were chronically absent generally had fewer employment opportunities and worse health after graduation. We examined the impact that environmental factors surrounding schools have on chronic absenteeism. We estimated the greenness (Normalized Difference Vegetation Index (NDVI)) and fine particulate matter air pollution (PM 2.5 ) within 250 m and 1000 m respectively of each public school in Massachusetts during the 2012-2013 academic year using satellite-based data. We modeled chronic absenteeism rates in the same year as a function of PM 2.5 and NDVI, controlling for race and household income. Among the 1772 public schools in Massachusetts, a 0.15 increase in NDVI during the academic year was associated with a 2.6% ( p value < 0.0001) reduction in chronic absenteeism rates, and a 1 μg/m³ increase in PM 2.5 during the academic year was associated with a 1.58% ( p value < 0.0001) increase in chronic absenteeism rates. Based on these percentage changes in chronic absenteeism, a 0.15 increase in NDVI and 1 μg/m³ increase in PM 2.5 correspond to 25,837 fewer students and 15,852 more students chronically absent each year in Massachusetts respectively. These environmental impacts on absenteeism reinforce the need to protect green spaces and reduce air pollution around schools.

Impact of Particulate Matter Exposure and Surrounding “Greenness” on Chronic Absenteeism in Massachusetts Public Schools

PubMed Central

MacNaughton, Piers; Eitland, Erika; Kloog, Itai; Schwartz, Joel; Allen, Joseph

2017-01-01

Chronic absenteeism is associated with poorer academic performance and higher attrition in kindergarten to 12th grade (K-12) schools. In prior research, students who were chronically absent generally had fewer employment opportunities and worse health after graduation. We examined the impact that environmental factors surrounding schools have on chronic absenteeism. We estimated the greenness (Normalized Difference Vegetation Index (NDVI)) and fine particulate matter air pollution (PM2.5) within 250 m and 1000 m respectively of each public school in Massachusetts during the 2012–2013 academic year using satellite-based data. We modeled chronic absenteeism rates in the same year as a function of PM2.5 and NDVI, controlling for race and household income. Among the 1772 public schools in Massachusetts, a 0.15 increase in NDVI during the academic year was associated with a 2.6% (p value < 0.0001) reduction in chronic absenteeism rates, and a 1 μg/m3 increase in PM2.5 during the academic year was associated with a 1.58% (p value < 0.0001) increase in chronic absenteeism rates. Based on these percentage changes in chronic absenteeism, a 0.15 increase in NDVI and 1 μg/m3 increase in PM2.5 correspond to 25,837 fewer students and 15,852 more students chronically absent each year in Massachusetts respectively. These environmental impacts on absenteeism reinforce the need to protect green spaces and reduce air pollution around schools. PMID:28230752

Association between Subjective School Adaptation and Life Skills in Elementary School Children with Chronic Diseases.

PubMed

Aoji, Yurina; Miyai, Nobuyuki

2016-01-01

In this study, we investigated the association between subjective school adaptation and life skills in elementary school children with chronic diseases. A cross-sectional sample of children with chronic diseases (n=76), who were being treated as pediatric outpatients and who were in the 4th to 6th grade of public elementary schools, was selected. The subjects completed a self-administered questionnaire that comprised an Adaptation Scale for School Environments on Six Spheres (ASSESS) and life skills scales for self-management and stress coping strategies. Structural equation modeling was conducted to identify the inter-relationship between subjective school adaptation and life skills. Compared with the gender- and schoolyear-matched healthy controls (n=380), a large number of children with chronic diseases had low scores on the measure of interpersonal relationship in school. From the structural equation modeling, the subscales "friend's support" and "victimized relationship" in interpersonal relationship were two of the factors closely related to subjective adaptation of learning as well as school satisfaction in the children with chronic diseases. Furthermore, the "decision-making" and "goal-setting" components of self-management skills demonstrated positive contributions to the adaptation of learning and interpersonal relationship either directly affected by the skills themselves or through the affirmative effects of stress coping strategies. These results suggest that life skills education, focusing on self-management and stress coping strategies along with support to improve interpersonal relationships, is effective in promoting subjective school adaptation and leads to increased school satisfaction in children with chronic diseases.

State Policies for Intervening in Chronically Low-Performing Schools: A 50-State Policy Scan

ERIC Educational Resources Information Center

Klute, Mary

2016-01-01

This study seeks to answer the question: "What policies are in place in each of the 50 states related to state intervention with chronically low-performing schools?" To address this question, the study provides a summary of policies in place related to state interventions with chronically low-performing schools that can inform education…

Chronic bullying victimization across school transitions: The role of genetic and environmental influences

PubMed Central

Bowes, Lucy; Maughan, Barbara; Ball, Harriet; Shakoor, Sania; Ouellet-Morin, Isabelle; Caspi, Avshalom; Moffitt, Terrie E.; Arseneault, Louise

2013-01-01

We investigated the antecedents and consequences of chronic victimization by bullies across a school transition using a genetically sensitive longitudinal design. Data were from the Environmental Risk Longitudinal Twin Study (E-Risk), an epidemiological cohort of 2,232 children. We used mothers’ and children’s reports of bullying victimization during primary school and early secondary school. Children who experienced frequent victimization at both time points were classed as “chronic victims” and were found to have an increased risk for mental health problems and academic difficulties compared to children who were bullied only in primary school, children bullied for the first time in secondary school, and never-bullied children. Biometric analyses revealed that stability in victimization over this period was influenced primarily by genetic and shared environmental factors. Regression analyses showed that children’s early characteristics such as preexistent adjustment difficulties and IQ predicted chronic versus transitory victimization. Family risk factors for chronic victimization included socioeconomic disadvantage, low maternal warmth, and maltreatment. Our results suggest that bullying intervention programs should consider the role of the victims’ behaviors and family background in increasing vulnerability to chronic victimization. Our study highlights the importance of widening antibullying interventions to include families to reduce the likelihood of children entering a pathway toward chronic victimization. PMID:23627948

School Experiences of Siblings of Children with Chronic Illness: A Systematic Literature Review.

PubMed

Gan, Lucy L; Lum, Alistair; Wakefield, Claire E; Nandakumar, Beeshman; Fardell, Joanna E

Siblings of children with chronic illness have unique experiences that can affect their school functioning, such that they may miss ongoing periods of school, experience difficulties with schoolwork or experience changes in their peer and teacher interactions. This review provides an overview of these siblings' school experiences. Six databases (Medline, PsychINFO, CINAHL, ERIC, Embase and The Cochrane Library) were systematically searched for studies examining the school experiences and peer relationships of siblings of children with chronic illness, as well as school-based interventions for these siblings. Studies were included if they were published in or after 2000 and were published in English. We identified 2137 articles upon initial search. From these, we identified 28 eligible studies examining the school experiences of >1470 siblings of children with chronic illness. Three key themes were identified throughout the reviewed articles. The literature described 1) the psychological impact on siblings at school; 2) decreases in school attendance and academic functioning, and; 3) changes or perceived differences in peer and teacher interactions. Siblings value teacher and peer support, and this support may contribute to better sibling school functioning. Many siblings are socially resilient, yet overlooked, members of the family who may present with psychological, academic and peer related difficulties at school following diagnosis of a brother or sister with chronic illness. Future research is needed to further delineate the sibling school experience to better facilitate the development of targeted sibling support interventions within the school environment. Copyright © 2016 Elsevier Inc. All rights reserved.

Early Identification of Student Performance and Effort Using an Online Homework System: A Pilot Study

NASA Astrophysics Data System (ADS)

Perdian, David C.

2013-10-01

Two distinct student groups, in terms of academic performance, were identified early in the semester as either being under-performing students or over-performing students using an online homework system. The students who are identified as under-performing received, on average, lower grades than their fellow students but spent more time completing the homework assignments. These students are great candidates for targeted advertisement of student resources such as tutoring services. The students who are identified in the over-performing student population received higher grades than their fellow students, but spent less time completing the homework assignments. These students are great candidates for honors programs, independent research projects, and peer-tutoring programs. Incorporating these evaluation criteria to online homework systems will allow instructors to quickly identify students in these academic student populations.

Association between School District Policies That Address Chronic Health Conditions of Students and Professional Development for School Nurses on Such Policies

ERIC Educational Resources Information Center

Jones, S. Everett; Brener, Nancy D.; Bergren, Martha Dewey

2015-01-01

Supportive school policies and well-prepared school nurses can best address the needs of students with chronic health conditions. We analyzed nationally representative data from the 2012 School Health Policies and Practices Study to examine whether districts with policies requiring that schools provide health services to students with chronic…

Showing up Matters: Newark Chronic Absenteeism in the Early Years

ERIC Educational Resources Information Center

Chen, Peter; Rice, Cynthia

2016-01-01

Based on a 180-day school year, any student who misses 18 days or more per year--or about two days per month--is considered chronically absent. An alarming 4,328 Newark students in grades kindergarten through 3rd grade were chronically absent during the 2013-14 school year. When young students miss too much school, they will likely struggle…

Overlooking the Descent: Operational Definition, Identification, and Description of School Decline

ERIC Educational Resources Information Center

Hochbein, Craig

2011-01-01

Educators, researchers, politicians, and the media have committed considerable time, attention, and effort to chronically low-performing schools. Although many have chided the schools for their unacceptable performance or designed strategies to improve them, few have sought to understand how these schools became chronically low-performing in the…

Missing School Matters

ERIC Educational Resources Information Center

Balfanz, Robert

2016-01-01

Results of a survey conducted by the Office for Civil Rights show that 6 million public school students (13%) are not attending school regularly. Chronic absenteeism--defined as missing more than 10% of school for any reason--has been negatively linked to many key academic outcomes. Evidence shows that students who exit chronic absentee status can…

Management of Chronic Infectious Diseases in School Children.

ERIC Educational Resources Information Center

Illinois State Board of Education, Springfield.

This document contains guidelines for developing policies and procedures related to chronic infectious diseases, as recommended by the Illinois Task Force on School Management of Infectious Disease. It is designed to help school personnel understand how infectious diseases can be transmitted, and to assist school districts in the development and…

Parent/Guardian Perspectives on Chronic Absenteeism and the Factors That Influence Decisions to Send Their Children to School

ERIC Educational Resources Information Center

Wallace, Cynthia M.

2017-01-01

An estimated 10-15% of students miss an entire month of school each year. Past research on students who are chronically absent finds that, relative to their peers who consistently attend school, chronically absent students are more likely to experience negative academic outcomes (e.g., grade retention, dropping out), to be under- and unemployed,…

Unravelling the quality of HIV counselling and testing services in the private and public sectors in Zambia.

PubMed

Ron Levey, Ilana; Wang, Wenjuan

2014-07-01

Despite the substantial investment for providing HIV counselling and testing (VCT) services in Zambia, there has been little effort to systematically evaluate the quality of VCT services provided by various types of health providers. This study, conducted in 2009, examines VCT in the public and private sectors including private for-profit and NGO/faith-based sectors in Copperbelt and Luapula. The study used five primary data collection methods to gauge quality of VCT services: closed-ended client interviews with clients exiting VCT sites; open-ended client interviews; interviews with facility managers; review of service statistics; and an observation of the physical environment for VCT by site. Over 400 clients and 87 facility managers were interviewed from almost 90 facilities. Sites were randomly selected and results are generalizable at the provincial level. The study shows concerning levels of underperformance in VCT services across the sectors. It reveals serious underperformance in counselling about key risk-reduction methods. Less than one-third of clients received counselling on reducing number of sexual partners and only approximately 5% of clients received counselling about disclosing test results to partners. In terms of client profiles, the NGO sector attracts the most educated clients and less educated Zambians seek VCT services at very low rates (7%). The private for-profit performs equally or sometimes better than other sectors even though this sector is not adequately integrated into the Zambian national response to HIV. The private for-profit sector provides VCT services on par in quality with the other sectors. Most clients did not receive counselling on partner reduction or disclosure of HIV test results to partners. In a generalized HIV epidemic where multiple concurrent sexual partners are a significant problem for transmitting the disease, risk-reduction methods and discussion should be a main focus of pre-test and post-test counselling. Published by Oxford University Press in association with The London School of Hygiene and Tropical Medicine © The Author 2014; all rights reserved.

Understanding the dynamic interactions driving Zambian health centre performance: a case-based health systems analysis.

PubMed

Topp, Stephanie M; Chipukuma, Julien M; Hanefeld, Johanna

2015-05-01

Despite being central to achieving improved population health outcomes, primary health centres in low- and middle-income settings continue to underperform. Little research exists to adequately explain how and why this is the case. This study aimed to test the relevance and usefulness of an adapted conceptual framework for improving our understanding of the mechanisms and causal pathways influencing primary health centre performance. A theory-driven, case-study approach was adopted. Four Zambian health centres were purposefully selected with case data including health-care worker interviews (n = 60); patient interviews (n = 180); direct observation of facility operations (2 weeks/centre) and key informant interviews (n = 14). Data were analysed to understand how the performance of each site was influenced by the dynamic interactions between system 'hardware' and 'software' acting on mechanisms of accountability. Structural constraints including limited resources created challenging service environments in which work overload and stockouts were common. Health workers' frustration with such conditions interacted with dissatisfaction with salary levels eroding service values and acting as a catalyst for different forms of absenteeism. Such behaviours exacerbated patient-provider ratios and increased the frequency of clinical and administrative shortcuts. Weak health information systems and lack of performance data undermined providers' answerability to their employer and clients, and a lack of effective sanctions undermined supervisors' ability to hold providers accountable for these transgressions. Weak answerability and enforceability contributed to a culture of impunity that masked and condoned weak service performance in all four sites. Health centre performance is influenced by mechanisms of accountability, which are in turn shaped by dynamic interactions between system hardware and system software. Our findings confirm the usefulness of combining Sheikh et al.'s (2011) hardware-software model with Brinkerhoff's (2004) typology of accountability to better understand how and why health centre micro-systems perform (or under-perform) under certain conditions. Published by Oxford University Press in association with The London School of Hygiene and Tropical Medicine © The Author 2014.

The differential impacts of episodic, chronic, and cumulative physical bullying and cyberbullying: the effects of victimization on the school experiences, social support, and mental health of rural adolescents.

PubMed

Smokowski, Paul R; Evans, Caroline B R; Cotter, Katie L

2014-01-01

Few studies have examined the impacts of past, current, and chronic physical bullying and cyberbullying on youth, especially in rural settings. This study augments this scant literature by exploring the school experiences, social support, and mental health outcomes for rural, middle school youth. The participants for this 2-year longitudinal study were 3,127 youth from 28 middle schools. Participants were classified as nonvictims, past victims (i.e., victimized during Year 1 but not Year 2), current victims (i.e., victimized during Year 2 but not Year 1), and chronic victims (i.e., victimized during both Year 1 and Year 2). Findings illustrated that chronic victimization resulted in the lowest levels of school satisfaction, social support, future optimism, and self-esteem. Chronic victims also reported the highest levels of school hassles, perceived discrimination, peer rejection, anxiety, depression, and externalizing behaviors. In terms of episodic victimization, current year victimization was associated with worse outcomes than past year victimization. Implications and limitations were discussed.

A cross-sectional survey on the inclusion of tobacco prevention/cessation, nutrition/ diet, and exercise physiology/fitness education in medical school curricula.

PubMed

Torabi, Mohammad R; Tao, Ran; Jay, Stephen J; Olcott, Courtney

2011-05-01

Chronic diseases are currently the major cause of death and disability worldwide. Addressing the main causes of chronic diseases from a preventive perspective is imperative for half ing a continual increase in premature deaths. Physicians occupy a unique position to assist individuals with chronic disease prevention. Hence, medical school is an opportunity to prepare physicians for preventive interventions with patients at risk for developing chronic diseases. This study asserts that education on chronic disease prevention that targets tobacco cessation/prevention, nutrition/ diet, and exercise physiology/fitness is a key aspect of medical school curricula. However, many US medical schools do not include all 3 components in their curricula. This study investigates the extent to which medical school curricula include the above 3 areas. Two methods were utilized for the study: (1) a cross-sectional survey was given to the associate dean of academic affairs of 129 US medical schools and (2) relevant data were retrieved from the Association of American Medical Colleges. Findings support the notion that medical schools are in need of increased curricula covering tobacco prevention/cessation, nutrition/diet, and exercise physiology/fitness. Results indicate that exercise physiology/fitness was the area receiving the least attention in medical schools. Ultimately, this study's purpose was to provide a basis for determining whether inclusion of these 3 subjects in medical school curricula has any significant effect on training future doctors to meet the needs of growing numbers of individuals with chronic disease.

Promoting cancer screening within the patient centered medical home.

PubMed

Sarfaty, Mona; Wender, Richard; Smith, Robert

2011-01-01

While consensus has grown that primary care is the essential access point in a high-performing health care system, the current model of primary care underperforms in both chronic disease management and prevention. The Patient Centered Medical Home model (PCMH) is at the center of efforts to reinvent primary care practice, and is regarded as the most promising approach to addressing the burden of chronic disease, improving health outcomes, and reducing health spending. However, the potential for the medical home to improve the delivery of cancer screening (and preventive services in general) has received limited attention in both conceptualization and practice. Medical home demonstrations to date have included few evidence-based preventive services in their outcome measures, and few have evaluated the effect of different payment models. Decreasing use of hospitals and emergency rooms and an emphasis on improving chronic care represent improvements in effective delivery of healthcare, but leave opportunities for reducing the burden of cancer untouched. Data confirm that what does or does not happen in the primary care setting has a substantial impact on cancer outcomes. Insofar as cancer is the leading cause of death before age 80, the PCMH model must prioritize adherence to cancer screening according to recommended guidelines, and systems, financial incentives, and reimbursements must be aligned to achieve that goal. This article explores capacities that are needed in the medical home model to facilitate the integration of cancer screening and other preventive services. These capacities include improved patient access and communication, health risk assessments, periodic preventive health exams, use of registries that store cancer risk information and screening history, ability to track and follow up on tests and referrals, feedback on performance, and payment models that reward cancer screening. Copyright © 2011 American Cancer Society, Inc.

Stereotype Threat and College Academic Performance: A Latent Variables Approach*

PubMed Central

Owens, Jayanti; Massey, Douglas S.

2013-01-01

Stereotype threat theory has gained experimental and survey-based support in helping explain the academic underperformance of minority students at selective colleges and universities. Stereotype threat theory states that minority students underperform because of pressures created by negative stereotypes about their racial group. Past survey-based studies, however, are characterized by methodological inefficiencies and potential biases: key theoretical constructs have only been measured using summed indicators and predicted relationships modeled using ordinary least squares. Using the National Longitudinal Survey of Freshman, this study overcomes previous methodological shortcomings by developing a latent construct model of stereotype threat. Theoretical constructs and equations are estimated simultaneously from multiple indicators, yielding a more reliable, valid, and parsimonious test of key propositions. Findings additionally support the view that social stigma can indeed have strong negative effects on the academic performance of pejoratively stereotyped racial-minority group members, not only in laboratory settings, but also in the real world. PMID:23950616

Overtraining Syndrome

PubMed Central

Kreher, Jeffrey B.; Schwartz, Jennifer B.

2012-01-01

Context: Fatigue and underperformance are common in athletes. Understanding overtraining syndrome (OTS) is helpful in the evaluation, management, and education of athletes. Evidence Acquisition: Relevant articles in English were searched with OVID (1948-2011) and PubMed using the following keywords: overtraining syndrome, overtraining, overreaching, unexplained underperformance, staleness, pathophysiology, management, treatment, evaluation. Bibliographies were reviewed for additional resources. Results: OTS appears to be a maladapted response to excessive exercise without adequate rest, resulting in perturbations of multiple body systems (neurologic, endocrinologic, immunologic) coupled with mood changes. Many hypotheses of OTS pathogenesis are reviewed, and a clinical approach to athletes with possible OTS (including history, testing, and prevention) is presented. Conclusions: OTS remains a clinical diagnosis with arbitrary definitions per the European College of Sports Science’s position statement. History and, in most situations, limited serologies are helpful. However, much remains to be learned given that most past research has been on athletes with overreaching rather than OTS. PMID:23016079

Influence of diagnosis threat and illness cognitions on the cognitive performance of people with acquired brain injury.

PubMed

Fresson, Megan; Dardenne, Benoit; Meulemans, Thierry

2018-02-27

Illness cognitions - cognitive representations of illness - have been found to influence health outcomes in chronic diseases: more adaptive illness cognitions generally lead to better outcomes. Concomitantly, diagnosis threat (DT) is a phenomenon whereby participants with acquired brain injury (ABI) underperform on neuropsychological tasks due to stereotype activation. This randomised study examined the impact of illness cognitions and DT on cognitive performance. People with ABI completed the Illness Cognitions Questionnaire and were then exposed to either a DT condition or a reduced DT condition (in which stereotype cues were reduced). They then completed memory and attentional tasks. Control participants performed only the tasks under one of the two conditions. Under the reduced DT condition, higher adaptive illness cognitions were associated with better memory and attentional performance. However, the DT condition diminished memory (but not attentional) performance in participants with a high level of adaptive illness cognitions, often leading to performance at the pathological level. This study confirms the detrimental impact of DT in people with ABI and highlights the necessity for clinicians to consider psychosocial influences when assessing and treating this population.

Association between nutritional status and subjective health status in chronically ill children attending special schools.

PubMed

Joosten, Koen; van der Velde, Kelly; Joosten, Pieter; Rutten, Hans; Hulst, Jessie; Dulfer, Karolijn

2016-04-01

In hospitalized children with a chronic disease, malnutrition was associated with a lower subjective health status. In outpatient children with a chronic disease attending special schools, this association has never been studied. The aim of this study was to assess the association between nutritional status and subjective health status in chronically ill children attending special schools. Overall, 642 children, median age 9.8 years (IQR 7.7-11.5), 60 % male, 72 % Caucasian, were included in this prospective study in nine special schools for chronically ill children in the Netherlands. Overall malnutrition was assessed as: acute malnutrition (<-2 SDS for weight for height (WFH)) and chronic malnutrition (<-2 SDS for height for age). The malnutrition risk was assessed with the nutritional risk-screening tool STRONGkids. Subjective health status was assessed with EQ-5D. Overall, 16 % of the children had overall malnutrition: 3 % acute and 13 % chronic malnutrition. Nurses reported 'some/severe problems' on the health status dimensions mobility (15 %), self-care (17 %), usual activities (19 %), pain/discomfort (22 %), and anxiety/depression (22 %) in chronically ill children. Their mean visual analogue scale score (VAS) was 73.0 (SD 11.1). Malnutrition, medication usage, and younger age explained 38 % of the variance of the VAS score. The presence of overall malnutrition in chronically ill children attending special schools was associated with lower subjective health status, especially in younger children and in those with chronic medication usage. Therefore, it is important to develop and use profile-screening tools to identify these children.

Using Data and the Human Touch: Evaluating the NYC Inter-Agency Campaign to Reduce Chronic Absenteeism

ERIC Educational Resources Information Center

Balfanz, Robert; Byrnes, Vaughan

2018-01-01

Following a 2008 report that documented the extent of chronic absenteeism in New York City's schools, the city organized an interagency task force to develop and implement a citywide effort to reduce chronic absenteeism. Given the size of the city school system and the scope of chronic absenteeism, the effort became the nation's most comprehensive…

School Self-Concept in Adolescents With Chronic Pain.

PubMed

Logan, Deirdre E; Gray, Laura S; Iversen, Christina N; Kim, Susan

2017-09-01

This study investigated school self-efficacy and sense of school membership (collectively "school self-concept") as potential influences on impaired school function among adolescents with chronic pain, including comparison of adolescents with primary pain to those with disease-based pain and pain-free peers. In all, 264 adolescents (12-17 years old) with primary pain conditions, juvenile idiopathic arthritis, or no pain completed measures of functional disability, school functioning, pain characteristics, and school self-concept, the Self-Efficacy Questionnaire for School Situations (SEQ-SS), and Psychological Sense of School Membership (PSSM). Both the SEQ-SS and PSSM demonstrated reliability and some validity, with the SEQ-SS more strongly supported. As a group, adolescents with primary pain conditions reported poorer school self-concept. School self-efficacy, but not school belongingness, predicted school functioning later in the school year. School self-concept, especially as assessed with the SEQ-SS, is relevant and important to assess when addressing school functioning in youth with chronic pain. © The Author 2017. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com

Spelling Well Despite Developmental Language Disorder: What Makes it Possible?

PubMed Central

Rakhlin, Natalia; Cardoso-Martins, Cláudia; Kornilov, Sergey A.; Grigorenko, Elena L.

2013-01-01

The goal of the study was to investigate the overlap between Developmental Language Disorder (DLD) and Developmental Dyslexia, identified through spelling difficulties (SD), in Russian-speaking children. In particular, we studied the role of phoneme awareness (PA), rapid automatized naming (RAN), pseudoword repetition (PWR), morphological (MA) and orthographic awareness (OA) in differentiating between children with DLD who have SD from children with DLD who are average spellers by comparing the two groups to each other, to typically developing children as well as children with SD but without spoken language deficits. One hundred forty nine children, aged 10.40 to 14.00, participated in the study. The results indicated that the SD, DLD, and DLD/SD groups did not differ from each other on PA and RAN Letters and underperformed in comparison to the control groups. However, whereas the children with written language deficits (SD and DLD/SD groups) underperformed on RAN Objects and Digits, PWR, OA and MA, the children with DLD and no SD performed similarly to the children from the control groups on these measures. In contrast, the two groups with spoken language deficits (DLD and DLD/SD) underperformed on RAN Colors in comparison to the control groups and the group of children with SD only. The results support the notion that those children with DLD who have unimpaired PWR and RAN skills are able to overcome their weaknesses in spoken language and PA and acquire basic literacy on a par with their age peers with typical language. We also argue that our findings support a multifactorial model of developmental language disorders (DLD). PMID:23860907

Chemometrics applications in biotechnology processes: predicting column integrity and impurity clearance during reuse of chromatography resin.

PubMed

Rathore, Anurag S; Mittal, Shachi; Lute, Scott; Brorson, Kurt

2012-01-01

Separation media, in particular chromatography media, is typically one of the major contributors to the cost of goods for production of a biotechnology therapeutic. To be cost-effective, it is industry practice that media be reused over several cycles before being discarded. The traditional approach for estimating the number of cycles a particular media can be reused for involves performing laboratory scale experiments that monitor column performance and carryover. This dataset is then used to predict the number of cycles the media can be used at manufacturing scale (concurrent validation). Although, well accepted and widely practiced, there are challenges associated with extrapolating the laboratory scale data to manufacturing scale due to differences that may exist across scales. Factors that may be different include: level of impurities in the feed material, lot to lot variability in feedstock impurities, design of the column housing unit with respect to cleanability, and homogeneity of the column packing. In view of these challenges, there is a need for approaches that may be able to predict column underperformance at the manufacturing scale over the product lifecycle. In case such an underperformance is predicted, the operators can unpack and repack the chromatography column beforehand and thus avoid batch loss. Chemometrics offers one such solution. In this article, we present an application of chemometrics toward the analysis of a set of chromatography profiles with the intention of predicting the various events of column underperformance including the backpressure buildup and inefficient deoxyribonucleic acid clearance. Copyright © 2012 American Institute of Chemical Engineers (AIChE).

The educational background and qualifications of UK medical students from ethnic minorities.

PubMed

McManus, I C; Woolf, Katherine; Dacre, Jane

2008-04-16

UK medical students and doctors from ethnic minorities underperform in undergraduate and postgraduate examinations. Although it is assumed that white (W) and non-white (NW) students enter medical school with similar qualifications, neither the qualifications of NW students, nor their educational background have been looked at in detail. This study uses two large-scale databases to examine the educational attainment of W and NW students. Attainment at GCSE and A level, and selection for medical school in relation to ethnicity, were analysed in two separate databases. The 10th cohort of the Youth Cohort Study provided data on 13,698 students taking GCSEs in 1999 in England and Wales, and their subsequent progression to A level. UCAS provided data for 1,484,650 applicants applying for admission to UK universities and colleges in 2003, 2004 and 2005, of whom 52,557 applied to medical school, and 23,443 were accepted. NW students achieve lower grades at GCSE overall, although achievement at the highest grades was similar to that of W students. NW students have higher educational aspirations, being more likely to go on to take A levels, especially in science and particularly chemistry, despite relatively lower achievement at GCSE. As a result, NW students perform less well at A level than W students, and hence NW students applying to university also have lower A-level grades than W students, both generally, and for medical school applicants. NW medical school entrants have lower A level grades than W entrants, with an effect size of about -0.10. The effect size for the difference between white and non-white medical school entrants is about B0.10, which would mean that for a typical medical school examination there might be about 5 NW failures for each 4 W failures. However, this effect can only explain a portion of the overall effect size found in undergraduate and postgraduate examinations of about -0.32.

The educational background and qualifications of UK medical students from ethnic minorities

PubMed Central

McManus, IC; Woolf, Katherine; Dacre, Jane

2008-01-01

Background UK medical students and doctors from ethnic minorities underperform in undergraduate and postgraduate examinations. Although it is assumed that white (W) and non-white (NW) students enter medical school with similar qualifications, neither the qualifications of NW students, nor their educational background have been looked at in detail. This study uses two large-scale databases to examine the educational attainment of W and NW students. Methods Attainment at GCSE and A level, and selection for medical school in relation to ethnicity, were analysed in two separate databases. The 10th cohort of the Youth Cohort Study provided data on 13,698 students taking GCSEs in 1999 in England and Wales, and their subsequent progression to A level. UCAS provided data for 1,484,650 applicants applying for admission to UK universities and colleges in 2003, 2004 and 2005, of whom 52,557 applied to medical school, and 23,443 were accepted. Results NW students achieve lower grades at GCSE overall, although achievement at the highest grades was similar to that of W students. NW students have higher educational aspirations, being more likely to go on to take A levels, especially in science and particularly chemistry, despite relatively lower achievement at GCSE. As a result, NW students perform less well at A level than W students, and hence NW students applying to university also have lower A-level grades than W students, both generally, and for medical school applicants. NW medical school entrants have lower A level grades than W entrants, with an effect size of about -0.10. Conclusion The effect size for the difference between white and non-white medical school entrants is about B0.10, which would mean that for a typical medical school examination there might be about 5 NW failures for each 4 W failures. However, this effect can only explain a portion of the overall effect size found in undergraduate and postgraduate examinations of about -0.32. PMID:18416818

Students With Chronic Conditions: Experiences and Challenges of Regular Education Teachers.

PubMed

Selekman, Janice

2017-08-01

School nurses have observed the increasing prevalence of children with chronic conditions in the school setting; however, little is known about teacher experiences with these children in their regular classrooms. The purpose of this mixed-method study was to describe the experiences and challenges of regular education teachers when they have students with chronic conditions in their classroom and implications for the school nurse. The national sample consisted of regular education teachers. The methodologies consisted of focus groups and an online survey. Seven themes emerged: Teachers want to be informed about their students with chronic conditions, teachers lack information about the conditions, there is a lack of preparation in preteacher education programs about students with chronic conditions, teachers feel frustration and stress in working effectively with these students, teachers shared concerns about their students, teachers are asked to perform health-related tasks for students, and teachers made recommendations of what they need from the school nurse.

Peer Attachment, Perceived Parenting Style, Self-concept, and School Adjustments in Adolescents with Chronic Illness.

PubMed

Ahn, Jeong-Ah; Lee, Sunhee

2016-12-01

The purpose of this study was to identify how peer attachment and parenting style differentially affect self-concept and school adjustment in adolescents with and without chronic illness. A cross-sectional study using multiple group analysis on the Korean panel data was used. A nationwide stratified multistage cluster sampling method was used and the survey was conducted in 2013 on 2,092 first-year middle school students in Korea. We used standardized instruments by the National Youth Policy Institute to measure peer attachment, parenting style, self-concept, and school adjustment. Multiple-group structural equation modeling was used to evaluate the difference of relations for peer attachment, parenting style, self-concept, and school adjustment variable between adolescents with chronic illness and those without chronic illness. The model fit of a multiple-group structural equation modeling was good. The difference of the path from negative parenting style to self-concept between the two groups was significant, and a significant between-group difference in the overall path was found. This indicated that self-concept in adolescents with chronic illness was more negatively affected by negative parenting style than in adolescents without chronic illness. Healthcare providers can promote the process of school adjustment in several ways, such as discussing this issue directly with adolescent patients, along with their parents and peers, examining how the organization and content of the treatment can be modified according to the adolescents' school life. Copyright © 2016. Published by Elsevier B.V.

School nurses in New Jersey: a quantitative inquiry on roles and responsibilities.

PubMed

Krause-Parello, Cheryl A; Samms, Kimika

2010-07-01

This study examined types of chronic diseases present and nursing procedures administered in school, health promotion and disease prevention efforts, collaborative efforts, perception of school nursing activities, documentation media of school nursing activities, and student academic outcomes. A nonexperimental research design was employed. The sample (N= 63) was practicing school nurses in New Jersey public schools. The increased numbers of students with chronic illnesses in mainstream classrooms have increased the roles and responsibilities of school nurses. School nurses can use the findings as a framework to articulate their roles and responsibilities.

Chronic Health Conditions and Student Performance at School

ERIC Educational Resources Information Center

Taras, Howard; Potts-Datema, William

2005-01-01

To review the state of research on the association between common chronic health conditions and academic outcomes, the authors reviewed published studies investigating the association of school attendance, cognitive ability, and achievement with a number of chronic diseases. Tables with brief descriptions of each study's research methods and…

Orofacial Praxis Abilities in Children with Speech Disorders

PubMed Central

Bertagnolli, Ana Paula Coitino; Gubiani, Marileda Barichello; Ceron, Marizete; Keske-Soares, Márcia

2015-01-01

Introduction Phonological development occurs in a gradual manner until the age of 7 years. The phonological system is constructed in a similar way for all children, despite presenting some variations in terms of age, paths taken, or repair strategies used. Objective To compare the orofacial praxis abilities of children with typical phonological development (DFT), children with phonetic-phonological impairment (DFoFe), and children with phonological impairment (DF), using two tests to assess the orofacial praxis abilities. Methods The sample consisted of 82 subjects between 4 and 8 years of age who attended public schools (from preschool to the second year of secondary school) in the city of Santa Maria, Brazil. Of these, 29 were diagnosed with DFT, 29 with DF, and 24 with DFoFe; much of this sample was male. Two tests of praxis abilities and assessment of the stomatognathic system were administered. Statistical analysis was performed using the chi-square test, with a significance level of 5%. Results Generally children with DFoFe underperformed in tests of praxis when compared with subjects with DF and DFT. Conclusion The results showed that children with DFoFe have more difficulty in orofacial praxis abilities than subjects in the other groups studied. This result could be expected, because subjects with DFoFe show changes in both phonetic and phonological levels of speech. PMID:26491472

[Predictive value of Ages & Stages Questionnaires for cognitive performance at early years of schooling].

PubMed

Schonhaut B, Luisa; Pérez R, Marcela; Castilla F, Ana María; Castro M, Sonia; Salinas A, Patricia; Armijo R, Iván

2017-02-01

The Ages and Stages questionnaires (ASQ) has been recently validated in our country for developmental screening. The objective of this study is evaluate the validity of ASQ to predict low cognitive performance in the early years of schooling. Diagnostic test studies conducted on a sample of children of medium-high socioeconomic level were evaluated using ASQ at least once at 8, 18 and/or 30 months old, and later, between 6 and 9 years old, reevaluated using the Wechsler Intelligence Scale for Children-third edition (WISC-III). Each ASQ evaluation was recorded independently. WISC-III was standardized, considering underperformance when the total score were under -1 standard deviation. 123 children, corresponding to 174 ASQ assessments (42 of them were 8 months old, 55 were 18 months and 77 were 30 months of age) were included. An area under the ROC curve of 80.7% was obtained, showing higher values at 8 months (98.0%) compared to 18 and 30 months old (78.1 and 79.3%, respectively). Considering different ASQ scoring criteria, a low sensitivity (27.8 to 50.0%), but a high specificity (78.8 to 96.2%) were obtained; the positive predictive value ranged between 21 and 46%, while the negative value was 92.0-93.2%. Conclusion ASQ has low sensitivity but excellent specificity to predict a low cognitive performance during the first years of schooling, being a good alternative to monitor psychomotor development in children who attend the private sector healthcare in our country.

WWC Review of the Report "Meeting the Challenge of Combating Chronic Absenteeism: Impact of the NYC Mayor's Interagency Task Force on Chronic Absenteeism and School Attendance and Its Implications for Other Cities." What Works Clearinghouse Single Study Review

ERIC Educational Resources Information Center

What Works Clearinghouse, 2014

2014-01-01

The 2013 study, "Meeting the Challenge of Combating Chronic Absenteeism: Impact of the NYC Mayor's Interagency Task Force on Chronic Absenteeism and School Attendance and Its Implications for Other Cities", examined the impact of the strategies developed by an interagency task force in New York City to combat chronic absenteeism in…

Concerned about Their Learning: Mathematics Students with Chronic Illness and Their Teachers at School

ERIC Educational Resources Information Center

Wilkie, Karina J.

2014-01-01

Chronic illness often goes hand-in-hand with absence from school, and students miss out on learning opportunities at school for extended or accumulative periods of time. Many young people seek to continue their school studies nonetheless. The need to consider viable ways to support them academically arose in the context of a project called…

Differences in the Policies, Programs, and Practices (PPPs) and Combination of PPPs across Turnaround, Moderately Improving, and Not Improving Schools

ERIC Educational Resources Information Center

Herman, Rebecca; Huberman, Mette

2012-01-01

The TALPS study aims to build on the existing research base to develop promising methodologies to identify chronically low-performing and turnaround schools, as well as to identify promising strategies for turning around chronically low-performing schools. By looking specifically at schools identified as turnaround, in comparison to nonturnaround…

Psychological, Behavioral, and Educational Considerations for Children with Classified Disabilities and Diabetes within the School Setting

ERIC Educational Resources Information Center

Wyckoff, Leah; Hanchon, Timothy; Gregg, S. Renee

2015-01-01

School nurses are answering a call to action to provide day-to-day care for an increasing number of students diagnosed with chronic illnesses. Diabetes mellitus is one of the most prevalent chronic health conditions identified among school-age children and presents a host of complex challenges for the school nurse, educators, and other support…

A Statewide Look at Attendance and Chronic Absenteeism in Elementary Schools in Oregon. Chronic Absenteeism in Oregon Elementary Schools. Part 1 of 4. September 2016. Research Brief Series

ERIC Educational Resources Information Center

Oregon Department of Education, 2016

2016-01-01

This brief highlights the importance of using a measure like chronic absenteeism, rather than average daily attendance, in order to identify concerning patterns in elementary attendance rates. The chronic absenteeism measurement is better able to shine a light on the number of individual students struggling with attendance. Subsequent briefs in…

The Ecological Context of Chronic School Absenteeism in the Elementary Grades

ERIC Educational Resources Information Center

Sugrue, Erin P.; Zuel, Timothy; LaLiberte, Traci

2016-01-01

Chronic school absenteeism among elementary school-age students is gaining attention from researchers and policymakers because of its relationship to long-term negative educational outcomes. Current literature on effective interventions, however, is limited in terms of the number of studies that have found even marginally effective interventions,…

A School Reentry Program for Chronically Ill Children.

ERIC Educational Resources Information Center

Worchel-Prevatt, Frances F.; Heffer, Robert W.; Prevatt, Bruce C.; Miner, Jennifer; Young-Saleme, Tammi; Horgan, Daniel; Lopez, Molly A.; Frankel, Lawrence; Rae, William A.

1998-01-01

Describes a school reintegration program aimed at overcoming the numerous psychological, physical, environmental, and family-based deterrents to school reentry for chronically ill children. The program uses a systems approach to children's mental health with an emphasis on multiple aspects of the child's environment (i.e., family, medical…

Measuring School Functioning in Students with Chronic Fatigue Syndrome: A Systematic Review

ERIC Educational Resources Information Center

Tollit, Michelle; Politis, Jennifer; Knight, Sarah

2018-01-01

Background: It is often surmised that school functioning is significantly impacted in chronic fatigue syndrome (CFS); however, how this phenomenon manifests itself has rarely been characterized. Methods: This systematic review synthesized and critically appraised methods, constructs, and instruments used to assess school functioning in students…

Quality of Life and School Absenteeism in Children with Chronic Illness

ERIC Educational Resources Information Center

Emerson, Natacha D.; Distelberg, Brian; Morrell, Holly E. R.; Williams-Reade, Jackie; Tapanes, Daniel; Montgomery, Susanne

2016-01-01

Objective: Children and adolescents with a chronic illness (CI) tend to demonstrate diminished physical and social functioning, which contribute to school attendance issues. We investigated the role of social and physical functioning in reducing school absenteeism in children participating in Mastering Each New Direction (MEND), a family-based…

Family-School Strategies for Responding to the Needs of Children Experiencing Chronic Stress

ERIC Educational Resources Information Center

Swick, Kevin J.; Knopf, Herman; Williams, Reginald; Fields, M. Evelyn

2013-01-01

Children experience chronic stress in ways that can impair their brain functioning and overall development. This article articulates the unique needs of children experiencing chronic stress and discusses strategies that families and schools can use to support and strengthen children's development across the social, emotional, and cognitive domains.

[School choice and vocational guidance for schoolchildren with chronic diseases and other health problems].

PubMed

Lancić, Franciska; Majski-Cesarec, Slavenka; Musil, Vera

2010-09-01

By following a child's growth, development, and health, school medicine specialist can see opportunities for career choice. Special attention is needed for schoolchildren with chronic diseases and developmental difficulties, because of limited occupation choices. Studies report 10 % to 15 % prevalence of chronic diseases among schoolchildren. Parents and children should be informed about child's limitations before career choice. It would be helpful for the students to develop interests for occupations that are not contraindicated for their condition. Physical examination gives an insight into the psycho-physical abilities of an eighth-grade primary school student for further education. During examination, counselling and vocational guidance is provided for all students with chronic diseases and other health problems. All procedures are oriented to personal abilities and preferences. The aim of this study was to analyse the reasons for vocational guidance in the Varazdin County of Croatia. It included eighth-grade students from ten primary schools from 1998/99 to 2007/08. Of 4939 students, 458 (9.3 %) with chronic diseases and health difficulties were referred to vocational guidance. Of these, 41.3 % were referred due to mental and behavioural disorders. These students were assessed and received a recommendation for at least two occupations. Forty-eight students (10.5 %) did not follow the recommendation.In a coordinated effort, school physicians, vocational guidance experts, and school and local authorities should secure enrollment of students with chronic diseases and health difficulties in secondary schools and follow their development and education to provide them the best available career opportunities.

Chronic Absenteeism in Tennessee's Early Grades

ERIC Educational Resources Information Center

Attridge, Jonathon

2016-01-01

Although the average daily attendance rate for Tennessee students is 95 percent, almost 45,000, or 10 percent, of Tennessee K-3 students missed at least a month's worth of school days during the 2014-15 school year. These "chronically absent" students present a particular problem for schools that are charged with developing foundational…

Marginal Returns: Re-Thinking Mobility and Educational Benefit in Contexts of Chronic Poverty

ERIC Educational Resources Information Center

Maddox, Bryan

2010-01-01

As a result of chronic poverty many people in South Asia experience poor quality schooling, interrupted schooling, or no schooling at all. People affected by poverty face multiple constraints on wellbeing, which typically include informal employment, low wages and poor health. In such contexts the benefits and, more specifically, the…

Chronic Absenteeism: A Key Indicator of Student Success. Policy Analysis

ERIC Educational Resources Information Center

Rafa, Alyssa

2017-01-01

Research shows that chronic absenteeism can affect academic performance in later grades and is a key early warning sign that a student is more likely to drop out of high school. Several states enacted legislation to address this issue, and many states are currently discussing the utility of chronic absenteeism as an indicator of school quality or…

Cost-effectiveness of a school-based health promotion program in Canada: A life-course modeling approach.

PubMed

Ekwaru, John Paul; Ohinmaa, Arto; Tran, Bach Xuan; Setayeshgar, Solmaz; Johnson, Jeffrey A; Veugelers, Paul J

2017-01-01

The Alberta Project Promoting active Living and healthy Eating in Schools (APPLE Schools) has been recognized as a "best practice" in preventing childhood obesity. To inform decision making on the economic implications of APPLE Schools and to justify investment, we evaluated the project's cost-effectiveness following a life-course approach. We developed a state transition model for the lifetime progression of body weight status comparing elementary school students attending APPLE Schools and control schools. This model quantified the lifetime impact of APPLE Schools in terms of prevention of excess body weight, chronic disease and improved quality-adjusted life years (QALY), from a school system's cost perspective. Both costs and health outcomes were discounted to their present value using 3% discount rate. The incremental cost-effectiveness ratio(ICER) of APPLE schools was CA$33,421 per QALY gained, and CA$1,555, CA$1,709 and CA$14,218 per prevented person years of excess weight, obesity and chronic disease, respectively. These estimates show that APPLE Schools is cost effective at a threshold of ICER < CA$50,000. In probabilistic sensitivity analysis, APPLE Schools was cost effective more than 64% of the time per QALY gained, when using a threshold of ICER

Cost-effectiveness of a school-based health promotion program in Canada: A life-course modeling approach

PubMed Central

2017-01-01

Background The Alberta Project Promoting active Living and healthy Eating in Schools (APPLE Schools) has been recognized as a “best practice” in preventing childhood obesity. To inform decision making on the economic implications of APPLE Schools and to justify investment, we evaluated the project’s cost-effectiveness following a life-course approach. Methods We developed a state transition model for the lifetime progression of body weight status comparing elementary school students attending APPLE Schools and control schools. This model quantified the lifetime impact of APPLE Schools in terms of prevention of excess body weight, chronic disease and improved quality-adjusted life years (QALY), from a school system’s cost perspective. Both costs and health outcomes were discounted to their present value using 3% discount rate. Results The incremental cost-effectiveness ratio(ICER) of APPLE schools was CA$33,421 per QALY gained, and CA$1,555, CA$1,709 and CA$14,218 per prevented person years of excess weight, obesity and chronic disease, respectively. These estimates show that APPLE Schools is cost effective at a threshold of ICER < CA$50,000. In probabilistic sensitivity analysis, APPLE Schools was cost effective more than 64% of the time per QALY gained, when using a threshold of ICER

Psychosocial wellbeing and physical health among Tamil schoolchildren in northern Sri Lanka.

PubMed

Hamilton, Alexander; Foster, Charlie; Richards, Justin; Surenthirakumaran, Rajendra

2016-01-01

Mental disorders contribute to the global disease burden and have an increased prevalence among children in emergency settings. Good physical health is crucial for mental well-being, although physical health is multifactorial and the nature of this relationship is not fully understood. Using Sri Lanka as a case study, we assessed the baseline levels of, and the association between, mental health and physical health in Tamil school children. We conducted a cross sectional study of mental and physical health in 10 schools in Kilinochchi town in northern Sri Lanka. All Grade 8 children attending selected schools were eligible to participate in the study. Mental health was assessed using the Sri Lankan Index for Psychosocial Stress - Child Version. Physical health was assessed using Body Mass Index for age, height for age Z scores and the Multi-stage Fitness Test. Association between physical and mental health variables was assessed using scatterplots and correlation was assessed using Pearson's R. There were 461 participants included in the study. Girls significantly outperformed boys in the MH testing t (459) = 2.201, p < 0.05. Boys had significantly lower average Body Mass Index for age and height for age Z scores than girls (BMI: t (459) = -4.74, p <0.001; Height: t (459) = -3.54, p < 0.001). When compared to global averages, both sexes underperformed in the Multi-Stage Fitness Test, and had a higher prevalence of thinness and stunting. We identified no meaningful association between the selected variables. Our results do not support the supposition that the selected elements of physical health are related to mental health in post-conflict Sri Lanka. However, we identified a considerable physical health deficit in Tamil school children.

Introversion and medical student education: challenges for both students and educators.

PubMed

Davidson, Bernard; Gillies, Ralph A; Pelletier, Allen L

2015-01-01

Introversion is one of the personality factors that has been shown to be associated with performance in medical school. Prior cross-sectional studies highlight performance evaluation differences between introverted and extraverted medical students, though the mechanisms and implications of these differences remain relatively unexplained and understudied. This gap in the literature has become more salient as medical schools are employing more interactive learning strategies into their curricula which may disproportionately challenge introverted learners. In this article, we provide an overview and working definition of introversion as a valid construct occurring on a continuum. We apply a goodness of fit model to explore how various medical training contexts may be more or less challenging for introverted students and the potential consequences of a poor fit. As preliminary support for these hypothesized challenges, we share observations from students self-identified as introverts. Examples include introverted students feeling at times like misfits, questioning a need to change their identity to succeed in medical school, and being judged as underperformers. We offer pragmatic suggestions for improving the fit between introverted students and their training contexts, such as teachers and students pausing between a question being asked and the initial response being offered and teachers differentiating between anxious and introverted behaviors. We conclude with suggested areas for future qualitative and quantitative research to examine how medical school curricula and the teaching environment may be differentially impacting the learning and health of introverted and extraverted students. Extraverted behaviors will continue to be an important part of medical training and practice, but the merits of introverted behaviors warrant further consideration as both medical training and practice evolve. Educators who make manageable adjustments to current teaching practices can improve the learning for both introverted and extraverted styles of academic engagement.

Young adult outcomes of children growing up with chronic illness: an analysis of the National Longitudinal Study of Adolescent Health.

PubMed

Maslow, Gary R; Haydon, Abigail A; Ford, Carol Ann; Halpern, Carolyn Tucker

2011-03-01

To examine young adult outcomes in a nationally representative US cohort of young adults growing up with a chronic illness. Secondary analysis of nationally representative data from wave III (in 2001) of the National Longitudinal Study of Adolescent Health. United States. The analytic sample comprised 13 236 young adults aged 18 to 28 years at wave III. Self-report of a chronic physical illness (asthma, cancer, diabetes mellitus, or epilepsy) in adolescence. Respondents with asthma or nonasthmatic chronic illness (cancer, diabetes mellitus, or epilepsy) were compared with individuals without these conditions. Self-report of high school graduation, ever having employment, currently having employment, living with a parent/guardian, and ever receiving public assistance. Three percent of young adults had nonasthmatic chronic illness (cancer, diabetes, or epilepsy), and 16.0% had asthma. Most young adults with chronic illness graduated high school (81.3%) and currently had employment (60.4%). However, compared with healthy young adults, those with nonasthmatic chronic illness were significantly less likely to graduate high school, ever have had employment, or currently have employment and were more likely to receive public assistance. Compared with young adults with asthma, those with nonasthmatic chronic illness again had significantly worse young adult outcomes on all measures. Most young adults growing up with a chronic illness graduate high school and have employment. However, these young adults are significantly less likely than their healthy peers to achieve these important educational and vocational milestones.

Flipping the HSI Narrative: An HSI Positionality

ERIC Educational Resources Information Center

Núñez, Anne-Marie

2017-01-01

Historically, the predominant narrative framing Hispanic-Serving Institutions (HSIs) is that they are monolithic and underperforming, inscribed in a false dichotomy as "Hispanic-Serving" or merely "Hispanic-Enrolling" (Núñez, Hurtado, & Calderón Galdeano, 2015). Together, these narrative threads weave a deficit perspective…

Why Do Spatial Abilities Predict Mathematical Performance?

ERIC Educational Resources Information Center

Tosto, Maria Grazia; Hanscombe, Ken B.; Haworth, Claire M. A.; Davis, Oliver S. P.; Petrill, Stephen A.; Dale, Philip S.; Malykh, Sergey; Plomin, Robert; Kovas, Yulia

2014-01-01

Spatial ability predicts performance in mathematics and eventual expertise in science, technology and engineering. Spatial skills have also been shown to rely on neuronal networks partially shared with mathematics. Understanding the nature of this association can inform educational practices and intervention for mathematical underperformance.…

Evaluating your professionalism.

PubMed

Burr, Steven; Neve, Hilary; Leung, Yee

2016-11-02

What does being professional look like? Does it mean that you do the 'right' thing, even when no-one is looking? How do you evaluate your professionalism knowledge, values and behaviour? How do you identify and address underperformance in professionalism? How can you transfer your professionalism to different circumstances?

A Tale of Transformation

ERIC Educational Resources Information Center

Gohn, David; Moore, John

2007-01-01

Underperforming institutions frequently face financial and enrollment challenges, and/or lack a sense of direction and momentum. There is no single or easy approach to turning things around and putting the institution on track to positive development. In 1983, Drury University in Springfield, Missouri, faced declining enrollments, a growing…

A Review and Meta-Analysis of Age-Based Stereotype Threat: Negative Stereotypes, Not Facts, Do the Damage

PubMed Central

2015-01-01

Stereotype threat effects arise when an individual feels at risk of confirming a negative stereotype about their group and consequently underperforms on stereotype relevant tasks (Steele, 2010). Among older people, underperformance across cognitive and physical tasks is hypothesized to result from age-based stereotype threat (ABST) because of negative age-stereotypes regarding older adults’ competence. The present review and meta-analyses examine 22 published and 10 unpublished articles, including 82 effect sizes (N = 3882) investigating ABST on older people’s (Mage = 69.5) performance. The analysis revealed a significant small-to-medium effect of ABST (d = .28) and important moderators of the effect size. Specifically, older adults are more vulnerable to ABST when (a) stereotype-based rather than fact-based manipulations are used (d = .52); (b) when performance is tested using cognitive measures (d = .36); and (c) occurs reliably when the dependent variable is measured proximally to the manipulation. The review raises important theoretical and methodological issues, and areas for future research. PMID:25621742

Understanding the MBA Gender Gap: Women Respond to Gender Norms by Reducing Public Assertiveness but Not Private Effort.

PubMed

Wallen, Aaron S; Morris, Michael W; Devine, Beth A; Lu, Jackson G

2017-08-01

Women's underperformance in MBA programs has been the subject of recent debate and policy interventions, despite a lack of rigorous evidence documenting when and why it occurs. The current studies document a performance gap, specifying its contours and contributing factors. Two behaviors by female students that may factor into the gap are public conformity and private internalization. We predicted that women conform to the norm associating maleness with technical prowess by minimizing their public assertiveness in class discussions and meetings, but that they do not internalize the norm by reducing private effort. Data from multiple cohorts of a top-ranked MBA program reveal female underperformance occurred in technical subjects (e.g., accounting), but not social subjects (e.g., marketing). As predicted, the gender effect ran not through private effort but through public assertiveness, even controlling for gender differences in interests and aptitudes. These findings support some current policy interventions while casting doubt on others.

"Headache Tools to Stay in School": Assessment, Development, and Implementation of an Educational Guide for School Nurses

ERIC Educational Resources Information Center

Lazdowsky, Lori; Rabner, Jonathan; Caruso, Alessandra; Kaczynski, Karen; Gottlieb, Sarah; Mahoney, Elyse; LeBel, Alyssa

2016-01-01

Background: Headache is the most common type of pain reported in the pediatric population, and chronic headache is an increasingly prevalent and debilitating pain condition in children and adolescents. With large numbers of students experiencing acute headaches and more students with chronic headache reentering typical school settings, greater…

The Role of School Health Services in Addressing the Needs of Students with Chronic Health Conditions: A Systematic Review

ERIC Educational Resources Information Center

Leroy, Zanie C.; Wallin, Robin; Lee, Sarah

2017-01-01

Children and adolescents in the United States spend many hours in school. Students with chronic health conditions (CHCs) may face lower academic achievement, increased disability, fewer job opportunities, and limited community interactions as they enter adulthood. School health services provide safe and effective management of CHCs, often for…

Program Evaluation and Replications of School-Based Mental Health Services and Family-Community Interventions with Chronically Disruptive Students

ERIC Educational Resources Information Center

Carpenter-Aeby, Tracy; Aeby, Victor G.

2005-01-01

Although outcomes for alternative schools may be mixed, it is generally agreed that counseling, therapy, group work, case management, and family-community involvement have been credited in some effective programs. This study examined program evaluations from 1994-1999 for an alternative school for chronically disruptive students (599 students,…

State Policies for Intervening in Chronically Low-Performing Schools: A 50-State Scan. REL 2016-131

ERIC Educational Resources Information Center

Klute, Mary M.; Welp, Laura C.; Yanoski, David C.; Mason, Katie M.; Reale, Marianne L.

2016-01-01

Recent federal initiatives such as School Improvement Grants and Elementary and Secondary Education Act flexibility emphasize the role of state education agencies in improving chronically low-performing schools. But state policies limit what actions state education agencies can take. As state education leaders and policymakers consider how best to…

Monitoring Chronic Absence: Regular Attendance Is Essential to Succeeding in School

ERIC Educational Resources Information Center

Data Quality Campaign, 2014

2014-01-01

Regular attendance is essential to succeeding in school, and chronic absence--missing excessive amounts of school for any reason--can cause students to be off track academically. Developed in partnership with Attendance Works, this fact sheet analyzes data from the "Data for Action 2013" survey to discuss how states use data to monitor…

School Psychologists Engagement in Parent Training/Education Activities with the Parents of Children with Chronic Behavior Problems

ERIC Educational Resources Information Center

Sarlo, Rebecca K.

2010-01-01

The purposes of this research were to determine the rate at which school psychologists engage in parent training/education with the parents of children with chronic behavior problems and to determine the relationships between school psychologists' demographic variables, professional practice, training, and perception of barriers and their…

Acting and Reacting: Youth's Behavior in Corrupt Educational Settings

ERIC Educational Resources Information Center

Sabic-El-Rayess, Amra

2014-01-01

With its broader employability to the issues of underperformance that may emerge in educational systems internationally, this empirical study redefines and expands Albert Hirschman's theory of voice, exit, and loyalty within higher education. The article formulates a new education-embedded theoretical framework that explains reactionary behaviors…

Thriving Latino Males in Selective Predominantly White Institutions

ERIC Educational Resources Information Center

Pérez, David; Sáenz, Victor B.

2017-01-01

Researchers focus disproportionately on the underperformance of Latino males in higher education. In response to this research gap, this study explores how Latino males conceptualized and embodied success at selective, predominantly White institutions. Using qualitative data available from "The National Study on Latino Male Achievement in…

Microbial communities in blueberry soils

USDA-ARS?s Scientific Manuscript database

Microbial communities thrive in the soil of the plant root zone and it is clear that these communities play a role in plant health. Although blueberry fields can be productive for decades, yields are sometimes below expectations and fields that are replanted sometimes underperform and/or take too lo...

Experiences with Grade Repetition: A Narrative Inquiry Using a Resiliency Lens

ERIC Educational Resources Information Center

Kay, Kathleen

2017-01-01

For decades, retention has been a common practice implemented as an intervention for the at-risk or underperforming student (Alexander, Entwisle, & Dauber, 2003; Jimerson, Pletcher, & Kerr, 2005; Murray, Woodruff, & Vaughn, 2010; Penfield, 2010; Shepard & Smith, 1990; Warren & Saliba, 2012). While practitioners believe grade…

CTE's Role in Science, Technology, Engineering and Mathematics

ERIC Educational Resources Information Center

Hyslop, Alisha

2010-01-01

For the last several years, concern has been brewing about America's underinvestment and underperformance in science, technology, engineering and mathematics--the fields collectively known as STEM. STEM can be described as an initiative for securing America's leadership in science, technology, engineering and mathematics fields and identifying…

Development of the Parent Responses to School Functioning Questionnaire.

PubMed

Barber Garcia, Brittany N; Gray, Laura S; Simons, Laura E; Logan, Deirdre E

2017-10-01

Parents play an important role in supporting school functioning in youth with chronic pain, but no validated tools exists to assess parental responses to child and adolescent pain behaviors in the school context. Such a tool would be useful in identifying targets of change to reduce pain-related school impairment. The goal of this study was to develop and preliminarily validate the Parent Responses to School Functioning Questionnaire (PRSF), a parent self-report measure of this construct. After initial expert review and pilot testing, the measure was administered to 418 parents of children (ages 6-17 years) seen for initial multidisciplinary chronic pain clinic evaluation. The final 16-item PRSF showed evidence of good internal consistency (α = .82) and 2-week test-retest reliability (intraclass correlation coefficient = .87). Criterion validity was demonstrated by significant correlations with school absence rates and overall school functioning, and construct validity was demonstrated by correlations with general parental responses to pain. Three subscales emerged capturing parents' personal distress, parents' level of distrust of the school, and parents' expectations and behaviors related to their child's management of challenging school situations. These results provide preliminary support for the PRSF as a psychometrically sound tool to assess parents' responses to child pain in the school setting. The 16-item PRSF measures parental responses to their child's chronic pain in the school context. The clinically useful measure can inform interventions aimed reducing functional disability in children with chronic pain by enhancing parents' ability to respond adaptively to child pain behaviors. Copyright © 2017 American Pain Society. Published by Elsevier Inc. All rights reserved.

Chronic Childhood Trauma, Mental Health, Academic Achievement, and School-Based Health Center Mental Health Services

ERIC Educational Resources Information Center

Larson, Satu; Chapman, Susan; Spetz, Joanne; Brindis, Claire D.

2017-01-01

Background: Children and adolescents exposed to chronic trauma have a greater risk for mental health disorders and school failure. Children and adolescents of minority racial/ethnic groups and those living in poverty are at greater risk of exposure to trauma and less likely to have access to mental health services. School-based health centers…

Summary of Research on the Association between State Interventions in Chronically Low-Performing Schools and Student Achievement. REL 2016-138

ERIC Educational Resources Information Center

Klute, Mary; Cherasaro, Trudy; Apthorp, Helen

2016-01-01

This report summarizes the research on the association between state interventions in chronically low-performing schools and student achievement. Most of the research focused on one type of state intervention: working with a turnaround partner. Few studies were identified that examined other types of interventions, such as school closure, charter…

School Nurse Case Management for Children with Chronic Illness: Health, Academic, and Quality of Life Outcomes

ERIC Educational Resources Information Center

Engelke, Martha Keehner; Guttu, Martha; Warren, Michelle B.; Swanson, Melvin

2008-01-01

More children with chronic illnesses are attending school, and some of them struggle academically because of issues related to their health. School-based case management has been suggested as one strategy to improve the academic success of these children. This study tracked the academic, health, and quality of life outcomes for 114 children with…

Connect-Text: Leveraging Text-Message Communication to Mitigate Chronic Absenteeism and Improve Parental Engagement in the Earliest Years of Schooling

ERIC Educational Resources Information Center

Smythe-Leistico, Kenneth; Page, Lindsay C.

2018-01-01

Poor school attendance in the early grades is predictive of poor subsequent educational outcomes. We report on a pilot intervention aiming to reduce chronic absenteeism in kindergarten. We designed and implemented a two-way, text-based parent-school communication system to encourage daily attendance, provide parents with personalized feedback on…

(Re)Framing the Politics of Educational Discourse: An Investigation of the Title I School Improvement Grant Program of 2009

ERIC Educational Resources Information Center

Carpenter, Bradley Wayne

2011-01-01

Of the numerous public policy debates currently taking place throughout the United States, perhaps no issue receives more attention than the persistence of "chronically" low-performing public schools. As of 2009, approximately 5,000 schools--5% of the nation's total--qualified as chronically low performing (Duncan, 2009d). Certainly,…

Impact of chronic illness timing and persistence at school entry on child and parent outcomes: Australian longitudinal study.

PubMed

Quach, Jon; Barnett, Tony

2015-01-01

To understand the prevalence and timing of child chronic illness at school entry; associations with child learning, behavior and health-related quality of life and parent mental health at ages 6 to 7, 8 to 9, and 10 to 11 years; and cumulative health care costs. Data were drawn from the first 4 waves of the Longitudinal Study of Australian Children. Children were aged 4 to 5 years at wave 1, with data collection every 2 years. Parent-reported timing of child chronic illness at school entry was categorized into 4 chronic illness groups based on changes between waves 1 and 2: none, resolving, incident and persistent. Child outcomes included: parent-reported quality of life, parent- and teacher-reported behavior, teacher-reported child learning, teacher-reported child-teacher relationship, directly assessed nonverbal and verbal cognition and parent self-reported mental health. Linear regression, adjusted for gender and socioeconomic position, was used to quantify longitudinal associations between chronic illness timing at school entry with outcomes at age 6 to 7 years, 8 to 9 years and 10 to 11 years. Of the 4983 children enrolled in the study, chronic illness data was available for 4464 children (89.6%) at both waves 1 and 2. From wave 1, 6.1% had a condition that persisted until wave 2, while 14.1% had a condition that resolved. Furthermore, 4.7% had a newly emerging condition at wave 2. Compared with the no chronic illness group, children with persistent or emerging chronic illness during school entry had the poorest outcomes (except father's mental health) at all time points, while children with resolving conditions had smaller differences. Child chronic illness at school entry is associated with poorer longitudinal child and maternal outcomes. Therefore, future research should aim to determine the risk and protective factors that contribute to the poorer child and parent outcomes experienced in this growing population. Copyright © 2015 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Young Adult Outcomes of Children Growing up with Chronic Illness: An analysis of the National Longitudinal Study of Adolescent Health

PubMed Central

Maslow, Gary R.; Haydon, Abigail; Ford, Carol Ann; Halpern, Carolyn Tucker

2012-01-01

Objective To examine young adult outcomes in a nationally representative US cohort of young adults who grew up with a chronic illness. Design Secondary analysis of nationally representative data from Wave III (2001) of the National Longitudinal Study of Adolescent Health. Setting United States Participants The analytic sample included 13,236 young adults 18–28 years old at Wave III. Main Exposure Self-report of a chronic physical illness (asthma, cancer, diabetes or epilepsy) in adolescence. Respondents with (1) asthma or (2) non-asthma chronic illness (cancer, diabetes, or epilepsy) were compared to subjects without these conditions. Main Outcome Measures Self-report of high school graduation, ever having a job, having a current job, living with parents, and ever receiving public assistance. Results Three percent of young adults had non-asthma chronic illness (cancer, diabetes, or epilepsy) and 16% had asthma. The majority of young adults with chronic illness graduated high school (81%) and were currently employed (60%). However, compared to healthy young adults, those with a non-asthma chronic illness were significantly less likely to graduate high school, ever have a job, or have a current job and were more likely to receive public assistance. When compared to young adults with asthma, young adults with non-asthma chronic illness again had significantly worse young adult outcomes on all measures. Conclusions Most young adults growing up with chronic illness graduate high school and are employed. However, these young adults are significantly less likely than their healthy peers to achieve these important educational and vocational milestones. PMID:21383274

[Relationship between the incidence of chronic pain and academic pressure in high school students].

PubMed

Zhao, Qinghua; Zhang, Yongxing; Deng, Guoying; Jiang, Wenbin; Zhang, Linna; Di, Liqing; Su, Yangyang; Du, Xiaoyu; Wu, Xinyuan; Che, Qianzi; Chen, Keyu

2014-12-30

To explore the incidence of four types of chronic pain, i.e. headache, abdominal pain, neck & shoulder pain (NSP) and low back pain (LBP) and examine the relationship between the incidence of chronic pain and academic pressure in high school students. A total of 3 000 high school students were randomly surveyed with a questionnaire on related issues. And the results were analyzed with a multivariate Logistic regression model. Among them, 2 849 completed the questionnaire. And the overall incident rates of headache, abdominal pain, NSP, and LBP were 30.3%, 20.9%, 32.8% and 41.1% respectively. The students generally experienced a heavy burden of learning, a high level of stress and sleep deprivation closely related to four types of chronic pain. As a common condition in Chinese adolescents, chronic pain is closely correlated with academic pressure.

Academic achievement of children and adolescents with oral clefts.

PubMed

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

2014-05-01

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

Scaled experiments for improving diagnosis of pathological lower-airway obstruction

NASA Astrophysics Data System (ADS)

Liu, Chang; Kiger, Ken; Hariprasad, Daniel; Sul, Bora; Wallqvist, Anders; Reifman, Jaques

2017-11-01

Many lung diseases, such as asthma and chronic obstructive pulmonary disease, are characterized by obstructed airflow, particularly, in the lower airway branches in the lung. Existing diagnostic tools cannot detect some diseases due to a lack of instrumentation capable of resolving the flow in the lower airways. Recent developments in MRI techniques using hyperpolarized 3He now permit measurement of velocity profiles within the trachea. Motivated by these advances, we aim to provide a better understanding of the connection between lower-airway obstruction and velocity profiles within the trachea. Specifically, we asked whether the flow deficits created by lower-airway obstructions could be detected in the trachea to permit diagnosis of the pathology. To test this idea, we used refractive index-matched materials to construct a scaled, patient-specific, transparent lung model, and coupled it to 5 independently controlled piston pumps that could generate arbitrary flow histories (healthy or diseased) for the 5 different lung lobes. Results obtained by stereo PIV within various regions of the airway network will be presented documenting the system performance and examining the detectability of under-performing lobes within the tracheal flow profile. This work supported by the Henry M. Jackson Foundation under award #3270.

Chronic health conditions and school performance among children and youth.

PubMed

Crump, Casey; Rivera, Diana; London, Rebecca; Landau, Melinda; Erlendson, Bill; Rodriguez, Eunice

2013-04-01

Chronic health conditions are common and increasing among U.S. children and youth. We examined whether chronic health conditions are associated with low school performance. This retrospective cohort study of 22,730 children and youth (grades 2-11) in San Jose, California, was conducted from 2007 through 2010. Health conditions were defined as chronic if reported in each of the first 2 years, and school performance was measured using standardized English language arts (ELA) and math assessments. Chronic health conditions were independently associated with low ELA and math performance, irrespective of ethnicity, socioeconomic status, or grade level. Adjusted odds ratios for the association between any chronic health condition and low ("basic or below") performance were 1.25 (95% confidence interval [CI], 1.16-1.36; P < .001) for ELA and 1.28 (95% CI, 1.18-1.38; P < .001) for math, relative to students without reported health conditions. Further adjustment for absenteeism had little effect on these results. The strongest associations were found for ADHD, autism, and seizure disorders, whereas a weak association was found for asthma before but not after adjusting for absenteeism, and no associations were found for cardiovascular disorders or diabetes. Chronic neurodevelopmental and seizure disorders, but not cardiovascular disorders or diabetes, were independently associated with low school performance among children and youth. Copyright © 2013 Elsevier Inc. All rights reserved.

Using Explicit Instruction for African American Male Students in Suburban Georgia: A Qualitative Case Study

ERIC Educational Resources Information Center

Harris, Dira D.

2017-01-01

Growing gaps in reading and vocabulary achievement between minority and majority student subgroups have led to an intense focus on implementing effective classroom instructional strategies. Prior research concerning teachers' perceptions of using explicit instructional strategies to teach vocabulary to underperforming students has been…

Positive Deviance: First Generation Latino College Students

ERIC Educational Resources Information Center

Castaneda-Flores, Erika

2013-01-01

First generation Latino college students are under-performing and continue to have the lowest levels of educational attainment relative to other groups in the United States. This study utilized a positive deviance theoretical framework to uncover the challenges faced by first generation college students, as well as the strategies used to achieve…

First-Year Composition and the Problem of Transfer

ERIC Educational Resources Information Center

Kutney, Joshua Peter

2013-01-01

This dissertation examines recent claims that post-secondary student writers underperform because they fail to transfer the skills and knowledge taught in first-year composition courses. My analysis of the scholarship on writing transfer and investigation of the conditions of student writing at one private liberal arts college suggest that there…

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

ERIC Educational Resources Information Center

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

2017-01-01

Achievement gaps between underrepresented minority (URM) students and their white peers in college science, technology, engineering, and mathematics classrooms are persistent across many white-majority institutions of higher education. Attempts to reduce this phenomenon of underperformance through increasing classroom structure via active learning…

Who Teaches Mathematics at Second Level in Ireland?

ERIC Educational Resources Information Center

Ni Riordain, Maire; Hannigan, Ailish

2011-01-01

Ireland's "mathematics problem" is well-documented and extensively reported in the media and elsewhere (Expert Group on Future Skills Needs (EGFSN) 2008; Task Force on the Physical Sciences 2002). Concern primarily lies with post-primary students' underperformance in mathematics coupled with a failure to make a successful transition to…

College Student Disclosure of Non-Apparent Disabilities to Receive Classroom Accommodations

ERIC Educational Resources Information Center

Kranke, Derrick; Jackson, Sarah E.; Taylor, Debbie A.; Anderson-Fye, Eileen; Floersch, Jerry

2013-01-01

College students with psychiatric (non-apparent) disabilities have a much higher dropout rate and tend to underperform academically when compared with peers who do not have non-apparent disabilities. These students are also vulnerable because their disability could delay the development of milestones critical to adulthood. Limited research…

Australian Literacies: Informing National Policy on Literacy Education. Second Edition.

ERIC Educational Resources Information Center

Lo Bianco, Joseph; Freebody, Peter

This book is designed to inform national policy on literacy education in Australia. A preamble describes the general literacy crisis in Australia, which includes systematic underperformance in English literacy among some groups and many individuals (who are often seriously disadvantaged in their occupational and educational opportunities). The…

Gender Digital Divide and Challenges in Undergraduate Computer Science Programs

ERIC Educational Resources Information Center

Stoilescu, Dorian; McDougall, Douglas

2011-01-01

Previous research revealed a reduced number of female students registered in computer science studies. In addition, the female students feel isolated, have reduced confidence, and underperform. This article explores differences between female and male students in undergraduate computer science programs in a mid-size university in Ontario. Based on…

Ethnicity and Gender Gaps in Early Childhood

ERIC Educational Resources Information Center

Hansen, Kirstine; Jones, Elizabeth M.

2011-01-01

Gender differences in academic performance and achievement have been of policy concern for decades--both interest in lower performance by girls in the areas of mathematics and science and, more recently, in boys' underperformance in most other academic areas. Much previous research has focused on gender gaps, while overlooking other factors that…

Assessment and Develop the Saudi's Contractors Classification System

ERIC Educational Resources Information Center

Almutairi, Saud

2017-01-01

Research has shown that construction projects in Saudi Arabia have had a perceived poor performance for the past three decades, from 1970-2016. The Saudi construction industry relies on a Contractor Classification System (CCS) to determine contractors' capabilities, and prevent underperformance. Through this study, a survey was conducted among…

Towards a Program of Assessment for Health Professionals: From Training into Practice

ERIC Educational Resources Information Center

Eva, Kevin W.; Bordage, Georges; Campbell, Craig; Galbraith, Robert; Ginsburg, Shiphra; Holmboe, Eric; Regehr, Glenn

2016-01-01

Despite multifaceted attempts to "protect the public," including the implementation of various assessment practices designed to identify individuals at all stages of training and practice who underperform, profound deficiencies in quality and safety continue to plague the healthcare system. The purpose of this reflections paper is to…

Self-Directed Learning to Improve Science Content Knowledge for Teachers

ERIC Educational Resources Information Center

van Garderen, Delinda; Hanuscin, Deborah; Thomas, Cathy Newman; Stormont, Melissa; Lee, Eun J.

2017-01-01

Students with disabilities often struggle in science and underperform in this important content area when compared to their typical peers. Unfortunately, many special educators have had little preparation to develop science content knowledge or skills in methods for teaching science. Despite their lack of content knowledge, special educators are…

Developing Culturally Responsive Mathematics Teachers: Secondary Teachers' Evolving Conceptions of Knowing Students

ERIC Educational Resources Information Center

Parker, Frieda; Bartell, Tonya Gau; Novak, Jodie D.

2017-01-01

Research advances in teaching, learning, curriculum, and assessment have not changed the continued underperformance of marginalized students in mathematics education. Culturally responsive teaching is a means of addressing the needs of these students. It is sometimes challenging, however, to convince secondary mathematics teachers about the…

Stereotype Threat Effects on Learning from a Cognitively Demanding Mathematics Lesson

ERIC Educational Resources Information Center

Lyons, Emily McLaughlin; Simms, Nina; Begolli, Kreshnik N.; Richland, Lindsey E.

2018-01-01

Stereotype threat--a situational context in which individuals are concerned about confirming a negative stereotype--is often shown to impact test performance, with one hypothesized mechanism being that cognitive resources are temporarily co-opted by intrusive thoughts and worries, leading individuals to underperform despite high content knowledge…

The Prevalence and Special Educational Requirements of Dyscompetent Physicians

ERIC Educational Resources Information Center

Williams, Betsy W.

2006-01-01

Underperformance among physicians is not well studied or defined; yet, the identification and remediation of physicians who are not performing up to acceptable standards is central to quality care and patient safety. Methods for estimating the prevalence of dyscompetence include evaluating available data on medical errors, malpractice claims,…

The effects of professional development related to classroom assessment on student achievement in science

NASA Astrophysics Data System (ADS)

Mazzie, Dawn Danielle

This study investigated the relationship between students' standardized test scores in science and (a) increases in teacher assessment literacy and (b) teacher participation in a Teacher Quality Research (TQR) project on classroom assessment. The samples for these studies were teachers from underperforming schools who volunteered to take part in a professional development program in classroom assessment. School groups were randomly assigned to the treatment group. For Study 1, teachers in the treatment received professional development in classroom assessment from a trained assessment coach. Teachers in the control received no professional development. For Study 2, teachers in Treatment 1 received professional development in classroom assessment from a trained assessment coach and teachers in Treatment 2 received professional development in classroom assessment from a facilitator with one day of training. Teachers in both groups completed a measure of assessment literacy, the Teacher Quality Research Test of Assessment Literacy Skills (TQR_TALS), prior to the beginning and then again at the conclusion of the four month professional development program. A hierarchical linear model (HLM) analysis was conducted to determine the relationship between students' standardized test scores in science and (a) increases in teacher assessment literacy and (b) teacher TQR status. Based upon these analyses, the professional development program increased teachers' assessment literacy skills; however, the professional development had no significant impact on students' achievement.

Characterizing, modeling, and addressing gender disparities in introductory college physics

NASA Astrophysics Data System (ADS)

Kost-Smith, Lauren Elizabeth

2011-12-01

The underrepresentation and underperformance of females in physics has been well documented and has long concerned policy-makers, educators, and the physics community. In this thesis, we focus on gender disparities in the first- and second-semester introductory, calculus-based physics courses at the University of Colorado. Success in these courses is critical for future study and careers in physics (and other sciences). Using data gathered from roughly 10,000 undergraduate students, we identify and model gender differences in the introductory physics courses in three areas: student performance, retention, and psychological factors. We observe gender differences on several measures in the introductory physics courses: females are less likely to take a high school physics course than males and have lower standardized mathematics test scores; males outscore females on both pre- and post-course conceptual physics surveys and in-class exams; and males have more expert-like attitudes and beliefs about physics than females. These background differences of males and females account for 60% to 70% of the gender gap that we observe on a post-course survey of conceptual physics understanding. In analyzing underlying psychological factors of learning, we find that female students report lower self-confidence related to succeeding in the introductory courses (self-efficacy) and are less likely to report seeing themselves as a "physics person". Students' self-efficacy beliefs are significant predictors of their performance, even when measures of physics and mathematics background are controlled, and account for an additional 10% of the gender gap. Informed by results from these studies, we implemented and tested a psychological, self-affirmation intervention aimed at enhancing female students' performance in Physics 1. Self-affirmation reduced the gender gap in performance on both in-class exams and the post-course conceptual physics survey. Further, the benefit of the self-affirmation was strongest for females who endorsed the stereotype that men do better than women in physics. The findings of this thesis suggest that there are multiple factors that contribute to the underperformance of females in physics. Establishing this model of gender differences is a first step towards increasing females' participation and performance in physics, and can be used to guide future interventions to address the disparities.

75 FR 32163 - Submission for OMB Review; Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-07

... compare them to strategies employed by not improving, chronically low-performing schools. The ultimate... collection, violate State or Federal law, or substantially interfere with any agency's ability to perform its... Around Chronically Low Performing Schools. Frequency: Once. Affected Public: Individuals or household...

Chronic Elementary Absenteeism: A Problem Hidden in Plain Sight. A Research Brief from Attendance Works and Child & Family Policy Center

ERIC Educational Resources Information Center

Bruner, Charles; Discher, Anne; Chang, Hedy

2011-01-01

Chronic absenteeism--or missing 10 percent or more of school days for any reason--is a proven early warning sign of academic risk and school dropout. Too often, though, this problem is overlooked, especially among elementary students, because of the way attendance data are tracked. This study confirms the premise that districts and schools may…

Promoting normal development and self-efficacy in school-age children managing chronic conditions.

PubMed

Mickley, Kristyn L; Burkhart, Patricia V; Sigler, April N

2013-06-01

Chronic conditions can affect school-age children in more ways than just physically. Normal childhood maturation is critical at this age, yet daily management of chronic symptoms can be challenging. This article describes 4 common childhood chronic illnesses (asthma, seizure disorders, diabetes, and cystic fibrosis), and the impact these conditions have on the developing child. Self-efficacy, the belief that one can effectively perform necessary skills, is essential to self-management of chronic conditions and contributes in a positive way to the child's normal development. Implications for clinical practice and future research are discussed. Copyright © 2013 Elsevier Inc. All rights reserved.

Associations between chronic community noise exposure and blood pressure at rest and during acute noise and non-noise stressors among urban school children in India.

PubMed

Lepore, Stephen J; Shejwal, Bhaskar; Kim, Bang Hyun; Evans, Gary W

2010-09-01

The present study builds on prior research that has examined the association between children's chronic exposure to community noise and resting blood pressure and blood pressure dysregulation during exposure to acute stressors. A novel contribution of the study is that it examines how chronic noise exposure relates to blood pressure responses during exposure to both noise and non-noise acute stressors. The acute noise stressor was recorded street noise and the non-noise stressor was mental arithmetic. The sample consisted of 189 3rd and 6th grade children (51.9% percent boys; 52.9% 3rd graders) from a noisy (n = 95) or relatively quiet (n = 94) public school in the city of Pune, India. There were no statistically significant differences between chronic noise levels and resting blood pressure levels. However, relative to quiet-school children, noisy-school children had significantly lower increases in blood pressure when exposed to either an acute noise or non-noise stressor. This finding suggests that chronic noise exposure may result in hypo-reactivity to a variety of stressors and not just habituation to noise stressors.

An evaluation of a positive youth development program for adolescents with chronic illness.

PubMed

Maslow, Gary; Adams, Cathleen; Willis, Matthew; Neukirch, Jodie; Herts, Kate; Froehlich, Wendy; Calleson, Diane; Rickerby, Michelle

2013-02-01

Youth with chronic illness often struggle transitioning to adulthood and adult medical care. This article examines the outcomes of a group mentoring program called The Adolescent Leadership Council (TALC) that brings together high school participants and college mentors, all with chronic illness. TALC uses a positive youth development (PYD) approach, emphasizing strong relationships between youth and adults in an environment where youth can learn important life skills and take a leadership role. A pre-/postprogram participant survey was conducted for high school participants using a loneliness scale and a transition readiness survey. An alumni survey was conducted with all high school and college mentor graduates to assess educational-, vocational-, and health care-related outcomes. Program records review and the alumni survey indicated that TALC was consistent with the PYD program model. Twenty high school students participated in the pre-/postprogram outcomes evaluation, which demonstrated a decrease in loneliness from 46 to 38.5 (p < .001) and an increase in health care self-advocacy from 3.8 to 4.2 (p < .001). Thirty-four alumni participated in the alumni survey. All high school and college mentor alumni had graduated from high school and college, respectively, and all were either currently in school or working. The majority of alumni were seeing adult providers for medical care. The TALC program applies the principles of PYD to support positive educational, vocational, and health care outcomes for youth with chronic illness. Program development using the PYD perspective is an important new approach for supporting adult development of youth with chronic illness. Copyright © 2013 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Metabolomic analysis of longissimus from underperforming piglets relative to piglets with normal preweaning growth

USDA-ARS?s Scientific Manuscript database

Background: The increase in intra-litter variability in weaning weight during the past twenty years has increased production costs in all in/all out swine production. One contributor to this variability is the normal birth weight pig that grows at a slower rate than littermates of similar birth weig...

Establishing a Framework for Evaluation and Teacher Incentives: Considerations for Mexico

ERIC Educational Resources Information Center

OECD Publishing (NJ3), 2011

2011-01-01

Countries with underperforming education systems are recognising that effective reform is vital. But what types of programmes are likely to be effective, and how can they be implemented given local norms and conditions? This report focuses on evaluation, assessment and teacher incentives and attempts to answer these important questions for Mexico…

Migrants as Ascenders: Reflections on the Professional Success of Migrant Apprentices

ERIC Educational Resources Information Center

Stamm, Margrit Magdaalena

2013-01-01

Purpose: The aim of this article is to explore the phenomenon of gifted migrants in vocational training and education. To date, migrant apprentices have been predominantly discussed from a deficit perspective. Special attention has been given to competence insufficiency and underperformance, as well as to migrant adolescents' lack of professional…

Teachers and the Gender Gaps in Student Achievement. NBER Working Paper No. 11660

ERIC Educational Resources Information Center

Dee, Thomas S.

2005-01-01

In the United States, girls outperform boys in measures of reading achievement while generally underperforming in science and mathematics. One major class of explanations for these gaps involves the gender-based interactions between students and teachers (e.g., role-model and Pygmalion effects). However, the evidence on whether these interactions…

Personalized Learning: Hiring Educators for the 21st Century

ERIC Educational Resources Information Center

Stewart, Janet

2012-01-01

The hiring process is the intermediary step between teachers' pre-service education and their ongoing professional development journey. It's a critical juncture, and it's important that employers get it right. Within the education sector, the cost of a poor hire can be very high; an underperforming teacher may hinder student learning and undermine…

Promoting STEM Motivation in American Indian Adolescents: An Intervention

ERIC Educational Resources Information Center

Hoffman, Adam J.

2017-01-01

It has been documented that American Indians and girls consistently underperform in STEM achievement compared to their European American and male counterparts, starting as early as adolescence. The goal of the current study was to develop a brief intervention aimed at mitigating the STEM achievement gap by shaping ethnic and gender identities to…

DURIP: Mitigating Attacks on Mobile Devices and Critical Cellular Infrastructure

DTIC Science & Technology

2016-03-03

Patrick Traynor, Shobha Venkataraman . Why is my smartphone slow? On the fly diagnosis of underperformance on the mobile Internet, 2013 43rd Annual IEEE...Symposium (NDSS), 2013. 4. C. Amrutkar, M. Hiltunen, T. Jim, K. Joshi, O. Spatscheck, P. Traynor and S. Venkataraman , Why is My Smartphone Slow? On The

Gifted Native American Students: Underperforming, Under-Identified, and Overlooked

ERIC Educational Resources Information Center

Gentry, Marcia; Fugate, C. Matthew

2012-01-01

There has been limited focus among researchers on the nature and needs of gifted Native American students in the past 30 years, and the work that has been done frequently generalizes findings across Native American cultures. This article reviews recent literature on Native American youth and on gifted Native American students; examines the current…

Testing Stereotype Threat: Does Anxiety Explain Race and Sex Differences in Achievement?

ERIC Educational Resources Information Center

Osborne, Jason W.

The stereotype threat theory of C. Steele (1992, 1997) attempts to explain the underperformance of minority students in academic domains and of women in mathematics. Steele asserts that situational self-relevance of negative group stereotypes in testing situations increases the anxiety these students experience, and that these differential anxiety…

Strengthening the revenue cycle: a 4-step method for optimizing payment.

PubMed

Clark, Jonathan J

2008-10-01

Four steps for enhancing the revenue cycle to ensure optimal payment are: *Establish key performance indicator dashboards in each department that compare current with targeted performance; *Create proper organizational structures for each department; *Ensure that high-performing leaders are hired in all management and supervisory positions; *Implement efficient processes in underperforming operations.

Understanding Students' Epistemologies: Examining Practice and Meaning in Community Contexts

ERIC Educational Resources Information Center

Bang, Megan Elisabeth

2009-01-01

There is a great need to raise the levels of science achievement for those groups of children who have traditionally underperformed. Prior cognitive research with Native people suggests that problems with achievement for Native students may be more complicated then simple problems with knowing or not knowing content knowledge. This dissertation…

The Case for Biocalculus: Design, Retention, and Student Performance

ERIC Educational Resources Information Center

Eaton, Carrie Diaz; Highlander, Hannah Callender

2017-01-01

Calculus is one of the primary avenues for initial quantitative training of students in all science, technology, engineering, and mathematics fields, but life science students have been found to underperform in the traditional calculus setting. As a result, and because of perceived lack of its contribution to the understanding of biology, calculus…

Gender Difference Does Not Mean Genetic Difference: Externalizing Improves Performance in Mental Rotation

ERIC Educational Resources Information Center

Moe, Angelica

2012-01-01

The fear of underperforming owing to stereotype threat affects women's performance in tasks such as mathematics, chess, and spatial reasoning. The present research considered mental rotation and explored effects on performance and on regulatory focus of instructions pointing to different explanations for gender differences. Two hundred and one…

A Comparative Analysis of the Learning Styles of Accounting Students in the United Kingdom and South Africa

ERIC Educational Resources Information Center

McChlery, Stuart; Visser, Susan

2009-01-01

Learners preferentially take in and process information in diverse ways whilst teaching methods also vary presenting the possibility for mismatching teaching methods with learners' preferences leading to disengagement, ineffective learning and potential underperformance. Different research instruments have been used in the past to assess the…

The Language Factor in Development Goals

ERIC Educational Resources Information Center

Bamgbose, Ayo

2014-01-01

Although development goals are usually set as targets that must be achieved in a development process, experience with development goals in Africa has tended to underscore underperformance either in terms of a shortfall in the targets attained or in terms of inadequate pursuit of specific goals. To illustrate this syndrome, the African Union's New…

When Mothers Have Serious Mental Health Problems: Parenting as a Proximal Mediator

ERIC Educational Resources Information Center

Oyserman, D.; Bybee, D.; Mowbray, C.; Hart-Johnson, T.

2005-01-01

Maternal mental health (MMH) problems are associated with lack of confidence in one's parenting, overly lax or too harsh discipline, and child academic underperformance. We asked if parenting mediates the effect of MMH problems on academic outcomes even among mothers with serious mental illness (n=164). Structural equation analyses show a…

Cultural Mismatch and the Education of Aboriginal Youths: The Interplay of Cultural Identities and Teacher Ratings

ERIC Educational Resources Information Center

Fryberg, Stephanie A.; Troop-Gordon, Wendy; D'Arrisso, Alexandra; Flores, Heidi; Ponizovskiy, Vladimir; Ranney, John D.; Mandour, Tarek; Tootoosis, Curtis; Robinson, Sandy; Russo, Natalie; Burack, Jacob A.

2013-01-01

In response to the enduring "deficit" approach to the educational attainment of Aboriginal students in North America, we hypothesized that academic underperformance is related to a cultural mismatch between Aboriginal students' cultural background, which emphasizes connectedness and interdependence, and the mainstream White model of…

Detecting ecosystem performance anomalies for land management in the upper colorado river basin using satellite observations, climate data, and ecosystem models

USGS Publications Warehouse

Gu, Yingxin; Wylie, B.K.

2010-01-01

This study identifies areas with ecosystem performance anomalies (EPA) within the Upper Colorado River Basin (UCRB) during 2005-2007 using satellite observations, climate data, and ecosystem models. The final EPA maps with 250-m spatial resolution were categorized as normal performance, underperformance, and overperformance (observed performance relative to weather-based predictions) at the 90% level of confidence. The EPA maps were validated using "percentage of bare soil" ground observations. The validation results at locations with comparable site potential showed that regions identified as persistently underperforming (overperforming) tended to have a higher (lower) percentage of bare soil, suggesting that our preliminary EPA maps are reliable and agree with ground-based observations. The 3-year (2005-2007) persistent EPA map from this study provides the first quantitative evaluation of ecosystem performance anomalies within the UCRB and will help the Bureau of Land Management (BLM) identify potentially degraded lands. Results from this study can be used as a prototype by BLM and other land managers for making optimal land management decisions. ?? 2010 by the authors.

Detecting Ecosystem Performance Anomalies for Land Management in the Upper Colorado River Basin Using Satellite Observations, Climate Data, and Ecosystem Models

USGS Publications Warehouse

Gu, Yingxin; Wylie, Bruce K.

2010-01-01

This study identifies areas with ecosystem performance anomalies (EPA) within the Upper Colorado River Basin (UCRB) during 2005–2007 using satellite observations, climate data, and ecosystem models. The final EPA maps with 250-m spatial resolution were categorized as normal performance, underperformance, and overperformance (observed performance relative to weather-based predictions) at the 90% level of confidence. The EPA maps were validated using “percentage of bare soil” ground observations. The validation results at locations with comparable site potential showed that regions identified as persistently underperforming (overperforming) tended to have a higher (lower) percentage of bare soil, suggesting that our preliminary EPA maps are reliable and agree with ground-based observations. The 3-year (2005–2007) persistent EPA map from this study provides the first quantitative evaluation of ecosystem performance anomalies within the UCRB and will help the Bureau of Land Management (BLM) identify potentially degraded lands. Results from this study can be used as a prototype by BLM and other land managers for making optimal land management decisions.

A review and meta-analysis of age-based stereotype threat: negative stereotypes, not facts, do the damage.

PubMed

Lamont, Ruth A; Swift, Hannah J; Abrams, Dominic

2015-03-01

Stereotype threat effects arise when an individual feels at risk of confirming a negative stereotype about their group and consequently underperforms on stereotype relevant tasks (Steele, 2010). Among older people, underperformance across cognitive and physical tasks is hypothesized to result from age-based stereotype threat (ABST) because of negative age-stereotypes regarding older adults' competence. The present review and meta-analyses examine 22 published and 10 unpublished articles, including 82 effect sizes (N = 3882) investigating ABST on older people's (Mage = 69.5) performance. The analysis revealed a significant small-to-medium effect of ABST (d = .28) and important moderators of the effect size. Specifically, older adults are more vulnerable to ABST when (a) stereotype-based rather than fact-based manipulations are used (d = .52); (b) when performance is tested using cognitive measures (d = .36); and (c) occurs reliably when the dependent variable is measured proximally to the manipulation. The review raises important theoretical and methodological issues, and areas for future research. (c) 2015 APA, all rights reserved).

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

PubMed Central

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

2017-01-01

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

Support network of adolescents with chronic disease: adolescents' perspective.

PubMed

Kyngäs, Helvi

2004-12-01

The purpose of this study was to describe the support network of adolescents with a chronic disease from their own perspective. Data were collected by interviewing adolescents with asthma, epilepsy, juvenile rheumatoid arthritis (JRA) and insulin-dependent diabetes mellitus (IDDM). The sample consisted of 40 adolescents aged between 13 and 17 years. Interview data were examined using content analysis. Six main categories were established to describe the support network of adolescents with a chronic disease: parents, peers, school, health care providers, technology and pets. Peers were divided into two groups: fellow sufferers and peers without a chronic disease. At school, teachers, school nurses and classmates were part of the support network. Health care providers included nurses, physicians and physiotherapists. Technology was also part of the support network and included four techniques that may be used to communicate: computers, mobile telephones, television and videos. The results provided a useful insight into the social network of adolescents with chronic disease and serve to raise awareness of the problems and opinions experienced by adolescents with this condition.

Monitoring the status of forests and rangelands in the Western United States using ecosystem performance anomalies

USGS Publications Warehouse

Rigge, Matthew B.; Wylie, Bruce; Gu, Yingxin; Belnap, Jayne; Phuyal, Khem P.; Tieszen, Larry

2013-01-01

The effects of land management and disturbance on ecosystem performance (i.e. biomass production) are often confounded by those of weather and site potential. The current study overcomes this issue by calculating the difference between actual and expected ecosystem performance (EEP) to generate ecosystem performance anomalies (EPA). This study aims to delineate and quantify average EPA from 2000–2009 within the Greater Platte and Upper Colorado River Basins, USA. Moderate Resolution Imaging Spectroradiometer (MODIS) normalized difference vegetation index (NDVI) images averaged over the growing season (GSN) served as a proxy of actual ecosystem performance. Yearly EEP was determined with rule-based piecewise regression tree models of abiotic data (climate, soils, elevation, etc.), independently created for each land cover. EPA were calculated as the residuals of the EEP to GSN relationship, and characterized as normal performing, underperforming, and overperforming at the 90% confidence level. Validation revealed that EPA values were related to biomass production (R2 = 0.56, P = 0.02) and likely to the proportion of biomass removed by livestock in the Nebraska Sandhills. Overall, 60.6% of the study area was (normal) performing near its EEP, 3.0% was severely underperforming, 5.0% was highly overperforming, and the remainder was slightly underperforming or overperforming. Generally, disturbances such as fires, floods, and insect damage, in addition to high grazing intensity, result in a negative EPA. Conversely, mature stands and appropriate management often result in positive EPA values. This method provides information critical to land managers to evaluate the appropriateness of previous management practices and restoration efforts and quantify disturbance impacts. Results are at a scale sufficient for many of the large management units of the region and for locating areas needing further investigation. Applications of EPA data to monitoring invasive species, grazing impacts, and vulnerability to plant community shifts have been suggested by land management professionals.

Back schools for the treatment of chronic low back pain: possibility of benefit but no convincing evidence after 47 years of research—systematic review and meta-analysis

PubMed Central

Straube, Sebastian; Harden, Markus; Schröder, Heiko; Arendacka, Barbora; Fan, Xiangning; Moore, R. Andrew; Friede, Tim

2016-01-01

Abstract Back schools are interventions that comprise exercise and education components. We aimed to systematically review the randomized controlled trial evidence on back schools for the treatment of chronic low back pain. By searching MEDLINE, Embase, and Cochrane Central as well as bibliographies, we identified 31 studies for inclusion in our systematic review and 5 of these for inclusion in meta-analyses. Meta-analyses for pain scores and functional outcomes revealed statistical superiority of back schools vs no intervention for some comparisons but not others. No meta-analysis was feasible for the comparison of back schools vs other active treatments. Adverse events were poorly reported so that no reliable conclusions regarding the safety of back schools can be drawn, although some limited reassurance in this regard may be derived from the fact that few adverse events and no serious adverse events were reported in the back school groups in the studies that did report on safety. Overall, the evidence base for the use of back schools to treat chronic low back pain is weak; in nearly a half-century since back schools were first trialled, no unequivocal evidence of benefit has emerged. PMID:27257858

Back schools for the treatment of chronic low back pain: possibility of benefit but no convincing evidence after 47 years of research-systematic review and meta-analysis.

PubMed

Straube, Sebastian; Harden, Markus; Schröder, Heiko; Arendacka, Barbora; Fan, Xiangning; Moore, R Andrew; Friede, Tim

2016-10-01

Back schools are interventions that comprise exercise and education components. We aimed to systematically review the randomized controlled trial evidence on back schools for the treatment of chronic low back pain. By searching MEDLINE, Embase, and Cochrane Central as well as bibliographies, we identified 31 studies for inclusion in our systematic review and 5 of these for inclusion in meta-analyses. Meta-analyses for pain scores and functional outcomes revealed statistical superiority of back schools vs no intervention for some comparisons but not others. No meta-analysis was feasible for the comparison of back schools vs other active treatments. Adverse events were poorly reported so that no reliable conclusions regarding the safety of back schools can be drawn, although some limited reassurance in this regard may be derived from the fact that few adverse events and no serious adverse events were reported in the back school groups in the studies that did report on safety. Overall, the evidence base for the use of back schools to treat chronic low back pain is weak; in nearly a half-century since back schools were first trialled, no unequivocal evidence of benefit has emerged.

Students with Chronic Conditions: Experiences and Challenges of Regular Education Teachers

ERIC Educational Resources Information Center

Selekman, Janice

2017-01-01

School nurses have observed the increasing prevalence of children with chronic conditions in the school setting; however, little is known about teacher experiences with these children in their regular classrooms. The purpose of this mixed-method study was to describe the experiences and challenges of regular education teachers when they have…

Adolescents with Chronic Illnesses--Issues for School Personnel. Second Edition. CYDLINE Reviews.

ERIC Educational Resources Information Center

Minnesota Univ., Minneapolis. National Center for Youth with Disabilities.

This resource guide covers the psychosocial and health concerns of adolescents with chronic illnesses. In a section titled "Bibliographic Information," the guide describes 12 books on general medical and social aspects, three resources on demographics, four resources on school issues, and 14 resources on psychosocial and family issues. A section…

Using Behavioral Interventions to Assist Children with Type 1 Diabetes Manage Blood Glucose Levels

ERIC Educational Resources Information Center

Lasecki, Kim; Olympia, Daniel; Clark, Elaine; Jenson, William; Heathfield, Lora Tuesday

2008-01-01

Treatment and management of chronic disease processes on children occurs across multiple settings, placing demands for consultation and expertise on school personnel, including school psychologists. One such chronic condition in children is type I diabetes. Children with type I insulin dependent diabetes mellitus exhibit high rates of…

Practice of Supporting Young People with Chronic Health Conditions in Hospital and Schools

ERIC Educational Resources Information Center

St Leger, Pamela

2014-01-01

How do health professionals and teachers make decisions about supporting young people whose lives are disrupted by chronic health conditions to stay in touch with schooling? Analysis of the interview and focus group data from health and education professionals who participated in the "Keeping Connected" project reflected common…

School Nurses and Care Coordination for Children with Complex Needs: An Integrative Review

ERIC Educational Resources Information Center

McClanahan, Rachel; Weismuller, Penny C.

2015-01-01

Health care for students with chronic needs can be complex and specialized, resulting in fragmentation, duplication, and inefficiencies. Students who miss school due to chronic conditions lose valuable educational exposure that contributes to academic success. As health-related disabilities increase in prevalence so does the need for the…

Absence from school related to cancer and other chronic conditions.

PubMed Central

Charlton, A; Larcombe, I J; Meller, S T; Morris Jones, P H; Mott, M G; Potton, M W; Tranmer, M D; Walker, J J

1991-01-01

Absence from school during the first year after starting major treatment for cancer or chronic or orthopaedic conditions was examined. Retrospective data were collected on 72 children and obtained from hospital records, school registers, and interviews with parents and teachers. Median initial absences caused by treatment were 91, 29-5, and 15 days for cancer, chronic, and orthopaedic patients respectively. The mean proportions of the remaining school time in the year occupied by absences caused by treatment and those not caused by treatment were respectively 17% and 17% for oncology patients, 8% and 12% for chronic patients, and 2% and 11% for orthopaedic patients. The only significant factor associated with the amount of absence caused by treatment was the type of illness. Increased absence not caused by treatment was associated with the amount of treatment time and the patient being a girl. The proportion of absence not caused by treatment decreased if the mother was educated beyond the age of 18. The possible reasons for and effects of excess absence are discussed. PMID:1953006

School Attendance, Absenteeism, and Student Success. Research Brief

ERIC Educational Resources Information Center

Oregon Department of Education, 2015

2015-01-01

Oregon Department of Education staff spoke with principals from five Oregon schools that had low rates of chronic absenteeism compared to schools with similar demographics during the 2014-15 school year: Echo Shaw Elementary School, Free Orchards Elementary School, Dayton Junior High School, Valor Middle School, and North Marion High School. Each…

Scientific Education in the Post-Corporate University Era

NASA Astrophysics Data System (ADS)

Bekhor, S. H.

2008-12-01

The emergence of electronic journals, online databases and online educational tools has provided our civilization with a plethora of opportunities to expand the impact of our educational system. Nonetheless, structures that were borne out of the post-World War II era remain firmly entrenched and, though they have undergone some transformation, continue to underperform the potential that is now attainable via a full- fledged incorporation of information technology into pedagogy even in the earliest stages of learning. The induction of talented, self-motivated individuals, irrespective of their financial background, should be at the forefront of any new approach to pedagogy as many of our talented youth with the potential for success have underappreciated capacities for independent learning. A more liberal system, which we call the "Open University," may encourage many such individuals to pursue a scientific career, save them the often prohibitive cost of attending prestigious universities, reduce the costs of operating universities and pave a fast-track to intellectual development for the most talented high-school students. This system may be implemented in tandem without detriment to our current system provided that educators take it upon themselves to reach out and collaborate with high-school teachers, and university bureaucracies begin to allow degree certification on the basis of standardized competency examinations and panel reviews of published work as opposed to the completion of a rigid set of cost-bearing requirements. In addition to the history and concepts outlined above, this work presents a model for a School for Rapid Intellectual Development (SFRID) which may be implemented at a minimal cost in developing countries and, thereby, can maximize the scope and extent of the Open University approach. Hopefully, this model will be tested in practice in the near future and, if successful, can be cloned both overseas and in North America.

[Predictive value of Ages & Stages Questionnaires for cognitive performance at early years of schooling].

PubMed

Schonhaut B, Luisa; Pérez R, Marcela; Castilla F, Ana María; Castro M, Sonia; Salinas A, Patricia; Armijo R, Iván

2016-10-13

The Ages and Stages questionnaires (ASQ) has been recently validated in our country for developmental screening. The objective of this study is evaluate the validity of ASQ to predict low cognitive performance in the early years of schooling. Diagnostic test studies conducted on a sample of children of medium-high socioeconomic level were evaluated using ASQ at least once at 8, 18 and/or 30 months old, and later, between 6 and 9 years old, reevaluated using the Wechsler Intelligence Scale for Children-third edition (WISC-III). Each ASQ evaluation was recorded independently. WISC-III was standardized, considering underperformance when the total score were under -1 standard deviation RESULTS: 123 children, corresponding to 174 ASQ assessments (42 of them were 8 months old, 55 were 18 months and 77 were 30 months of age) were included. An area under the ROC curve of 80.7% was obtained, showing higher values at 8 months (98.0%) compared to 18 and 30 months old (78.1 and 79.3%, respectively). Considering different ASQ scoring criteria, a low sensitivity (27.8 to 50.0%), but a high specificity (78.8 to 96.2%) were obtained; the positive predictive value ranged between 21 and 46%, while the negative value was 92.0-93.2%. ASQ has low sensitivity but excellent specificity to predict a low cognitive performance during the first years of schooling, being a good alternative to monitor psychomotor development in children who attend the private sector healthcare in our country. Copyright © 2016 Sociedad Chilena de Pediatría. Publicado por Elsevier España, S.L.U. All rights reserved.

The Effects of Identity and Psychological Empowerment on Accommodation Usage and Achievement for College Students with Disabilities

ERIC Educational Resources Information Center

Lam, Yeana W.

2015-01-01

More than ever, students with disabilities are enrolling in higher education, yet despite their growth, they still underperform compared to their nondisabled peers in grades and graduation rates. The Americans with Disabilities Act grants students with disabilities access to special accommodations and services in postsecondary institutions, and…

Brain Hemispheric Consensus and the Quality of Investment Decisions.

ERIC Educational Resources Information Center

Boyd, Michael

This on-going study explores the hypothesis that stock fund managers who underperform do so because they make bad decisions, and examines whether their choices can be improved by using a decision model that invokes principles of brain hemispheric consensus. The study, begun in fall 1999, involves two groups of business students: the control group…

Relevance of Partnering as an Alternative Approach to Management of Construction Projects in Ghana

ERIC Educational Resources Information Center

Ansah, Samuel Kwame; Awere, Eric; Edu-Buandoh, Kobina Badu Micah

2016-01-01

Understandably, clients in both the public and the private sectors in Ghanaian construction industry have become increasingly dissatisfied. What they see is unpredictability and under-performance. What they receive is too often of poor quality, late and over-priced. More often contractors enter the construction project focusing on achieving their…

A Latent Profile Analysis of Math Achievement, Numerosity, and Math Anxiety in Twins

ERIC Educational Resources Information Center

Hart, Sara A.; Logan, Jessica A. R.; Thompson, Lee; Kovas, Yulia; McLoughlin, Gráinne; Petrill, Stephen A.

2016-01-01

Underperformance in math is a problem with increasing prevalence, complex etiology, and severe repercussions. This study examined the etiological heterogeneity of math performance in a sample of 264 pairs of 12-year-old twins assessed on measures of math achievement, numerosity, and math anxiety. Latent profile analysis indicated 5 groupings of…

Academic Language as a Predictor Of Reading Comprehension in Monolingual Spanish-Speaking Readers: Evidence from Chilean Early Adolescents

ERIC Educational Resources Information Center

Meneses, Alejandra; Uccelli, Paola; Santelices, María Verónica; Ruiz, Marcela; Acevedo, Daniela; Figueroa, Javiera

2018-01-01

Although literacy achievement has improved in Chile, adolescents' underperformance in reading comprehension is still a serious concern. In English, core academic-language skills (CALS) have been found to significantly predict reading comprehension, even controlling for academic vocabulary knowledge. CALS are high-utility language skills that…

Grade 4 Learners' Linguistic Difficulties in Solving Mathematical Assessments

ERIC Educational Resources Information Center

Sibanda, Lucy

2017-01-01

The underperformance of South African learners in literacy and numeracy is a cause of concern, especially at the transition from Grade 3 to Grade 4. At Grade 4 in South Africa, the majority of learners begin learning in English, which to them is an additional language posing transition challenges of a linguistic nature. The sustained poor…

Reduced Activation in Right Lateral Prefrontal Cortex and Anterior Cingulate Gyrus in Medication-Naive Adolescents with Attention Deficit Hyperactivity Disorder during Time Discrimination

ERIC Educational Resources Information Center

Smith, Anna B.; Taylor, Eric; Brammer, Michael; Halari, Rozmin; Rubia, Katya

2008-01-01

Background: Patients with attention deficit hyperactivity disorder (ADHD) under-perform when discriminating between durations differing by several hundred milliseconds. This function involves right prefrontal and anterior cingulate (AC) brain regions, which are structurally and functionally compromised in this patient group during executive tasks.…

Disadvantaged Language Minority Students and Their Teachers: A National Picture

ERIC Educational Resources Information Center

Samson, Jennifer F.; Lesaux, Nonie K.

2015-01-01

Background: Educational outcomes for language minority (LM) children are of great concern across the nation because these students have lower grades, are rated by their teachers as having lower skills, perform worse on standardized tests, and are more likely to drop out than are non-LM students. Given this context of underperformance, there is a…

Stereotype Threat as Validity Threat: The Anxiety-Sex-Threat Interaction

ERIC Educational Resources Information Center

Delgado, Ana R.; Prieto, Gerardo

2008-01-01

Stereotype threat has been invoked to explain underperformance on a variety of groups for whom the stereotypes allege inferior cognitive abilities. In math testing, stereotype threat has been used to explain sex differences in test performance. This paper describes an experimental study on a large sample (n = 313), in which the role of anxiety and…

Staying with the Text: The Contribution of Gender, Achievement Orientations, and Interest to Students' Performance on a Literacy Task

ERIC Educational Resources Information Center

Graham, Jedda; Tisher, Ruth; Ainley, Mary; Kennedy, Gregor

2008-01-01

This study addresses concerns about boys' underperformance on literacy tasks compared to girls, by investigating male and females students' responses to narrative texts. Participants were 142 Grade 9 and 10 students. Achievement orientations, including goals, self-efficacy, and self-handicapping, were measured and approach and avoidance factors…

First- and Second-Language Learnability Explained by Orthographic Depth and Orthographic Learning: A "Natural" Scandinavian Experiment

ERIC Educational Resources Information Center

van Daal, Victor H. P.; Wass, Malin

2017-01-01

Effects of orthographic depth on orthographic learning ability were examined in 10- to 13-year-old children who learnt to read in similar orthographies differing in orthographic depth, defined as consistency of grapheme-to-phoneme correspondences. Danish children who learnt to read a deep orthography underperformed their Swedish counterparts who…

The Role of Anxiety and Working Memory in Gender Differences in Mathematics

ERIC Educational Resources Information Center

Ganley, Colleen M.; Vasilyeva, Marina

2014-01-01

This research examined a potential mechanism underlying gender differences in math performance by testing a mediation model in which women's higher anxiety taxes their working memory resources, leading to underperformance on a mathematics test. Participants for the 2 studies were college students (N = 87, N = 118) who completed an anxiety measure,…

Inside the Black Box of Self-Affirmation: Which Parts of Affirmation Exercises Are Critical for Treatment Efficacy?

ERIC Educational Resources Information Center

Rozek, Christopher S.; Hanselman, Paul; Feldman, Rachel C.; Quast, Erin A.; Crawford, Evan P.; Borman, Geoffrey D.

2015-01-01

Steele and Aronson (1995) hypothesized that underperformance in academics by minority students might be partially due to a newly identified phenomenon: "stereotype threat." Stereotype threat is defined as the anxiety or fear that an individual might experience because of the negative stereotypes about a group associated with that…

The Achievement Gap: Factors That Influenced the Achievement of Successful Black Students

ERIC Educational Resources Information Center

Morton, Kwame R., Sr.

2011-01-01

The academic underperformance of Black students when compared to their White peers has confounded educators nationwide. This discrepancy in academic performance commonly referred to as the achievement gap has become a national crisis which has led to one of the most significant educational reforms undertaken in the United States of America in the…

Stereotype Threat, Anxiety, Instructor Gender, and Underperformance in Women

ERIC Educational Resources Information Center

Kapitanoff, Susan; Pandey, Carol

2017-01-01

Whatever their major, students are often required to take at least one course in statistics. After graduation, statistics is a key skill in numerous workplace settings. However, for many, it is a particularly difficult course. One factor that may play a role is the lingering misconception that women are not as good as men in mathematics subjects…

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

ERIC Educational Resources Information Center

McMillen, Brad

2010-01-01

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

Third Grade English Language Arts: Underperformance on Statewide Assessments

ERIC Educational Resources Information Center

Ramnarain, Taramattie

2013-01-01

The intent of this investigation was to examine the Kaplan K-12 program in an intervention process and identify the determinants that contributed to the void in performance in English language arts in Grade 3. As such, the researcher selected the Kaplan K-12 intervention program to shrink the void in performance in the English language arts within…

Overconfidence of Vocational Education Students When Entering Higher Education

ERIC Educational Resources Information Center

Bowden, Mark P.; Abhayawansa, Subhash; Bahtsevanoglou, John

2015-01-01

Purpose: There is evidence that students who attend Technical and Further Education (TAFE) prior to entering higher education underperform in their first year of study. The purpose of this paper is to examine the role of self-efficacy in understanding the performance of students who completed TAFE in the previous year in a first year subject of…

Increasing Faculty-Student Communication through Email Messaging to Improve the Success of Online Students

ERIC Educational Resources Information Center

Jimison, Donna L.

2013-01-01

In a large community college in the Midwest, an online medical terminology course was experiencing success rates below that of college- and state-wide levels. This study evaluated the outcomes of intentional, increased numbers of e-mail communications between under-performing students and faculty for the purpose of improving student academic…

Sport-2-Stay-Fit study: Health effects of after-school sport participation in children and adolescents with a chronic disease or physical disability.

PubMed

Zwinkels, Maremka; Verschuren, Olaf; Lankhorst, Kristel; van der Ende-Kastelijn, Karin; de Groot, Janke; Backx, Frank; Visser-Meily, Anne; Takken, Tim

2015-01-01

Children and adolescents with a chronic disease or physical disability have lower fitness levels compared to their non-disabled peers. Low physical fitness is associated with reduced physical activity, increased cardiovascular diseases, and lower levels of both cognitive and psychosocial functioning. Moreover, children and adolescents with a chronic disease or physical disability participate less in both recreational and competitive sports. A variety of intervention studies have shown positive, but only temporary, effects of training programs. Next to issues related to the chronic condition itself, various personal and environmental factors play a key role in determining the extent to which they participate in sports or physical activities. Due to these barriers, sport participation in the immediate after-school hours seems to be a feasible solution to get these children and adolescents physical active structurally. To investigate if an after school sport program can sustain the positive effects of an intervention, a standardized interval training will be given to improve physical fitness levels. High-intensity Interval Training (HIT) is superior to moderate-intensity continuous training in improving physical fitness in patients with chronic diseases. Therefore, the Sport-2-Stay-Fit study will investigate whether after school sport participation can increase the sustainability of a HIT program in children and adolescents with a chronic disease or physical disability. The Sport-2-Stay-Fit study is a clinical controlled trial. A total of 74 children and adolescents in the age of 6-19 years with a chronic disease or physical disability will be included. This could be either a cardiovascular, pulmonary, metabolic, musculoskeletal or neuromuscular disorder. Both children and adolescents who are ambulatory or propelling a manual wheelchair will be included. All participants will follow a HIT program of eight weeks to improve their physical fitness level. Thereafter, the intervention group will participate in sport after school for six months, while the control group receives assessment only. Measurements will take place before the HIT, directly after, as well as, six months later. The primary objective is anaerobic fitness. Secondary objectives are agility, aerobic fitness, strength, physical activity, cardiovascular health, cognitive functioning, and psychosocial functioning. If effective, after school sport participation following a standardized interval training could be implemented on schools for special education to get children and adolescents with a chronic disease or physical disability active on a structural basis. This trial is registered at the Dutch Trial Register #NTR4698.

How do children with a chronic or long-term illness perceive their school re-entry after a period of homebound instruction?

PubMed

Boonen, H; Petry, K

2012-07-01

A considerable number of children are confronted with a chronic or long-term illness in their lives. For these children, absenteeism is problematic, because education plays a major role in stimulating their cognitive development and in promoting a sense of normalcy and psychosocial well-being. In the literature, a great deal of attention has been paid to school reintegration programmes, which try to counter the barriers that these children may face when they return to school. Another way of surmounting these barriers is through the use of homebound instruction, in which the educational process for the child is continued during the period of absence. Despite the growing awareness of the necessity of education for these children, there is still little empirical research available addressing programmes that facilitate school re-entry. The major goal of this study is to investigate how parents and their children with a chronic or long-term illness perceive school re-entry after a period of homebound instruction, by using a descriptive-explorative, multi-informant research design. Participants were 60 children and their parents who filled in a self-constructed questionnaire. Both parents and children perceived the period of homebound instruction, as well as their school re-entry, predominantly positively. Most of the children stated that they had been able to keep up with their subjects, and that they had good contact with their peers when they returned to school. According to parents, homebound instruction made a positive contribution to the school re-entry of their child. The current study is one of the first to explore the school re-entry of children with a chronic or long-term illness. According to both parents and children, the school re-entry process passed off positively. However, more research is needed with regard to the quality of education and the programmes aimed at facilitating school re-entry. © 2011 Blackwell Publishing Ltd.

Prevalence and influencing factors of chronic back pain among staff at special schools with multiple and severely handicapped children in Germany: results of a cross-sectional study.

PubMed

Claus, Matthias; Kimbel, Renate; Spahn, Daniel; Dudenhöffer, Sarah; Rose, Dirk-Matthias; Letzel, Stephan

2014-02-25

In Germany, about 70,000 teachers and educational staff were teaching at more than 3,000 special schools during the school year 2010/2011. Nursing services like lifting pupils form a substantial part of the work content of the staff at special schools. Since nursing care often involves carrying and lifting pupils, there is a reason to assume an adverse effect on the musculoskeletal health of teachers and other professionals. With the present study we aimed to describe the prevalence and risk factors of chronic back pain among employees at this type of school. The cross-sectional survey was carried out between August 2010 and August 2012 at 13 special schools focusing on motoric and/or holistic development of handicapped children in Rhineland-Palatinate (Germany). Teachers and educational staff were interviewed using a questionnaire. We applied multivariable logistic regression analyses to identify influencing factors of chronic back pain. Altogether 395 persons (response rate: 59.7%) participated in our study. Respondents were mostly female (86.8%) with a mean age of 45 years. The prevalence of chronic back pain was 38.7%. More than 40% reported frequently carrying and lifting heavy loads (>20 kg). Age [adjusted OR = 1.03 (95%-CI 1.00-1.05) for 1-year increase in age], current smoking [adjusted OR = 2.31 (95%-CI 1.27-4.23)], depression/depressive mood [adjusted OR = 1.85 (95%-CI 1.12-3.06)], frequently carrying and lifting heavy loads [adjusted OR = 2.69 (95%-CI 1.53-4.75)], and frequent exposure to environmental impacts [adjusted OR = 2.18 (95%-CI 1.26-3.76)] were influencing factors of chronic back pain in the final multivariable regression model. A large proportion of teachers and educational staff suffered from chronic back pain in our study, indicating a high need for treatment in this professional group. Increasing age, current smoking, a diagnosed depression/depressive mood, carrying and lifting heavy loads, and exposure to environmental impacts were associated with chronic back pain. Due to the sparse literature on the topic, further studies using a longitudinal design are necessary for a better understanding of the risk factors of chronic back pain.

Sensitivity of Helicobacter pylori detection by Giemsa staining is poor in comparison with immunohistochemistry and fluorescent in situ hybridization and strongly depends on inflammatory activity.

PubMed

Kocsmár, Éva; Szirtes, Ildikó; Kramer, Zsófia; Szijártó, Attila; Bene, László; Buzás, György Miklós; Kenessey, István; Bronsert, Peter; Csanadi, Agnes; Lutz, Lisa; Werner, Martin; Wellner, Ulrich Friedrich; Kiss, András; Schaff, Zsuzsa; Lotz, Gábor

2017-08-01

Conventional stainings (including H&E and special stains like Giemsa) are the most widely applied histopathologic detection methods of Helicobacter pylori (HP). We aimed to compare the diagnostic performance of Giemsa staining with immunohistochemistry (IHC) and fluorescent in situ hybridization (FISH) on a monocentric cohort of 2896 gastric biopsies and relate results to histologic alterations in order to find such histopathologic subgroups in which these methods underperform. All cases were categorized regarding presence or absence of chronic gastritis, inflammatory activity, and mucosal structural alterations. Giemsa revealed 687 cases (23.7%), IHC 795 cases (27.5%), and FISH 788 cases (27.2%) as being HP positive. Giemsa showed significantly lower overall sensitivity (83.3%) compared to IHC (98.8%) and FISH (98.0%). Moreover, the sensitivity of Giemsa dramatically dropped to 33.6% in the nonactive cases. We found that sensitivity of Giemsa strongly depends on HP density and, accordingly, on the presence of activity. Structural alterations (intestinal metaplasia, atrophy, etc.) had only no or weak effect on sensitivity of the three stainings. Both IHC and FISH proved to be equally reliable HP detecting techniques whose diagnostic performance is minimally influenced by mucosal inflammatory and structural alterations contrary to conventional stainings. We highly recommend immunohistochemistry for clinically susceptible, nonactive chronic gastritis cases, if the conventional stain-based HP detection is negative. Moreover, we recommend to use IHC more widely as basic HP stain. Helicobacter pylori FISH technique is primarily recommended to determine bacterial clarithromycin resistance. Furthermore, it is another accurate diagnostic tool for HP. © 2017 John Wiley & Sons Ltd.

School Success for Children Experiencing Chronic Illness: National Recommendations for Addressing Global Barriers

ERIC Educational Resources Information Center

Physical Disabilities: Education and Related Services, 2017

2017-01-01

Advances in medicine and medical technologies over the past several decades have extended the lives of many individuals who have chronic illnesses that were once considered terminal. Likewise, these advances have enabled more students to participate in school than ever before. As such, their short-term and long-term academic outcomes must be…

Psychopathology in a Swedish Population of School Children with Tic Disorders

ERIC Educational Resources Information Center

Khalifa, Najah; Von Knorring, Anne-Liis

2006-01-01

Objective: To examine patterns of psychiatric comorbid disorders and associated problems in a school population of children with tic disorders. Method: From a total population of 4,479 children, 25 with Tourette's disorder (TD), 34 with chronic motor tics (CMT), 24 with chronic vocal tics (CVT), and 214 with transient tics (TT) during the past…

Generative Contexts

NASA Astrophysics Data System (ADS)

Lyles, Dan Allen

Educational research has identified how science, technology, engineering, and mathematics (STEM) practice and education have underperforming metrics in racial and gender diversity, despite decades of intervention. These disparities are part of the construction of a culture of science that is alienating to these populations. Recent studies in a social science framework described as "Generative Justice" have suggested that the context of social and scientific practice might be modified to bring about more just and equitable relations among the disenfranchised by circulating the value they and their non-human allies create back to them in unalienated forms. What is not known are the underlying principles of social and material space that makes a system more or less generative. I employ an autoethnographic method at four sites: a high school science class; a farm committed to "Black and Brown liberation"; a summer program geared towards youth environmental mapping; and a summer workshop for Harlem middle school students. My findings suggest that by identifying instances where material affinity, participatory voice, and creative solidarity are mutually reinforcing, it is possible to create educational contexts that generate unalienated value, and circulate it back to the producers themselves. This cycle of generation may help explain how to create systems of justice that strengthen and grow themselves through successive iterations. The problem of lack of diversity in STEM may be addressed not merely by recruiting the best and the brightest from underrepresented populations, but by changing the context of STEM education to provide tools for its own systematic restructuring.

Relationship between dean's letter rankings and later evaluations by residency program directors.

PubMed

Lurie, Stephen J; Lambert, David R; Grady-Weliky, Tana A

2007-01-01

It is not known how well dean's letter rankings predict later performance in residency. To assess the accuracy of dean's letter rankings to predict clinical performance in internship. Participants were medical students who graduated from the University of Rochester School of Medicine and Dentistry in the classes of 2003 and 2004. In their Dean's Letter, each student was ranked as either "Outstanding" (upper quartile), "Excellent" (second quartile), "Very good" (lower 2 quartiles), or "Good" (lowest few percentile). We compared these dean's letter rankings against results of questionnaires sent to program directors 9 months after graduation. Response rate to the questionnaire was 58.9% (109 of 185 eligible graduates). There were no differences in response rate across the four dean's letter ranking categories. Program directors rated students in the top two categories of dean's letter rankings significantly higher than those in the very good group. Students in all three groups were rated significantly higher than those in the good group, F (3, 105) = 13.37, p < .001. Students in the very good group were most variable in their ratings by program directors, with many receiving similarly high ratings as students in the upper 2 groups. There were no differences by gender or specialty. Dean's letter rankings are a significant predictor of later performance in internship among graduates of our medical school. Students in the bottom half of the class are most likely either to underperform or overperform in internship.

Cultural mismatch and the education of Aboriginal youths: the interplay of cultural identities and teacher ratings.

PubMed

Fryberg, Stephanie A; Troop-Gordon, Wendy; D'Arrisso, Alexandra; Flores, Heidi; Ponizovskiy, Vladimir; Ranney, John D; Mandour, Tarek; Tootoosis, Curtis; Robinson, Sandy; Russo, Natalie; Burack, Jacob A

2013-01-01

In response to the enduring "deficit" approach to the educational attainment of Aboriginal students in North America, we hypothesized that academic underperformance is related to a cultural mismatch between Aboriginal students' cultural background, which emphasizes connectedness and interdependence, and the mainstream White model of education, which focuses on independence and assertiveness. The participants included virtually all the secondary students (N = 115) in the Naskapi community of Kawawachikamach, Quebec, Canada. We obtained self-reports of identification with Aboriginal and White culture, teacher reports of assertiveness, and official grades. We found that high identification with either Aboriginal or White culture was related to higher grades, regardless of whether the students were perceived as assertive by their teacher. Conversely, at low levels of cultural identification toward Aboriginal or White culture, being perceived as low in assertiveness by one's teacher predicted lower grades. This suggests that both high cultural identification and assertiveness can contribute to enhancing the educational outcomes of Aboriginal students, but that Aboriginal students with low levels of both cultural identification and assertiveness are at particular risk as they are mismatched with the culture of mainstream schools and do not benefit from the protective effects of identity. The relationships among identity, cultural values, and academic performance point to the need to reject the notion of an inherent deficit in education among Aboriginal youths in favor of a different framework in which success can be attained when alternative ways of being are fostered and nurtured in schools.

Parental Involvement of Mothers with Chronic Illness and Children's Academic Achievement

ERIC Educational Resources Information Center

Chen, Yung-Chi; Fish, Marian C.

2013-01-01

This study examined how maternal chronic illnesses may affect children's academic achievement through parental involvement. A total of 189 mothers diagnosed with chronic illnesses, such as multiple sclerosis, diabetes, cancer, HIV/AIDS, chronic pain, asthma, myelodysplasic syndrome, and fibromyalgia, and with a child in middle school or high…

Academic Achievement and School-Wide Positive Behavior Interventions and Supports

ERIC Educational Resources Information Center

Gage, Nicholas A.; Sugai, George; Lewis, Timothy J.

2013-01-01

Turning around chronically low-performing schools requires a multifaceted school-wide, systematic effort that includes strong leadership and data-based decision making. School-wide efforts to turn-around low-performing schools should address the academic, social, and behavioral needs of all students. One evidence-based, systematic school-wide…

Facial-affect recognition deficit as a predictor of different aspects of social-communication impairment in traumatic brain injury.

PubMed

Rigon, Arianna; Turkstra, Lyn S; Mutlu, Bilge; Duff, Melissa C

2018-05-01

To examine the relationship between facial-affect recognition and different aspects of self- and proxy-reported social-communication impairment following moderate-severe traumatic brain injury (TBI). Forty-six adults with chronic TBI (>6 months postinjury) and 42 healthy comparison (HC) adults were administered the La Trobe Communication Questionnaire (LCQ) Self and Other forms to assess different aspects of communication competence and the Emotion Recognition Test (ERT) to measure their ability to recognize facial affects. Individuals with TBI underperformed HC adults in the ERT and self-reported, as well as were reported by close others, as having more communication problems than did HC adults. TBI group ERT scores were significantly and negatively correlated with LCQ-Other (but not LCQ-Self) scores (i.e., participants with lower emotion-recognition scores were rated by close others as having more communication problems). Multivariate regression analysis revealed that adults with higher ERT scores self-reported more problems with disinhibition-impulsivity and partner sensitivity and had fewer other-reported problems with disinhibition-impulsivity and conversational effectiveness. Our findings support growing evidence that emotion-recognition deficits play a role in specific aspects of social-communication outcomes after TBI and should be considered in treatment planning. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Screening of depression in cardiology: A study on 617 cardiovascular patients.

PubMed

Tesio, Valentina; Marra, Sebastiano; Molinaro, Stefania; Torta, Riccardo; Gaita, Fiorenzo; Castelli, Lorys

2017-10-15

Depression screening in the cardiovascular disease (CVD) care setting is under-performed, also because the issue of the optimal screening tools cut-off is still open. We analysed which HADS (Hospital Anxiety and Depression Scale) total score cut-off value shows the best properties in two groups of 357 Acute Coronary Syndrome (ACS) and 260 Chronic Coronary Artery Disease (CAD) hospitalized patients. A Receiver Operating Characteristics (ROC) curve was plotted for both groups using the Montgomery-Asberg Depression Rating Scale (MADRS) as the criterion. Accuracy, positive (PPV) and negative (NPV) predictive values were computed for different cut-off scores. The ROC curves confirmed the excellent/very good accuracy of the HADS in both groups, with an area under the curve of 0.911 for the ACS and 0.893 for the CAD patients. The cut-off of 14 showed the best compromise between high sensitivity and good specificity in both groups, with high negative predicted values (95.5% and 92.4%, respectively). Using a cut-off value of 14, the HADS could be considered a good screening tool to identify hospitalized CAD and ACS patients requiring a more accurate depression assessment, in order to promptly plan the most appropriate treatment strategies and prevent the negative effects of depression in CVD patients. Copyright © 2017 Elsevier B.V. All rights reserved.

Student Expectations of Peer and Teacher Reactions to Students With Chronic Pain: Implications for Improving Pain-related Functioning.

PubMed

Castarlenas, Elena; Vega, Rocío de la; Tomé-Pires, Catarina; Solé, Ester; Racine, Mélanie; Jensen, Mark P; Miró, Jordi

2015-11-01

Social interactions can influence the experience and impact of chronic pain. Children and adolescents expectations of how others respond to them could therefore influence their adjustment to pain. This study examined how children and adolescents expected their peers and teachers would react to classmates with chronic pain. 211 school children participated in this study. We presented each participant 1 of 4 vignettes that described a boy or a girl who did or did not have chronic pain. Participants were then asked to describe how they think other children and their teachers would react to the child depicted in the vignette with respect to solicitous, discouraging, and coping responses. Discouraging responses from peers and teachers were viewed as being relatively unlikely. However, both coping and solicitous responses-the latter being a response known to be linked to increased pain and disability in children and adults-were viewed by the participating children as being relatively likely. Moreover, the expected likelihood of solicitous responses from teachers was thought to be even more probable for children and adolescents with chronic pain than for those without chronic pain. The results of this study have important practical implications, given the well-known importance of significant other's responses to chronic pain problems. Further research is needed to understand how social interactions at school may influence functioning of children with chronic pain and their development. This information could provide an important empirical basis for determining how best to manage individuals with chronic pain problems in the school setting.

Anxiety, depression and school absenteeism in youth with chronic or episodic headache

PubMed Central

Rousseau-Salvador, Céline; Amouroux, Rémy; Annequin, Daniel; Salvador, Alexandre; Tourniaire, Barbara; Rusinek, Stéphane

2014-01-01

BACKGROUND: Chronic daily headache (CDH) in children has been documented in general and clinical populations. Comorbid psychological conditions, risk factors and functional outcomes of CDH in children are not well understood. OBJECTIVES: To examine anxiety and depression, associated risk factors and school outcomes in a clinical population of youth with CDH compared with youth with episodic headache (EH). METHODS: Data regarding headache characteristics, anxiety, depression and missed school days were collected from 368 consecutive patients eight to 17 years of age, who presented with primary headache at a specialized pediatric headache centre. RESULTS: A total of 297 patients (81%) were diagnosed with EH and 71 were diagnosed with CDH. Among those with CDH, 78.9% presented with chronic tension-type headache and 21.1% with chronic migraine (CM). Children with CDH had a higher depression score than the standardized reference population. No difference was observed for anxiety or depression scores between children with CDH and those with EH. However, children with CM were more anxious and more depressed than those with chronic tension-type headache. Youth experiencing migraine with aura were three times as likely to have clinically significant anxiety scores. Headache frequency and history were not associated with psychopathological symptoms. Children with CDH missed school more often and for longer periods of time. CONCLUSIONS: These findings document the prevalence of anxiety, depression and school absenteeism in youth with CDH or EH. The present research also extends recent studies examining the impact of aura on psychiatric comorbidity and the debate on CM criteria. PMID:24911174

Does contact by a family nurse practitioner decrease early school absence?

PubMed

Kerr, Jill; Price, Marva; Kotch, Jonathan; Willis, Stephanie; Fisher, Michael; Silva, Susan

2012-02-01

Chronic early school absence (preschool through third grade) is associated with school failure. The presence of school nurses may lead to fewer absences, and nurse practitioners in school-based health centers (SBHCs) can facilitate a healthier population resulting in improved attendance. Efforts to get students back to school are unexplored in nursing literature. This article describes a nursing intervention to decrease early school absence in two elementary schools K-3 (N = 449) and a Head Start program (N = 130). The Head Start Family Nurse Practitioner (FNP) contacted families of chronically and excessively absent students by telephone, clinic visit at school, or home visit. The aggregate percentage attendance was evaluated by grades (preschool to third grade), schools (Head Start, Elementary Schools 1 and 2), and grades and schools and compared with publicly available school district aggregate data. There were statistically significant increases in attendance from Year 1 to Year 2 at p < .05 at the elementary level but not at the Head Start level. Student demographics, types of contacts, absence reasons (including sick child), and medical diagnoses are described.

Guidance, Counseling, and Support Services for High School Students with Physical Disabilities: Visual, Hearing, Orthopedic, Neuromuscular, Epilepsy, Chronic Health Conditions. Includes State Resource Directory.

ERIC Educational Resources Information Center

Foster, June C.; And Others

Intended for use by high school guidance personnel, the two volumes provide general information and a resource guide on physical disabilities including visual impairment, hearing impairment, orthopedic handicap, neuromuscular handicap, epilepsy, diabetes, and other chronic health conditions. The first section provides an overview of each of the…

Playing with Moon Sand: A Narrative Inquiry into a Teacher's Experiences Teaching Alongside a Student with a Chronic Illness

ERIC Educational Resources Information Center

Davis, Beth; Murphy, M. Shaun

2016-01-01

This paper inquires into the experiences of an early childhood educator named Claire who taught a young girl with a chronic illness at East Willows Elementary School, a western Canadian elementary school. Using narrative inquiry as the methodology, Claire's experiences in her curriculum making alongside Madeline a young girl with Turner syndrome…

The Journey to Understand the Influence of Culturally Relevant and Responsive Instruction in Writing with African American Students: A Case Study

ERIC Educational Resources Information Center

Ibrahim-Balogun, Ayanna

2011-01-01

African American students are underperforming in public education. Unfortunately, a lack of literacy achievement is at the forefront of this issue. Within the area of literacy, writing scores of African American children are plummeting across the nation on standardized assessments. The present study was designed to inform classroom practices about…

The Hybrid Management Model: Influences of Organizational Structure and IT Project Management Practices on the Performance of Federal IT Projects

ERIC Educational Resources Information Center

Neves, Celine A.

2012-01-01

The federal government spends much money on information technology (IT) projects each year, yet numerous IT projects continue to underperform. For instance, in Fiscal Year 2008, OMB and federal agencies identified approximately 413 IT projects ($25.2 billion) as being poorly planned, poorly performing, or both. Agencies struggle to implement sound…

Fundraising Practices of the University of California, the California State University, and California Private Universities

ERIC Educational Resources Information Center

Karsevar, Kent J.

2012-01-01

Factors such as a declining tax revenues and an underperforming economy have been justifying the need for additional external private funding to meet the increasing needs of a growing California higher education system and ethnically diverse student body. The purpose of this study was to examine ways in which California private higher education…

Diamonds in the Rough: Examining a Case of Successful Black Male Student Athletes in College Sport

ERIC Educational Resources Information Center

Bimper, Albert Y., Jr.; Harrison, Louis, Jr.; Clark, Langston

2013-01-01

Ailing academic performances of Black male student athletes have been an impetus for a search of recourse by the National Collegiate Athletic Association. Amid the volume of these academic underperformances, particularly in revenue-generating sports, there are Black male student athletes who achieve a level of success in the classroom that rivals…

Altering Perceptions of Mutual Value by Reframing Diversity as a Resource: An Intervention to Improve Learning Climate and Reduce Gender Disparities in Mathematics

ERIC Educational Resources Information Center

Mitamura, Chelsea

2017-01-01

Though women increasingly participate in mathematics courses, substantial gender disparities persist across math domains, with women consistently underperforming compared to their male counterparts. We argue that these disparities are caused in part by learning climates in math environments that negatively affect female students. We suggest that…

Using Science as a Motivator for Underperforming Students: A Personal Story

ERIC Educational Resources Information Center

McGee, Christy D.

2012-01-01

In this article, the author shares the story about her son who has advanced intellectual ability and how she used science to motivate him. She says for advanced learners, the study of science encourages them to ask those deep questions without feeling as though they are out of step with their peers. Parents can support their children's natural…

A Study of a Multiple Component Feedback Approach to Substantive Revision for Secondary ELL and Multilingual Writers

ERIC Educational Resources Information Center

Early, Jessica Singer; Saidy, Christina

2014-01-01

This mixed method investigation included a quasi-experiment examining if revision instruction enhanced the substantive revising behavior of 15 English language learner (ELL) and multilingual 10th grade students enrolled in an English class for underperforming students in comparison to 14 non-ELL and multilingual students from the same class who…

The impact of Sleep Time-Related Information and Communication Technology (STRICT) on sleep patterns and daytime functioning in American adolescents.

PubMed

Polos, Peter G; Bhat, Sushanth; Gupta, Divya; O'Malley, Richard J; DeBari, Vincent A; Upadhyay, Hinesh; Chaudhry, Saqib; Nimma, Anitha; Pinto-Zipp, Genevieve; Chokroverty, Sudhansu

2015-10-01

This cross-sectional study explored the extent and impact of mobile device-based Sleep Time-Related Information and Communication Technology (STRICT) use among American adolescents (N = 3139, 49.3% female, mean age = 13.3 years). Nearly 62% used STRICT after bedtime, 56.7% texted/tweeted/messaged in bed, and 20.8% awoke to texts. STRICT use was associated with insomnia, daytime sleepiness, eveningness, academic underperformance, later bedtimes and shorter sleep duration. Moderation analysis demonstrated that the association between STRICT use and insomnia increased with age, the association between STRICT use and daytime sleepiness decreased with age, and the association between STRICT use and shorter sleep duration decreased with age and was stronger in girls. Insomnia and daytime sleepiness partially mediated the relationship between STRICT use and academic underperformance. Our results illustrate the adverse interactions between adolescent STRICT use and sleep, with deleterious effects on daytime functioning. These worrisome findings suggest that placing reasonable limitations on adolescent STRICT use may be appropriate. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Effort testing in children: can cognitive and symptom validity measures differentiate malingered performances?

PubMed

Rambo, Philip L; Callahan, Jennifer L; Hogan, Lindsey R; Hullmann, Stephanie; Wrape, Elizabeth

2015-01-01

Recent efforts have contributed to significant advances in the detection of malingered performances in adults during cognitive assessment. However, children's ability to purposefully underperform has received relatively little attention. The purpose of the present investigation was to examine children's performances on common intellectual measures, as well as two symptom validity measures: the Test of Memory Malingering and the Dot-Counting Test. This was accomplished through the administration of measures to children ages 6 to 12 years old in randomly assigned full-effort (control) and poor-effort (treatment) conditions. Prior to randomization, children's general intellectual functioning (i.e., IQ) was estimated via administration of the Kaufman Brief Intellectual Battery-Second Edition (KBIT-2). Multivariate analyses revealed that the conditions significantly differed on some but not all administered measures. Specifically, children's estimated IQ in the treatment condition significantly differed from the full-effort IQ initially obtained from the same children on the KBIT-2, as well as from the IQs obtained in the full-effort control condition. These findings suggest that children are fully capable of willfully underperforming during cognitive testing; however, consistent with prior investigations, some measures evidence greater sensitivity than others in evaluating effort.

Assessment of undergraduate nursing students from an Irish perspective: Decisions and dilemmas?

PubMed

Kennedy, Sara; Chesser-Smyth, Patricia

2017-11-01

Assessment of clinical competence plays a pivotal role in the education of undergraduate nursing students in preparation for registration. The challenges that face preceptors are represented in the international literature yet few studies have focused on the factors that influence the decision-making process by preceptors when students under-perform or appear to be borderline status in relation to clinical practice. This study explored the lived experiences of the preceptors during the assessment process using a phenomenological approach. This was a qualitative study that utilised a phenomenological approach to explore the lived experiences of the preceptors in relation to student assessment of those students who were incompetent and underperformed in clinical practice. Three categories emerged from the findings: First impressions, Emotional turmoil of failing a clinical assessment and competing demands in the workplace. It is proposed that employing a tripartite approach would enhance the assessment process to ensure a more robust and decision-sharing mechanism. This would support decisions that are made in the cases of incompetent or borderline nursing students and increase the objectivity of the competency assessment to ameliorate the emotional turmoil that is experienced by preceptors. Copyright © 2017 Elsevier Ltd. All rights reserved.

Identifying performing and under performing graphic symbols for verbs and prepositions in animated and static formats: a research note.

PubMed

Schlosser, Ralf W; Shane, Howard; Sorce, James; Koul, Rajinder; Bloomfield, Emma

2011-09-01

The purpose of this study was to identify graphic symbols for verbs and prepositions that were performing and underperforming in static and animated formats in a recent experiment on the effects of animation on transparency, name agreement, and identification of graphic symbols. Variable-specific criteria were developed in order to define when a symbol is considered to be performing in terms of its transparency, name agreement, and identification accuracy. Additionally, across-variable heuristic criteria were developed that allowed classification of symbols into four categories: (a) performing exceptionally, (b) performing effectively, (c) performing adequately, and (d) performing inadequately. These criteria were applied to 24 symbols for verbs and 8 symbols for prepositions in both animated and static formats. Results indicated that the vast majority of the symbols performed adequately or better while a few did not. Potential reasons as to why some of the symbols may have underperformed are discussed. Where appropriate, implications for modifying existing symbols and future research are drawn. Although the fact that the heuristic criteria were developed post-hoc is discussed as a limitation, the benefits of the proposed categories bode well for future applications.

School Nurses: An Investment in Student Achievement

ERIC Educational Resources Information Center

Maughan, Erin D.

2018-01-01

School nurses help students with the prevention and management of chronic physical and mental health issues, but not all schools have a full-time registered nurse on their staff. The author argues that investing in school nursing has benefits that extend beyond the school and into the community.

Does Contact by a Family Nurse Practitioner Decrease Early School Absence?

ERIC Educational Resources Information Center

Kerr, Jill; Price, Marva; Kotch, Jonathan; Willis, Stephanie; Fisher, Michael; Silva, Susan

2012-01-01

Chronic early school absence (preschool through third grade) is associated with school failure. The presence of school nurses may lead to fewer absences, and nurse practitioners in school-based health centers (SBHCs) can facilitate a healthier population resulting in improved attendance. Efforts to get students back to school are unexplored in…

The effects of Tulsa's CAP Head Start program on middle-school academic outcomes and progress.

PubMed

Phillips, Deborah; Gormley, William; Anderson, Sara

2016-08-01

This study presents evidence pertinent to current debates about the lasting impacts of early childhood educational interventions and, specifically, Head Start. A group of students who were first studied to examine the immediate impacts of the Tulsa, Oklahoma, Community Action Project (CAP) Head Start program were followed-up in middle school, primarily as 8th graders. Using ordinary least squares and logistic regressions with a rich set of controls and propensity score weighting models to account for differential selection into Head Start, we compared students who had attended the CAP Head Start program and enrolled in the Tulsa Public Schools (TPS) as kindergarteners with children who also attended TPS kindergarten but had attended neither CAP Head Start nor the TPS pre-K program as 4-year-olds. CAP Head Start produced significant positive effects on achievement test scores in math and on both grade retention and chronic absenteeism for middle-school students as a whole; positive effects for girls on grade retention and chronic absenteeism; for white students on math test scores; for Hispanic students on math test scores and chronic absenteeism, and for students eligible for free lunches on math test scores, grade retention, and chronic absenteeism. We conclude that the Tulsa CAP Head Start program produced significant and consequential effects into the middle school years. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Interacting with sexist men triggers social identity threat among female engineers.

PubMed

Logel, Christine; Walton, Gregory M; Spencer, Steven J; Iserman, Emma C; von Hippel, William; Bell, Amy E

2009-06-01

Social identity threat is the notion that one of a person's many social identities may be at risk of being devalued in a particular context (C. M. Steele, S. J. Spencer, & J. Aronson, 2002). The authors suggest that in domains in which women are already negatively stereotyped, interacting with a sexist man can trigger social identity threat, undermining women's performance. In Study 1, male engineering students who scored highly on a subtle measure of sexism behaved in a dominant and sexually interested way toward an ostensible female classmate. In Studies 2 and 3, female engineering students who interacted with such sexist men, or with confederates trained to behave in the same way, performed worse on an engineering test than did women who interacted with nonsexist men. Study 4 replicated this finding and showed that women's underperformance did not extend to an English test, an area in which women are not negatively stereotyped. Study 5 showed that interacting with sexist men leads women to suppress concerns about gender stereotypes, an established mechanism of stereotype threat. Discussion addresses implications for social identity threat and for women's performance in school and at work.

Program for the Chronically Ill.

ERIC Educational Resources Information Center

Schoenherr, Arline; Schnarr, Barbara

The program for chronically ill students in the Detroit public schools is described. Forms are presented listing needed information and implications for teachers of the following conditions: diabetes, sickle cell anemia, chronic renal failure, congenital heart disease, hemophilia, rheumatoid arthritis, asthma, leukemia, and cystic fibrosis. The…

Students with Chronic Health Conditions: The Role of The School Nurse. Position Statement

ERIC Educational Resources Information Center

Combe, Laurie G.; Mattern, Cheryl; Fleming, Laurie; Killingsworth, Suzie

2017-01-01

It is the position of the National Association of School Nurses (NASN) that to optimize student health, safety, and learning, a professional registered school nurse (hereinafter referred to as school nurse) be present all day, every day. The American Academy of Pediatrics' Council on School Health (2016) highlights the important role school nurses…

Retrofitting Bureaucracy: Factors Influencing Charter Schools' Access to Federal Entitlement Programs

ERIC Educational Resources Information Center

Rhim, Lauren Morando; Brinson, Dana

2010-01-01

Charter school laws and successful charter schools have been identified as key elements of bold initiatives to turn around chronically low-achieving public schools. Yet, charter schools operate in a policy space that was not constructed for them, a space in which public schools are primarily a state responsibility, but are markedly influenced by…

Time to Grow: Year Two Report on ExpandED Schools. A TASC Report

ERIC Educational Resources Information Center

Traill, Saskia; Brohawn, Katie

2014-01-01

An analysis of data from the second year of The After-School Corporation's (TASC's) national demonstration of an expanded school day for elementary and middle school students shows that ExpandED Schools improved school culture, decreased rates of students' chronic absenteeism and helped students develop positive learning habits and attitudes.…

Making time to talk.

PubMed

2016-09-01

NHS Employers has updated its people performance management toolkit, which now includes links to new guidance and resources. The toolkit encourages managers to 'make time to talk' about performance with staff, provides practical support, increases managers' knowledge about what good performance management is, and aims to increase their confidence in dealing with associated challenges, such as what to do if a team member is underperforming and how to give constructive feedback.

45 CFR 2522.650 - What happens if I fail to meet the performance measures included in my grant?

Code of Federal Regulations, 2014 CFR

2014-10-01

... 45 Public Welfare 4 2014-10-01 2014-10-01 false What happens if I fail to meet the performance... if I fail to meet the performance measures included in my grant? (a) If you are significantly under-performing based on the performance measures approved in your grant, or fail to collect appropriate data to...

45 CFR 2522.650 - What happens if I fail to meet the performance measures included in my grant?

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 4 2011-10-01 2011-10-01 false What happens if I fail to meet the performance... if I fail to meet the performance measures included in my grant? (a) If you are significantly under-performing based on the performance measures approved in your grant, or fail to collect appropriate data to...

45 CFR 2522.650 - What happens if I fail to meet the performance measures included in my grant?

Code of Federal Regulations, 2013 CFR

2013-10-01

... 45 Public Welfare 4 2013-10-01 2013-10-01 false What happens if I fail to meet the performance... if I fail to meet the performance measures included in my grant? (a) If you are significantly under-performing based on the performance measures approved in your grant, or fail to collect appropriate data to...

45 CFR 2522.650 - What happens if I fail to meet the performance measures included in my grant?

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 4 2010-10-01 2010-10-01 false What happens if I fail to meet the performance... if I fail to meet the performance measures included in my grant? (a) If you are significantly under-performing based on the performance measures approved in your grant, or fail to collect appropriate data to...

The Influence of Peer Tutors and Technology-Actuated Reading Instruction Process on Third-Grade Students' Self-Perceptions as Readers: A Multiple Case Study

ERIC Educational Resources Information Center

Daw, Brenda Shill

2011-01-01

Driven by Lev Vygotsky's Sociocultural Theory (1986), my study investigated the self-perceptions and interactions of seven underperforming, third-grade readers while using Technology-Actuated Reading Instruction (TARI). Partnered with same-age peer tutors, readers used digital tools to listen to, read/record, and playback oral reading passages.…

Developing Creativity and Problem-Solving Skills of Engineering Students: A Comparison of Web- and Pen-and-Paper-Based Approaches

ERIC Educational Resources Information Center

Valentine, Andrew; Belski, Iouri; Hamilton, Margaret

2017-01-01

Problem-solving is a key engineering skill, yet is an area in which engineering graduates underperform. This paper investigates the potential of using web-based tools to teach students problem-solving techniques without the need to make use of class time. An idea generation experiment involving 90 students was designed. Students were surveyed…

Reading Don't Fix No Chevys (Yet!): Motivating Boys in the Age of the Common Core

ERIC Educational Resources Information Center

Wilhelm, Jeffrey D.; Smith, Michael W.

2015-01-01

Research establishes that boys underperform in literacy relative to girls. If boys are to be successful on the assessments designed to measure achievement on the Common Core State Standards (CCSS) and if they are to become lifelong readers, they must be motivated to embrace instruction designed both to prepare them for success and to experience…

Biological challenges to effective vaccines in the developing world

PubMed Central

Grassly, Nicholas C.; Kang, Gagandeep; Kampmann, Beate

2015-01-01

The reason for holding a meeting to discuss biological challenges to vaccines is simple: not all vaccines work equally well in all settings. This special issue reviews the performance of vaccines in challenging environments, summarizes current thinking on the reasons why vaccines underperform and considers what approaches are necessary to understand the heterogeneity in responses and to improve vaccine immunogenicity and efficacy. PMID:25964451

Excellence Gaps: What They Are, Why They Are Bad, and How Smart Contexts Can Address Them … or Make Them Worse

ERIC Educational Resources Information Center

Hardesty, Jacob; McWilliams, Jenna; Plucker, Jonathan A.

2014-01-01

Every country--and even every community--has populations of students who severely underperform relative to other groups and to their own potential. These performance differences are generally called achievement gaps, and they tend to focus on gaps at basic levels of academic proficiency. But such gaps also exist among the highest levels of…

Broad Cognitive Profile in Children and Adolescents with HF-ASD and in Their Siblings: Widespread Underperformance and Its Clinical and Adaptive Correlates

ERIC Educational Resources Information Center

Rosa, Mireia; Puig, Olga; Lázaro, Luisa; Vallés, Virginia; Lera, Sara; Sánchez-Gistau, Vanesa; Calvo, Rosa

2017-01-01

Despite evidence supporting the presence of cognitive deficits in children and adolescents with high-functioning autism spectrum disorder (HF-ASD), the nature of these deficits and their clinical and adaptive correlates remain unclear. Moreover, there are few cognitive studies of ASD siblings as a high risk population. We compared 50 children and…

The Impact of Language on Educational Access in South Africa. CREATE Pathways to Access. Research Monograph No. 24

ERIC Educational Resources Information Center

Lafon, Michel

2009-01-01

The role of Medium of Instruction or Language of Learning and Teaching has not received sufficient attention as a factor denying meaningful access to education in South Africa. Yet the majority of under-performing learners are also children who learn in a language that is not their mother-tongue. This research aims to assess how recent language…

Adaptive Acquisitions: Maintaining Military Dominance By Managing Innovation

DTIC Science & Technology

2014-04-01

for the relatively unknown disruptive technologies , even for the technical experts. For example, in the early years of rocket research Jerome Hunsaker...improve along existing performance metrics.19 Since disruptive technologies generally underperform along these old value metrics, customers tend to...since the actual value of the innovation is difficult, if not impossible, to determine a priori. In fact, most of the claimed potential disruptive

Metabolomic analysis of the longissimus from underperforming piglets suggests impaired carbohydrate metabolism, increased lipid utilization and higher protein breakdown in comparison to piglets with normal preweaning growth

USDA-ARS?s Scientific Manuscript database

The present study was designed to determine if normal birth weight pigs that grow poorly during the pre-weaning period have altered skeletal muscle metabolism, as previously reported for intrauterine growth retarded pigs relative to littermates with normal growth rates. Eight pairs of average birth...

Zebrafish as a Model to Study NF1-Associated Learning Deficits

DTIC Science & Technology

2016-07-01

characterized by attention deficit and learning disabilities . The NF1 protein govern distinct aspects of cognitive behavior: the NF1- GRD attenuates Ras...most prominently scholastic under-performance characterized by attention deficit and learning disabilities . The NF1 protein govern distinct...disorder associated with attention deficits and learning disabilities . The primary known function of neurofibromin, encoded by the NF1 gene, is to

Mathematics Low Achievement in Greece: A Multilevel Analysis of the Programme for International Student Assessment (PISA) 2012 Data

ERIC Educational Resources Information Center

Karakolidis, Anastasios; Pitsia, Vasiliki; Emvalotis, Anastassios

2016-01-01

The main aim of the present study was to carry out an in-depth examination of mathematics underperformance in Greece. By applying a binary multilevel model to the PISA 2012 data, this study investigated the factors which were linked to low achievement in mathematics. The multilevel analysis revealed that students' gender, immigration status,…

Turnaround Necessities: Basic Conditions for an Effective, Sustainable, and Scalable School Turnaround

ERIC Educational Resources Information Center

Robinson, William S.; Buntrock, LeAnn M.

2011-01-01

Turning around chronically low-performing schools is challenging work requiring fundamental rethinking of the change process, and a systemic rather than school-by-school approach. Without a doubt, high-impact school leaders are critical to turnaround success, and pockets of success around the country demonstrate this. However, transformational and…

Will Seniority-Based Layoffs Undermine School Improvement Efforts in Washington State?

ERIC Educational Resources Information Center

Lake, Robin; DeArmond, Michael; Sepe, Cristina

2011-01-01

A new analysis finds that policies known as "last in, first out" may disproportionately affect schools receiving federal School Improvement Grants (SIGs). A centerpiece of U.S. Secretary of Education Arne Duncan's school reform agenda, SIG funds are intended to transform or turn around chronically failing schools. Analyzing Washington…

Chronic Childhood Trauma, Mental Health, Academic Achievement, and School-Based Health Center Mental Health Services.

PubMed

Larson, Satu; Chapman, Susan; Spetz, Joanne; Brindis, Claire D

2017-09-01

Children and adolescents exposed to chronic trauma have a greater risk for mental health disorders and school failure. Children and adolescents of minority racial/ethnic groups and those living in poverty are at greater risk of exposure to trauma and less likely to have access to mental health services. School-based health centers (SBHCs) may be one strategy to decrease health disparities. Empirical studies between 2003 and 2013 of US pediatric populations and of US SBHCs were included if research was related to childhood trauma's effects, mental health care disparities, SBHC mental health services, or SBHC impact on academic achievement. Eight studies show a significant risk of mental health disorders and poor academic achievement when exposed to childhood trauma. Seven studies found significant disparities in pediatric mental health care in the US. Nine studies reviewed SBHC mental health service access, utilization, quality, funding, and impact on school achievement. Exposure to chronic childhood trauma negatively impacts school achievement when mediated by mental health disorders. Disparities are common in pediatric mental health care in the United States. SBHC mental health services have some showed evidence of their ability to reduce, though not eradicate, mental health care disparities. © 2017, American School Health Association.

Chronic fatigue syndrome in Chinese middle-school students.

PubMed

Shi, Jieyao; Shen, Jie; Xie, Jian; Zhi, Jianming; Xu, Yong

2018-01-01

The objective of the present study was to determine the prevalence of chronic fatigue syndrome (CFS) and its associated factors in middle-school students in Suzhou, China. From September 2010 to January 2011, across-sectional study was conducted in junior- and senior middle-school students aged 10 to 18 years using a battery of confidential questionnaires. Our results indicate that 18,139 completed the questionnaires effectively, of whom 163 (0.9%) met the definition of CFS, with senior high-school students and male students predominating. The prevalence of CFS in the middle-school students increased steadily with age. The main symptoms of CFS in these students included being afraid of going to school, despondency, and irritability in addition to those specified in the Centers for Disease Control and Prevention (CDC). Our study shows that CFS is prevalent among Chinese teenagers, and requiring proper intervention and treatment.

Are adolescents with chronic conditions particularly at risk for bullying?

PubMed

Pittet, I; Berchtold, A; Akré, C; Michaud, P-A; Surís, J-C

2010-09-01

To compare the prevalence and intensity of victimisation from bullying and the characteristics of the victim of bullying, comparing adolescents with and adolescents without chronic conditions (CC). School survey. Postmandatory schools. A total of 7005 students (48% females) aged 16-20 years, distributed into adolescents with CC (728, 50% females) and controls (6277, 48% females). Chronic condition was defined as having a chronic disease and/or a physical disability. Prevalence of bullying-intensity of bullying-and sociodemographic, biopsychosocial, familial, school and violence context characteristics of the victims of bullying. The prevalence of bullying in our sample was 13.85%. Adolescents with CC were more likely to be victims of bullying (adjusted OR 1.53), and to be victims of two or three forms of bullying (adjusted OR 1.92). Victims of bullying with CC were more likely than non-victims to be depressed (RR 1.57), to have more physical symptoms (RR 1.61), to have a poorer relationship with their parents (RR 1.33), to have a poorer school climate (RR 1.60) and to have been victims of sexual abuse (RR 1.79) or other forms of violence (RR 1.80). Although these characteristics apply to victims in general, in most cases, they are less pronounced among victims without CC. CC seems to be a risk factor for victimisation from bullying. Therefore, as adolescents with CC are increasingly mainstreamed, schools should be encouraged to undertake preventive measures to avoid victimisation of such adolescents.

How Do Health Policies Affect My Health?: A Performance Task for High School

ERIC Educational Resources Information Center

Wycoff-Horn, Marcie R.; Caravella, Tracy J.

2011-01-01

It is well known that chronic diseases are the most common, costly, and preventable of all health issues in the United States. Chronic diseases continue to be a major health concern. Of the top 10 leading causes of mortality, 7 are identified as chronic. More recently, the prevalence of these chronic conditions has increased among the adolescent…

Connecting Attendance and Academic Outcomes. Chronic Absenteeism in Oregon Elementary Schools. Part 2 of 4. September 2016. Research Brief Series

ERIC Educational Resources Information Center

Oregon Department of Education, 2016

2016-01-01

This report highlights several trends in Oregon that show the correlation between chronic absenteeism and various academic outcomes. Oregon student patterns follow the national trend in that students with better attendance have better outcomes. Fifth-grade chronic absenteeism is a moderately strong predictor of chronic absenteeism in subsequent…

An Annotated Bibliography of Identifying and Meeting the Needs of the Student with Chronic Health Problems.

ERIC Educational Resources Information Center

Greenlee, Karen M.

A 56-citation review is presented of literature on chronic illness or chronic health problems in school-aged children, as well as policies connected with the medication a child may be taking for management of a physical condition. The initial section discusses the prevalence of chronic health problems, the psychological manifestations, the…

An Audit of Medication Administration: A Glimpse into School Health Offices

ERIC Educational Resources Information Center

Canham, Daryl L.; Bauer, Laurie; Concepcion, Michelle; Luong, June; Peters, Jill; Wilde, Claudia

2007-01-01

Many students require prescription and nonprescription medication to be administered during the school day for chronic and acute illnesses. School office staff members are typically delegated this task, yet these individuals are unlicensed assistive personnel without medical training. Five school nurses developed and participated in a medication…

Relegation and Reversion: Longitudinal Analysis of School Turnaround and Decline

ERIC Educational Resources Information Center

Hochbein, Craig

2012-01-01

School turnaround has become a popular strategy for improvement of chronically low-performing schools. Research related to school turnaround has relied substantially upon case studies. These case studies often focus on successful turnarounds and report immediate outcomes, failing to provide information about the sustainability of the results. In…

Attendance and Truancy Programs. Research Brief

ERIC Educational Resources Information Center

Walker, Karen

2007-01-01

According to the 2000 census, high school dropouts had a 52% employment rate, compared to 71% for high school graduates and 83% for college graduates. According to NCSE, the national dropout rate is 30% of which 80% had been chronically absent from school ("School attendance tracking: Challenges and effective practices"), which puts the…

Policy Perspective: School Turnaround in England. Utilizing the Private Sector

ERIC Educational Resources Information Center

Corbett, Julie

2014-01-01

This paper, written by strategic partner of the Center on School Turnaround (CST), Julie Corbett, provides research and examples on England's approach to turning around its lowest performing schools. The English education system utilizes private vendors to support chronically low-performing schools and districts. The introduction is followed by…

Assessing, Understanding, and Supporting Students with ADHD at School: Contemporary Science, Practice, and Policy

ERIC Educational Resources Information Center

DuPaul, George J.; Jimerson, Shane R.

2014-01-01

Students with attention-deficit/hyperactivity disorder (ADHD) exhibit chronic behavior difficulties that deleteriously impact their academic and social functioning in school settings. These difficulties not only impair student performance, but also present significant challenges to teachers, school psychologists, and other school professionals…

Barriers to Addressing Adolescent Substance Use: Perceptions of New York School-Based Health Center Providers

ERIC Educational Resources Information Center

Harris, Brett; Shaw, Benjamin; Lawson, Hal; Sherman, Barry

2016-01-01

Background: Adolescent substance use is associated with chronic health conditions, accidents, injury, and school-related problems, including dropping out. Schools have the potential to provide students with substance use prevention and intervention services, albeit with confidentiality challenges. School-based health centers (SBHCs) provide…

Triggering Reform at Public Schools

ERIC Educational Resources Information Center

Kelly, Andrew P.

2012-01-01

An intriguing experiment is afoot in some of the nation's struggling public schools. New "Parent Trigger" laws passed in California and on the agenda in New York, Ohio, Colorado, and Chicago, allow parents of chronically failing schools to unseat the schools' leadership and staff. But the initiative has pitfalls. It's easy to mobilize…

Review of "Stuck Schools: A Framework for Identifying Schools Where Students Need Change--Now"

ERIC Educational Resources Information Center

Lee, Jaekyung

2010-01-01

The Education Trust research report "Stuck Schools" suggests a framework for identifying chronically low-performing schools in need of turnaround. The study uses Maryland and Indiana to show that some low-performing schools make progress while others remain stagnant. The report has four serious problems of reliability and validity,…

The Schools Teachers Leave: Teacher Mobility in Chicago Public Schools

ERIC Educational Resources Information Center

Allensworth, Elaine; Ponisciak, Stephen; Mazzeo, Christopher

2009-01-01

This report reveals that about 100 Chicago schools suffer from chronically high rates of teacher turnover, losing a quarter or more of their teaching staff every year, and many of these schools serve predominantly low-income African American children. In the typical Chicago elementary school, 51 percent of the teachers working in 2002 had left…

Lost Opportunity: An Empirical Analysis of How Vouchers Affected Florida Public Schools. School Choice Issues in the State

ERIC Educational Resources Information Center

Forster, Greg

2008-01-01

The impact of Florida's "A+" accountability program, which until 2006 included a voucher program for chronically failing schools, on public school performance has been extensively studied. The results have consistently shown a positive effect on academic outcomes in Florida public schools. However, no empirical research has been done on…

Psychosocial issues for children and adolescents with chronic illness: self-esteem, school functioning and sports participation.

PubMed

Vitulano, Lawrence A

2003-07-01

Self-esteem, school functioning, and sports participation are among the most significant psychosocial issues that affect children and adolescents with chronic illness. Although these capacities are essential components of development for all children, they present special concerns for children with limitations of health. Parents, teachers, and coaches play important roles in providing normalizing and gratifying opportunities for children who struggle to be competent and accepted by their peers. Much can be done to provide chronically ill children with experiences and support that will allow them to grow up happier, feel better about themselves, and enjoy more success.

Truancy Rates and Truancy Reduction in the District of Columbia. Testimony before the Committee of the Whole and the Committee of the Judiciary of the Council of the District of Columbia

ERIC Educational Resources Information Center

Liberman, Akiva

2012-01-01

High rates of truancy at some DC schools are receiving considerable attention. The Family Court cannot realistically be a primary response to the chronic truancy of thousands of chronically truant high-school students, Senior Fellow Akiva Liberman of the Justice Policy Center told the City Council. Liberman commented that family-based…

Short- and Long-Term Effects of CBT-I in Groups for School-Age Children Suffering From Chronic Insomnia: The KiSS-Program.

PubMed

Schlarb, Angelika A; Bihlmaier, Isabel; Velten-Schurian, Kerstin; Poets, Christian F; Hautzinger, Martin

2018-01-01

This intervention study evaluates the short- and long-term effects of cognitive behavior therapy for insomnia (CBT-I) in groups for school-age children and their parents, named the KiSS-program. CBT-I was implemented in three sessions for children and three sessions for parents. All in all, 112 children with chronic childhood insomnia were randomly assigned to a wait-list (WL) control or treatment condition. According to subjective measures as well as objective wrist actigraphy, children in the CBT-I condition reported greater improvements in sleep behavior immediately after the treatment compared to the WL group. Improvements in sleep behavior after CBT-I persisted over the 3-, 6-, and 12-month follow-up assessments. The present study is the first randomized controlled trial that provides evidence for the long-term effectiveness of CBT-I in treating school-age children with chronic insomnia.

Paediatric chronic illness and educational failure: the role of emotional and behavioural problems.

PubMed

Layte, Richard; McCrory, Cathal

2013-08-01

Chronic illness in childhood is associated with worse educational outcomes. The association is usually explained via lowered cognitive development, decreased readiness to learn and school absence. However, this paper examines whether worse psychological adjustment may also play a role. We use data from the Growing Up in Ireland study, a cohort study, which collected data on 8,568 nine-year-old children through the Irish national school system using a two-stage sampling method. Maximum likelihood path analytic models are used to assess the direct effect of child chronic illness on reading and maths test scores and the mediating role of emotional and behavioural problems. In unadjusted analyses, children with a mental and behavioural condition scored 14.5 % points less on reading tests and 16.9 % points less on maths tests than their healthy peers. Children with non-mental and behavioural conditions scored 3 % points less on both tests, a significant difference. Mental and behavioural (OR, 9.58) and other chronic conditions (OR, 1.61) were significantly more likely to have 'high' levels of difficulties on the SDQ. Path analysis models showed that the association between chronic illness and educational test scores was completely mediated by emotional and behavioural problems controlling for school absence and bullying by peers. Child and adolescent chronic illness can have significant effects on educational development and a long-lasting impact on future life-chances. The psychological adjustment of the child is important in mediating the effect of chronic illness on educational outcomes. Interventions should target this developmental pathway.

Cell Biology: Control of Partner Lifetime in a Plant-Fungus Relationship.

PubMed

Gutjahr, Caroline; Parniske, Martin

2017-06-05

Arbuscules are tree-shaped fungal structures inside plant root cells that facilitate the exchange of nutrients delivered by the fungus with carbon sources from the host. To maintain symbiotic efficiency, plant cells can trigger degeneration of underperforming arbuscules. A recent study reveals the first transcription factor, which induces genes encoding hydrolytic enzymes, to mediate arbuscule degeneration. Copyright © 2017 Elsevier Ltd. All rights reserved.

Improving College Performance and Retention the Easy Way: Unpacking the ACT Exam. NBER Working Paper No. 17119

ERIC Educational Resources Information Center

Bettinger, Eric P.; Evans, Brent J.; Pope, Devin G.

2011-01-01

Colleges rely on the ACT exam in their admission decisions to increase their ability to differentiate between students likely to succeed and those that have a high risk of under-performing and dropping out. We show that two of the four sub tests of the ACT, English and Mathematics, are highly predictive of positive college outcomes while the other…

Reliability and Geographic Trends of 50,000 Photovoltaic Systems in the USA: Preprint

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

Jordan, D. C.; Kurtz, S. R.

2014-09-01

This paper presents performance and reliability data from nearly 50,000 photovoltaic (PV) systems totaling 1.7 gigawatts installed capacity in the USA from 2009 to 2012 and their geographic trends. About 90% of the normal systems and about 85% of all systems, including systems with known issues, performed to within 10% or better of expected performance. Although considerable uncertainty may exist due to the nature of the data, hotter climates appear to exhibit some degradation not seen in the more moderate climates. Special causes of underperformance and their impacts are delineated by reliability category. Hardware-related issues are dominated by inverter problemsmore » (totaling less than 0.5%) and underperforming modules (totaling less than 0.1%). Furthermore, many reliability categories show a significant decrease in occurrence from year 1 to subsequent years, emphasizing the need for higher-quality installations but also the need for improved standards development. The probability of PV system damage because of hail is below 0.05%. Singular weather events can have a significant impact such as a single lightning strike to a transformer or the impact of a hurricane. However, grid outages are more likely to have a significant impact than PV system damage when extreme weather events occur.« less

Poor symptom and performance validity in regularly referred Hospital outpatients: Link with standard clinical measures, and role of incentives.

PubMed

Dandachi-FitzGerald, Brechje; van Twillert, Björn; van de Sande, Peter; van Os, Yindee; Ponds, Rudolf W H M

2016-05-30

We investigated the frequency of symptom validity test (SVT) failure and its clinical correlates in a large, heterogeneous sample of hospital outpatients referred for psychological assessment for clinical purposes. We studied patients (N=469), who were regularly referred for assessment to the psychology departments of five hospitals. Background characteristics, including information about incentives, were obtained with a checklist completed by the clinician. As a measure of over-reporting, the Structured Inventory of Malingered Symptomatology (SIMS) was administered to all patients. The Amsterdam Short-Term Memory test (ASTM), a cognitive underperformance measure, was only administered to patients who were referred for a neuropsychological assessment. Symptom over-reporting occurred in a minority of patients, ranging from 12% to 19% in the main diagnostic patient groups. Patients with morbid obesity had a low rate of over-reporting (1%). The SIMS was positively associated with levels of self-reported psychological symptoms. Cognitive underperformance occurred in 29.3% of the neuropsychological assessments. The ASTM was negatively associated with memory test performance. We found no association between SVT failure and financial incentives. Our results support the recommendation to routinely evaluate symptom validity in clinical assessments of hospital patients. The dynamics behind invalid symptom reporting need to be further elucidated. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Effect Of Ventilation On Chronic Health Risks In Schools And Offices

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

Parthasarathy, Srinandini; Fisk, William J.; McKone, Thomas E.

This study provides a risk assessment for chronic health risks from inhalation exposure to indoor air pollutants in offices and schools with a focus how ventilation impacts exposures to, and risks from, volatile organic compounds (VOCs) and particulate matter (PM2.5). We estimate how much health risks could change with varying ventilation rates under two scenarios: (i) halving the measured ventilation rates and (ii) doubling the measured ventilation rates. For the hazard characterization we draw upon prior papers that identified pollutants potentially affecting health with indoor air concentrations responsive to changes in ventilation rates. For exposure assessment we determine representative concentrationsmore » of pollutants using data available in current literature and model changes in exposures with changes in ventilation rates. As a metric of disease burden, we use disability adjusted life years (DALYs) to address both cancer and non-cancer effects. We also compare exposures to guidelines published by regulatory agencies to assess chronic health risks. Chronic health risks are driven primarily by particulate matter exposure, with an estimated baseline disease burden of 150 DALYs per 100,000 people in offices and 140 DALYs per 100,000 people in schools. Study results show that PM2.5-related DALYs are not very sensitive to changes in ventilation rates. Filtration is more effective at controlling PM2.5 concentrations and health effects. Non-cancer health effects contribute only a small fraction of the overall chronic health burden of populations in offices and schools (<1 DALY per 100,000 people). Cancer health effects dominate the disease burden in schools (3 DALYs per 100,000) and offices (5 DALYs per 100,000), with formaldehyde being the primary risk driver. In spite of large uncertainties in toxicological data and dose-response modeling, our results support the finding that ventilation rate changes do not have significant impacts on estimated chronic disease burdens. Median estimates of DALYs are approximately doubled when the ventilation rates are halved and there is little reduction in health risks associated with doubling ventilation rates, but the very low baseline disease burden from the indoor exposures we considered makes this unremarkable. In exploring the full range of exposure concentrations, to find the fraction exceeding the Office of Environmental Health and Hazard Assessment’s (OEHHAs) chronic reference exposure levels (cRELs) and United States Environmental Protection Agency’s (USEPA) chronic reference dose (RfD) we found only minor shifts in exposure safety margins when ventilation was doubled or halved. We combined our exposure estimates with cancer potency factors published by OEHHA and USEPA to determine that the annual excess cancer risk per capita are below 1 in a million under all ventilation rate scenarios for individual pollutants. The results indicate that chronic health risks (cancer and non-cancer) associated with VOC and PM2.5 exposure in offices and schools are low and thus the chronic disease burden or health benefits of ventilation changes are likely to be well below both the level of detection by health surveillance studies and the level of regulatory thresholds.« less

School Choice, Student Mobility, and School Quality: Evidence from Post-Katrina New Orleans

ERIC Educational Resources Information Center

Welsh, Richard O.; Duque, Matthew; McEachin, Andrew

2016-01-01

In recent decades, school choice policies predicated on student mobility have gained prominence as urban districts address chronically low-performing schools. However, scholars have highlighted equity concerns related to choice policies. The case of post-Hurricane Katrina New Orleans provides an opportunity to examine student mobility patterns in…

Roles of the State Asthma Program in Implementing Multicomponent, School-Based Asthma Interventions

ERIC Educational Resources Information Center

Hester, Laura L.; Wilce, Maureen A.; Gill, Sarah A.; Disler, Sheri L.; Collins, Pamela; Crawford, Gregory

2013-01-01

Background: Asthma is a leading chronic childhood disease in the United States and a major contributor to school absenteeism. Evidence suggests that multicomponent, school-based asthma interventions are a strategic way to address asthma among school-aged children. The Centers for Disease Control and Prevention (CDC) encourages the 36 health…

Legal Guidance on When Schools Can Remove Students for Exhibiting Dangerous Behaviors through Injunctive Relief

ERIC Educational Resources Information Center

Counts, Jennifer; Katsiyannis, Antonis; Beard, Jenna

2018-01-01

Violence in schools remains a complex and challenging issue. In this article, we examine schools' responsibilities in placement and the provision of services for students who have chronically exhibited dangerous behaviors. Multiple court cases have provided schools guidance in evaluating when student removal through injunctive relief for dangerous…

Does the School Nurse-to-Student Ratio Make a Difference?

ERIC Educational Resources Information Center

Guttu, Martha; Engelke, Martha Keehner; Swanson, Melvin

2004-01-01

Public schools must provide an appropriate education for students with complex health needs. Chronic illnesses such as asthma and diabetes, social morbidities, injuries, and conditions that limit learning such as poor vision commonly affect school-aged children. School nurses often assume a leadership role in providing services for these children.…

Fiery Passion and Relentless Commitment: The Lived Experiences of African American Women Principals in Turnaround Model Schools

ERIC Educational Resources Information Center

Aldaco, Adrienne L. Gratten

2016-01-01

Chronically low performing schools in the United States have required targeted support and interventions to increase student achievement. In recent years, the school turnaround model has emerged as a swift, dramatic, comprehensive approach to implementing interventions in the lowest performing schools (Calkins, Guenther, Belfiore, & Lash,…

Developing and Sustaining a Healthy School Community: Essential Elements Identified by School Health Champions

ERIC Educational Resources Information Center

Stolp, Sean; Wilkins, Emma; Raine, Kim D.

2015-01-01

Background: Comprehensive School Health (CSH) approaches to developing a healthy school community can be effective in supporting chronic disease prevention while positively impacting on student behaviour and academic performance. Although a CSH framework provides principles for action, there is a lack of evidence regarding the processes that best…

Diabetes Management at School: Application of the Healthy Learner Model

ERIC Educational Resources Information Center

Bobo, Nichole; Kaup, Tara; McCarty, Patricia; Carlson, Jessie Parker

2011-01-01

Every child with diabetes deserves a school nurse with the capacity to effectively manage the disease at school. The school nurse needs knowledge and skills to confidently provide care and communicate with health care providers and families. The Healthy Learner Model for Chronic Condition Management provided a framework to eliminate the disjointed…

Association of School-Based Physical Activity Opportunities, Socioeconomic Status, and Third-Grade Reading

ERIC Educational Resources Information Center

Kern, Ben D.; Graber, Kim C.; Shen, Sa; Hillman, Charles H.; McLoughlin, Gabriella

2018-01-01

Background: Socioeconomic status (SES) is the most accurate predictor of academic performance in US schools. Third-grade reading is highly predictive of high school graduation. Chronic physical activity (PA) is shown to improve cognition and academic performance. We hypothesized that school-based PA opportunities (recess and physical education)…

The Effects of School Membership on Academic and Behavioral Performance of At-Risk Students

ERIC Educational Resources Information Center

Ahn, Sunyoung

2010-01-01

The purpose of this study was to investigate the relationships between the perceptions of school membership, risk factors, and school outcomes among a sample of alternative school students. The study subjects were 48 7th-9th graders who were at high risk for school failure because of their serious and chronic behavioral and academic problems. All…

[Deficient education in health and nutrition in Mexican schools: the topic of salt].

PubMed

Lozada, Michelle; Sánchez-Castillo, Claudia P; Mata, Irma I; Cabrera, Georgina A; Pichardo-Ontiveros, Edgar; James, W Philip T

2007-01-01

Given the rapidly increasing rates of adult chronic diseases in Mexico there is a need to assess the knowledge and understanding of these sufferings in relation to an inadequate diet. In a randomly selected sample of primary, secondary and high schools in a region of Mexico City, the knowledge of the dietary contributors to chronic disease was assessed by taking the specific example of salt and the knowledge of its importance. Participation encompassed: 1504 students, 890 parents and 27 teachers. An analysis was made of the curricular contribution of the school to nutritional and health knowledge. Forty five percent of students showed knowledge about the role of salt in health as well as 64.7% and 70% of parents and teachers respectively. Knowledge increased along with age: high school students showed a greater number of correct answers (74.3%) than those from secondary (48.8%) and primary (55.2%) (p < 0.0001). More girls (30.3%) (p < 0.001) answered rightly that industrialized foods contain more salt. No formal lessons are given on any aspects of nutrition or health, but one subject dealing with sexual education. There is little health education and no nutritional teaching in the studied schools despite the wide ranging of nutritional deficiencies and the national epidemic of chronic diseases in Mexico. A change in the scholastic curriculum in schools, that includes subjects on nutrition and health, is urgently required.

Doctor, Do You Make (School) House Calls?

ERIC Educational Resources Information Center

Ekstrand, Richard E.

1982-01-01

Raises several questions concerning the provision of emergency and routine medical treatment during school hours for health-impaired children whose conditions are chronic and severe. Examples of standards to be met when school personnel respond to impaired children's health needs are offered. (RH)

Transition Planning for Students with Chronic Health Conditions. Position Statement

ERIC Educational Resources Information Center

Baszler, Rita; Rochkes, Laura; Dolatowski, Rosemary; Mendes, Irene; Yow, Barbara; Butler, Sarah; Fekaris, Nina

2014-01-01

It is the position of the National Association of School Nurses (NASN) that all children with chronic health conditions should receive coordinated and deliberate transition planning to maximize lifelong functioning and well-being. Transition planning refers to a coordinated set of activities to assist students with chronic health conditions to…

French perspectives on psychiatric classification.

PubMed

Crocq, Marc-Antoine

2015-03-01

This article reviews the role of the French schools in the development of psychiatric nosology. Boissier de Sauvages published the first French treatise on medical nosology in 1763. Until the 1880s, French schools held a pre-eminent position in the development of psychiatric concepts. From the 1880s until World War I, German-speaking schools exerted the most influence, featuring the work of major figures such as Emil Kraepelin and Eugen Bleuler. French schools were probably hampered by excessive administrative and cultural centralization. Between the 1880s and the 1930s, French schools developed diagnostic categories that set them apart from international classifications. The main examples are Bouffée Délirante, and the complex set of chronic delusional psychoses (CDPs), including chronic hallucinatory psychosis. CDPs were distinguished from schizophrenia by the lack of cognitive deterioration during evolution. Modern French psychiatry is now coming into line with international classification, such as DSM-5 and the upcoming ICD-11.

French perspectives on psychiatric classification

PubMed Central

Crocq, Marc-Antoine

2015-01-01

This article reviews the role of the French schools in the development of psychiatric nosology. Boissier de Sauvages published the first French treatise on medical nosology in 1763. Until the 1880s, French schools held a pre-eminent position in the development of psychiatric concepts. From the 1880s until World War I, German-speaking schools exerted the most influence, featuring the work of major figures such as Emil Kraepelin and Eugen Bleuler. French schools were probably hampered by excessive administrative and cultural centralization. Between the 1880s and the 1930s, French schools developed diagnostic categories that set them apart from international classifications. The main examples are Bouffée Délirante, and the complex set of chronic delusional psychoses (CDPs), including chronic hallucinatory psychosis. CDPs were distinguished from schizophrenia by the lack of cognitive deterioration during evolution. Modern French psychiatry is now coming into line with international classification, such as DSM-5 and the upcoming ICD-11. PMID:25987863

The healthy learner model for student chronic condition management--part II: the asthma initiative.

PubMed

Erickson, Cecelia DuPlessis; Splett, Patricia L; Mullett, Sara Stoltzfus; Jensen, Charlotte; Belseth, Stephanie Bisson

2006-12-01

The Healthy Learner Asthma Initiative (HLAI) was designed as a comprehensive, school-community initiative to improve asthma management and produce healthy learners. National asthma guidelines were translated into components of asthma management in the school setting that defined performance expectations and lead to greater quality and consistency of asthma care. The HLAI incorporated evidence-based practice and introduced the role of the asthma resource nurse. Leadership, capacity building, and strong partnerships among school nurses, students, families, and health care providers were essential to the implementation and sustainability of the HLAI. Professional school nursing and evaluation were defined as key requisites to a successful initiative. Evaluation results indicated positive effects on nursing practice, fewer asthma visits to the health office, and better attendance among students who received asthma care in the school health office. The HLAI provided the basis for development of the Healthy Learner Model for Student Chronic Condition Management.

A cross sectional study between the prevalence of chronic pain and academic pressure in adolescents in China (Shanghai).

PubMed

Zhang, Yongxing; Deng, Guoying; Zhang, Zhiqing; Zhou, Qian; Gao, Xiang; Di, Liqing; Che, Qianzi; Du, Xiaoyu; Cai, Yun; Han, Xuedong; Zhao, Qinghua

2015-08-22

The purpose of this study was to investigate the prevalence of four types of chronic pain (headache, abdominal pain, neck and shoulder pain (NSP), and low back pain (LBP)) and to explore the relationship between the prevalence of chronic pain and self-reported academic pressure in high school students in Shanghai, China. Three thousand students were randomly surveyed on related issues using a questionnaire, and the results were analyzed using a multivariate logistic regression model. Among the 2849 high school students who completed the questionnaire, the overall prevalence rates of headache, abdominal pain, NSP, and LBP were 30.3, 20.9, 32.8, and 41.1%, respectively. The students in general experienced a heavy burden of learning, a high level of stress, and sleep deprivation, which were closely related to the four types of chronic pain. Chronic pain is a common condition in Chinese adolescents and is closely related to self-reported academic pressure.

Chronic stress and illness in children: the role of allostatic load.

PubMed

Johnston-Brooks, C H; Lewis, M A; Evans, G W; Whalen, C K

1998-01-01

Recent studies of stress have highlighted the contributions of chronic psychological and environmental stressors to health and well-being. Children may be especially vulnerable to the negative effects of chronic stressors. Allostasis, the body's ability to adapt and adjust to environmental demands, has been proposed as an explanatory mechanism for the stress-health link, yet empirical evidence is minimal. This study tested the proposition that allostasis may be an underlying physiological mechanism linking chronic stress to poor health outcomes in school-aged children. Specifically, we examined whether allostasis would mediate or moderate the link between chronic stress and health. To test the hypothesis that allostasis contributes to the relation between chronic stress and poor health, we examined household density as a chronic environmental stressor, cardiovascular reactivity (CVR) as a marker of allostatic load, and number of school absences due to illness as the health outcome in a sample of 81 boys. Structural equation modeling indicated that the mediating model fit the data well, accounting for 17% of the variance in days ill. Results provide the first evidence that CVR may mediate the relation between household density and medical illness in children. More generally, these findings support the role of allostasis as an underlying mechanism in the link between chronic stress and health.

Transforming Children's Health Spaces into Learning Places

ERIC Educational Resources Information Center

Nisselle, Amy; Green, Julie; Scrimshaw, Chantel

2011-01-01

Purpose: Chronic health conditions can cause children extended school absences, creating significant barriers for continued education. Out-of-school learning environments, such as hospitals, provide opportunities to maintain children's learning identities during school absences. This paper seeks to present an example of hospital-based teaching and…

Insomnia

MedlinePlus

... can last for years. Common causes of chronic insomnia include: Stress. Concerns about work, school, health, finances or family ... stress. Stressful times and events can cause temporary insomnia. And major or long-lasting stress can lead to chronic insomnia. You don't ...

Barriers to Asthma Management for School Nurses: An Integrative Review

ERIC Educational Resources Information Center

Hanley Nadeau, Ellen; Toronto, Coleen E.

2016-01-01

Childhood asthma is a growing health concern. Asthma is the most common chronic illness of childhood and a leading cause of emergency room visits, hospitalizations, and school absenteeism. School nurses play a valuable role in asthma management. The purpose of this integrative review is to examine barriers to asthma management for school nurses in…

The Effects of School Turnaround in Tennessee's Achievement School District and Innovation Zones

ERIC Educational Resources Information Center

Zimmer, Ron; Henry, Gary T.; Kho, Adam

2017-01-01

In recent years, the federal government has invested billions of dollars to reform chronically low-performing schools. To fulfill their federal Race to the Top grant agreement, Tennessee implemented three turnaround strategies that adhered to the federal restart and transformation models: (a) placed schools under the auspices of the Achievement…

Promoting Physical Activity in Elementary Schools: Needs Assessment and a Pilot Study of Brain Breaks

ERIC Educational Resources Information Center

Perera, Thushanthi; Frei, Simone; Frei, Balz; Bobe, Gerd

2015-01-01

A sedentary life style contributes to many chronic diseases and poor educational performance. Since elementary school-aged children spend most wakeful hours in school, classroom teachers are essential for providing physical activity (PA) breaks during school. As first objective, we assessed current PA levels for Oregon public elementary schools…

Snapshot of SIG: A Look at Four States' Approaches to School Turnaround

ERIC Educational Resources Information Center

Quillin, Jessica

2012-01-01

Thousands of schools across the country are chronically low performing, and they operate within districts and states that are struggling to help them improve. The School Improvement Grants (SIG) program is designed to channel federal funds to states and districts facing the task of turning around struggling schools. SIG, a part of the Elementary…

School Start Time Change: An In-Depth Examination of School Districts in the United States

ERIC Educational Resources Information Center

Owens, Judith; Drobnich, Darrel; Baylor, Allison; Lewin, Daniel

2014-01-01

In response to the scientific evidence documenting both profound developmental changes in sleep and circadian biology during adolescence and the myriad of negative health, performance, and safety outcomes risks associated with chronic sleep loss, at least 70 public school districts in the United States, representing approximately 1,000 schools,…

How to Know when Dramatic Change Is on Track: Leading Indicators of School Turnarounds

ERIC Educational Resources Information Center

Kowal, Julie; Ableidinger, Joe

2011-01-01

In recent years, national policymakers have placed new emphasis on "school turnarounds" as a strategy for rapid, dramatic improvement in chronically failing schools, calling on education leaders to turn around performance in the 5,000 lowest-achieving schools nationwide. This goal may seem daunting, given the dismal success rates of…

Association between ambient noise exposure and school performance of children living in an urban area: a cross-sectional population-based study.

PubMed

Pujol, Sophie; Levain, Jean-Pierre; Houot, Hélène; Petit, Rémy; Berthillier, Marc; Defrance, Jérôme; Lardies, Joseph; Masselot, Cyril; Mauny, Frédéric

2014-04-01

Most of the studies investigating the effects of the external noise on children's school performance have concerned pupils in schools exposed to high levels due to aircraft or freeway traffic noise. However, little is known about the consequences of the chronic ambient noise exposure at a level commonly encountered in residential urban areas. This study aimed to assess the relationship between the school performance of 8- to 9-year-old-children living in an urban environment and their chronic ambient noise exposure at home and at school. The children's school performances on the national standardized assessment test in French and mathematics were compared with the environmental noise levels. Children's exposure to ambient noise was calculated in front of their bedrooms (Lden) and schools (LAeq,day) using noise prediction modeling. Questionnaires were distributed to the families to collect potential confounding factors. Among the 746 respondent children, 586 were included in multilevel analyses. On average, the LAeq,day at school was 51.5 dB (SD= 4.5 dB; range = 38-58 dB) and the outdoor Lden at home was 56.4 dB (SD= 4.4 dB; range = 44-69 dB). LAeq,day at school was associated with impaired mathematics score (p = 0.02) or impaired French score (p = 0.01). For a + 10 dB gap, the French and mathematics scores were on average lower by about 5.5 points. Lden at home was significantly associated with impaired French performance when considered alone (p < 10(-3)) and was borderline significant when the combined home-school exposure was considered (p = 0.06). The magnitude of the observed effect on school performance may appear modest, but should be considered in light of the number of people who are potentially chronically exposed to similar environmental noise levels.

Emotional and Behavioural Problems in Adolescents with Intellectual Disability with and without Chronic Diseases

ERIC Educational Resources Information Center

Oeseburg, B.; Jansen, D. E. M. C.; Groothoff, J. W.; Dijkstra, G. J.; Reijneveld, S. A.

2010-01-01

Background: Adolescents with intellectual disability (ID) (ID-adolescents) and adolescents with chronic diseases are both more likely to have emotional and behavioural problems. The aim of this study was to assess the association between chronic diseases in ID-adolescents and emotional and behavioural problems in a large school-based sample.…

Predictors of health-related quality of life in children with chronic heart disease.

PubMed

Niemitz, Mandy; Gunst, Diana C M; Hövels-Gürich, Hedwig H; Hofbeck, Michael; Kaulitz, Renate; Galm, Christoph; Berger, Felix; Nagdyman, Nicole; Stiller, Brigitte; Borth-Bruhns, Thomas; Konzag, Ines; Balmer, Christian; Goldbeck, Lutz

2017-10-01

Chronic paediatric heart disease is often associated with residual symptoms, persisting functional restrictions, and late sequelae for psychosocial development. It is, therefore, increasingly important to evaluate the health-related quality of life of children and adolescents with chronic heart disease. The aim of this study was to determine medical and socio-demographic variables affecting health-related quality of life in school-aged children and adolescents with chronic heart disease. Patients and methods The Pediatric Cardiac Quality of Life Inventory was administered to 375 children and adolescents and 386 parental caregivers. Medical information was obtained from the charts. The socio-demographic information was provided by the patients and caregivers. Greater disease severity, low school attendance, current cardiac medication, current parental employment, uncertain or limited prognosis, history of connection to a heart-lung machine, number of nights spent in a hospital, and need for treatment in a paediatric aftercare clinic independently contributed to lower health-related quality of life (self-report: R2=0.41; proxy-report: R2=0.46). High correlations between self-reports and parent-proxy reports indicated concordance regarding the evaluation of a child's health-related quality of life. Beyond medical treatment, integration into school is important to increase health-related quality of life in children and adolescents surviving with chronic heart disease. Regular screening of health-related quality of life is recommended to identify patients with special needs.

Supporting metacognitive monitoring in mathematics learning for young people with autism spectrum disorder: A classroom-based study.

PubMed

Maras, Katie; Gamble, Tim; Brosnan, Mark

2017-10-01

Previous research suggests impaired metacognitive monitoring and mathematics under-achievement in autism spectrum disorder. Within educational settings, metacognitive monitoring is supported through the provision of feedback (e.g. with goal reminders and by explicitly correcting errors). Given the strength of the relationship between metacognition, learning and educational attainment, this research tested new computer-based metacognitive support (the 'Maths Challenge') for mathematics learners with autism spectrum disorder within the context of their classroom. The Maths Challenge required learners to engage in metacognitive monitoring before and after answering each question (e.g. intentions and judgements of accuracy) and negotiate with the system the level of difficulty. Forty secondary school children with autism spectrum disorder and 95 typically developing learners completed the Maths Challenge in either a Feedback condition, with metacognitive monitoring support regarding the accuracy of their answers, goal reminders and strategy support, or with No Feedback. Contrary to previous findings, learners with autism showed an undiminished ability to detect errors. They did, however, demonstrate reduced cohesion between their pre- and post-test intentions. Crucially, support from the Feedback condition significantly improved task performance for both groups. Findings highlight important implications for educational interventions regarding the provision of metacognitive support for learners with autism to ameliorate under-performance in mathematics within the classroom.

The Academic Backbone: longitudinal continuities in educational achievement from secondary school and medical school to MRCP(UK) and the specialist register in UK medical students and doctors

PubMed Central

2013-01-01

Background Selection of medical students in the UK is still largely based on prior academic achievement, although doubts have been expressed as to whether performance in earlier life is predictive of outcomes later in medical school or post-graduate education. This study analyses data from five longitudinal studies of UK medical students and doctors from the early 1970s until the early 2000s. Two of the studies used the AH5, a group test of general intelligence (that is, intellectual aptitude). Sex and ethnic differences were also analyzed in light of the changing demographics of medical students over the past decades. Methods Data from five cohort studies were available: the Westminster Study (began clinical studies from 1975 to 1982), the 1980, 1985, and 1990 cohort studies (entered medical school in 1981, 1986, and 1991), and the University College London Medical School (UCLMS) Cohort Study (entered clinical studies in 2005 and 2006). Different studies had different outcome measures, but most had performance on basic medical sciences and clinical examinations at medical school, performance in Membership of the Royal Colleges of Physicians (MRCP(UK)) examinations, and being on the General Medical Council Specialist Register. Results Correlation matrices and path analyses are presented. There were robust correlations across different years at medical school, and medical school performance also predicted MRCP(UK) performance and being on the GMC Specialist Register. A-levels correlated somewhat less with undergraduate and post-graduate performance, but there was restriction of range in entrants. General Certificate of Secondary Education (GCSE)/O-level results also predicted undergraduate and post-graduate outcomes, but less so than did A-level results, but there may be incremental validity for clinical and post-graduate performance. The AH5 had some significant correlations with outcome, but they were inconsistent. Sex and ethnicity also had predictive effects on measures of educational attainment, undergraduate, and post-graduate performance. Women performed better in assessments but were less likely to be on the Specialist Register. Non-white participants generally underperformed in undergraduate and post-graduate assessments, but were equally likely to be on the Specialist Register. There was a suggestion of smaller ethnicity effects in earlier studies. Conclusions The existence of the Academic Backbone concept is strongly supported, with attainment at secondary school predicting performance in undergraduate and post-graduate medical assessments, and the effects spanning many years. The Academic Backbone is conceptualized in terms of the development of more sophisticated underlying structures of knowledge ('cognitive capital’ and 'medical capital’). The Academic Backbone provides strong support for using measures of educational attainment, particularly A-levels, in student selection. PMID:24229333

The Ecological and Developmental Role of Recovery High Schools

ERIC Educational Resources Information Center

Finch, Andrew J.; Frieden, Gina

2014-01-01

Recovery high schools are secondary schools designed specifically for students recovering from substance use or co-occurring disorders. Studies have affirmed the chronic nature of substance use disorders and the developmental value of social supports for adolescents. As part of understanding human growth and development, training programs for…

Evidence Based Education Request Desk. EBE #555

ERIC Educational Resources Information Center

Regional Educational Laboratory Southeast, 2009

2009-01-01

This Evidence Based Education (EBE) Request seeks to provide an overview of recent research regarding school improvement and reform with special concentration on turning around chronically low-performing schools. The response is divided into four main sections: Research on Effective Methods for Turning Around Low-Performing Schools, Frameworks for…

The Staff of Life.

ERIC Educational Resources Information Center

Jones, Rebecca

1994-01-01

Some children have chronic illnesses that require diet modifications as part of their medical treatment. Advises school districts to hire a registered dietitian or look for resources at a local hospital or public health office. In addition, schools should work with parents, improve staff training, and conduct spot checks of school cafeterias. (MLF)

Do Emotional and Behavioural Difficulties in Primary School Predict Adolescent Victimisation Trajectories?

ERIC Educational Resources Information Center

Lester, Leanne; Cross, Donna

2014-01-01

Chronic victimisation in adolescence is a traumatic experience with potential negative long-term health consequences. Given that victimisation has been shown to increase over the transition from primary to secondary school, longitudinal data from 1810 students transitioning from primary to secondary school were used to identify victimisation…

Pediatric Psychology: Applications to the Schools Needs of Children with Health Disorders.

ERIC Educational Resources Information Center

Perry, Joseph D.; Flanagan, William K.

1986-01-01

A review of pediatric psychology considers interventions by school personnel to promote the school adjustment of children with serious medical illness. Psychosocial and educational impacts of cancer, spina bifida, enuresis, and encopresis are discussed; and suggestions for managing children with chronic health disorders, serious illness, and…

Position Statements, Issue Briefs, Resolutions and Consensus Statements. Revised

ERIC Educational Resources Information Center

National Association of School Nurses (NJ1), 2012

2012-01-01

This article presents position statements, issue briefs, and resolutions and consensus statements of the National Association of School Nurses (NASN). The Position Statements include: (1) Allergy/Anaphylaxis Management in the School Setting; (2) Caseload Assignments; (3) Child Mortality in the School Setting; (4) Chronic Health Conditions, Managed…

Student Disciplinary Codes -- What Makes Them Tick.

ERIC Educational Resources Information Center

Johnson, Donald V.

In this speech, the author describes how one school developed discipline guidelines with the cooperation of staff, parents, and students. Due process procedures, types of discipline, and an alternative out-of-school program for adjustment students (those who have experienced chronic or serious disciplinary problems in the school) are described.…

Chronically Low-Performing Schools and Turnaround: Evidence from Three States

ERIC Educational Resources Information Center

Hansen, Michael; Choi, Kilchan

2012-01-01

The criteria for determining the student outcomes that define a school as having "turned around" are not well defined, and the definition of turnaround performance varies across studies. Although current policy initiatives offer guidelines for identifying CLP schools, there is no standard definition or methodology in common usage. This…

The Evolution of a Distance Education Initiative into a Major Telehealth Project.

ERIC Educational Resources Information Center

Green, Alexia; Esperat, Christina; Seale, Deborah; Chalambaga, Michael; Smith, Sheila; Walker, Glenda; Ellison, Patty; Berg, Bobbye; Robinson, Sally

2000-01-01

Three Texas nursing schools collaborated in establishing a telehealth clinic to provide services for chronically ill children. Expanded into public schools, the project provides distance learning and telehealth services to school nurses, teachers, administrators, and families involved in the care of these children. (SK)

Management of Chronic Infectious Diseases in School Children. Revised Edition.

ERIC Educational Resources Information Center

Illinois State Board of Education, Springfield.

This manual contains current guidelines for Illinois school personnel to follow when working with children who have infectious diseases. The first chapter focuses on school district development of policies and procedures and program implementation. The next chapter provides information on characteristics, mode of transmission, prevention, and…

Solutions to Chronic Absenteeism: An Evaluation of a Kindergarten Attendance Improvement Program in LAUSD

ERIC Educational Resources Information Center

Duardo, Debra Lou

2013-01-01

School absenteeism and truancy confront educators on a daily basis. While public school districts in the U.S. experience daily rates of absenteeism, in the Los Angeles Unified school District (LAUSD), over 26,000 students miss school each day, totaling over 130,500 student absences each week. Regardless of whether these absences are excused (e.g.,…

A Randomized Controlled Trial of a Public Health Nurse-Delivered Asthma Program to Elementary Schools

ERIC Educational Resources Information Center

Cicutto, Lisa; To, Teresa; Murphy, Suzanne

2013-01-01

Background: Childhood asthma is a serious and common chronic disease that requires the attention of nurses and other school personnel. Schools are often the first setting that children take the lead in managing their asthma. Often, children are ill prepared for this role. Our study evaluated a school-based, multifaceted asthma program that…

Integrating the Revised Asthma Guidelines into School Nursing Scope and Standards of Practice

ERIC Educational Resources Information Center

Crowder, Sharron J.

2010-01-01

Asthma, a major health problem, is the most common chronic illness of school-aged children and adolescents, with an estimated 6.8 million students affected in the United States. Asthma is the leading cause of school absenteeism, with an estimated 14 million lost school days per year. In August 2007, the National Asthma Education and Prevention…

Visiting Again? Subjective Well-Being of Children in Elementary School and Repeated Visits to School Health Nurses

ERIC Educational Resources Information Center

Leaver, Cynthia A.

2014-01-01

Background: Children with vague complaints are without chronic illness, and who repeatedly visit the school nurse may be at risk for limited academic success. This study compares student reports of subjective well-being between children who do and do not repeatedly visit the school nurse with vague complaints. Methods: Children in grades 4 through…

Key Issues in Empirically Identifying Chronically Low-Performing and Turnaround Schools

ERIC Educational Resources Information Center

Hansen, Michael

2012-01-01

One of the US Department of Education's key priorities is turning around the nation's persistently low-achieving schools, yet exactly how to identify low-performing schools is a task left to state policy makers, and a myriad of definitions have been utilized. In addition, exactly how to recognize when a school begins to turn around is not well…

Parent and Teacher Perceptions of the Impact of School Nurse Interventions on Children's Self-Management of Diabetes

ERIC Educational Resources Information Center

Peery, Annette I.; Engelke, Martha Keehner; Swanson, Melvin S.

2012-01-01

Diabetes is a common chronic illness among school-age children. The school nurse collaborates with the student, parents, and teachers to help the child manage their diabetes effectively. Very little is known about the relationship between school nurse interventions and parent/teacher perceptions of the child's self-management. We examined this…

Promoting Consumption at School. Health Threats Associated with School House Commercialism--The Fifteenth Annual Report on Schoolhouse Commercializing Trends: 2011-2012

ERIC Educational Resources Information Center

Molnar, Alex; Boninger, Faith; Harris, Michael D.; Libby, Ken M.; Fogarty, Joseph

2013-01-01

Many states and communities are in chronic fiscal crisis. It is no surprise that beleaguered educators are ever more open to offers of corporate "partnerships" that might bring in additional money for their schools. Unfortunately, many school-business partnerships are little more than marketing arrangements that have few benefits for…

Road safety risk evaluation and target setting using data envelopment analysis and its extensions.

PubMed

Shen, Yongjun; Hermans, Elke; Brijs, Tom; Wets, Geert; Vanhoof, Koen

2012-09-01

Currently, comparison between countries in terms of their road safety performance is widely conducted in order to better understand one's own safety situation and to learn from those best-performing countries by indicating practical targets and formulating action programmes. In this respect, crash data such as the number of road fatalities and casualties are mostly investigated. However, the absolute numbers are not directly comparable between countries. Therefore, the concept of risk, which is defined as the ratio of road safety outcomes and some measure of exposure (e.g., the population size, the number of registered vehicles, or distance travelled), is often used in the context of benchmarking. Nevertheless, these risk indicators are not consistent in most cases. In other words, countries may have different evaluation results or ranking positions using different exposure information. In this study, data envelopment analysis (DEA) as a performance measurement technique is investigated to provide an overall perspective on a country's road safety situation, and further assess whether the road safety outcomes registered in a country correspond to the numbers that can be expected based on the level of exposure. In doing so, three model extensions are considered, which are the DEA based road safety model (DEA-RS), the cross-efficiency method, and the categorical DEA model. Using the measures of exposure to risk as the model's input and the number of road fatalities as output, an overall road safety efficiency score is computed for the 27 European Union (EU) countries based on the DEA-RS model, and the ranking of countries in accordance with their cross-efficiency scores is evaluated. Furthermore, after applying clustering analysis to group countries with inherent similarity in their practices, the categorical DEA-RS model is adopted to identify best-performing and underperforming countries in each cluster, as well as the reference sets or benchmarks for those underperforming ones. More importantly, the extent to which each reference set could be learned from is specified, and practical yet challenging targets are given for each underperforming country, which enables policymakers to recognize the gap with those best-performing countries and further develop their own road safety policy. Copyright © 2012 Elsevier Ltd. All rights reserved.

Solid-to-hybrid transitioning armature railgun with non-conforming-to-prejudice bore profile

DOEpatents

Solberg, Jerome Michael

2012-12-04

An improved railgun, railgun barrel, railgun projectile, and railgun system for accelerating a solid-to-hybrid transitioning armature projectile using a barrel having a bore that does not conform to a cross-sectional profile of the projectile, to contact and guide the projectile only by the rails in a low pressure bore volume so as to minimize damage, failure, and/or underperformance caused by plasma armatures, insulator ablation, and/or restrikes.

The effects of individual status and group performance on network ties among teammates in the National Basketball Association

PubMed Central

Aven, Brandy

2018-01-01

For individuals, status is derived both from their personal attributes and the groups with whom they are affiliated. Depending on the performance of their groups, the status of individuals may benefit or suffer from identifying closely with the group. When the group excels, high-status members potentially receive much of the credit and increased status. Conversely, high-status members of underperforming groups potentially suffer disproportionate declines in their status relative to the low-status group members. We therefore predict an interaction between group performance and individual status on the willingness to associate with the group and its members. We test our prediction by examining social media ties among teammates in the National Basketball Association. Specifically, we investigate the “following” ties of teammates on Twitter at the end of the 2014–2015 season. Elections to All-Star games are used to measure the status of players, and team performance is measured by recent success in the postseason playoffs. The results show that compared to high-status players on successful teams, high-status players on underperforming teams are less likely to follow their teammates. This result aligns with research on status inconsistency, suggesting that individuals deemphasize their group affiliation when it jeopardizes their individual status. An additional contribution is the advancement of the probit Social Relations Model for the analysis of binary ties in social networks. PMID:29708984

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

PubMed

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

2017-01-01

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

The effects of individual status and group performance on network ties among teammates in the National Basketball Association.

PubMed

Koster, Jeremy; Aven, Brandy

2018-01-01

For individuals, status is derived both from their personal attributes and the groups with whom they are affiliated. Depending on the performance of their groups, the status of individuals may benefit or suffer from identifying closely with the group. When the group excels, high-status members potentially receive much of the credit and increased status. Conversely, high-status members of underperforming groups potentially suffer disproportionate declines in their status relative to the low-status group members. We therefore predict an interaction between group performance and individual status on the willingness to associate with the group and its members. We test our prediction by examining social media ties among teammates in the National Basketball Association. Specifically, we investigate the "following" ties of teammates on Twitter at the end of the 2014-2015 season. Elections to All-Star games are used to measure the status of players, and team performance is measured by recent success in the postseason playoffs. The results show that compared to high-status players on successful teams, high-status players on underperforming teams are less likely to follow their teammates. This result aligns with research on status inconsistency, suggesting that individuals deemphasize their group affiliation when it jeopardizes their individual status. An additional contribution is the advancement of the probit Social Relations Model for the analysis of binary ties in social networks.

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

PubMed

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

2015-01-01

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

Tobacco-related disease burden and preventive initiatives in China. Global health and the chronic diseases: perspective, policy and practice.

PubMed

Niu, Bolin

2011-06-01

The burden of chronic diseases in global health is a surging area of research. The Global Health Initiative at the National Heart, Lung, and Blood Institute brings together investigators from developing countries with those from the developed world to study these diseases. In China, approximately 83 percent of all deaths in 2000 were attributed to chronic illnesses, which are the research focuses of the Chinese center of the Global Health Initiative. Tobacco use as well as passive smoking are modifiable risk factors in a large number of such chronic conditions. The prevalence of smoking in China is extensive and has inseparable ties to the economy, with tobacco taxes making up a large portion of government revenue in poorer provinces. Methods of smoking prevention have been piloted in some Chinese schools, which have mitigated the increase in smoking rate but have not resulted in a primary preventive effect. Efforts by the Yale Global Health Initiative and the Yale-China Association are bringing researchers together to address chronic disease in China as Yale School of Medicine enters its 200th year.

Relationships between Risk Factors, Perceptions of School Membership and Academic and Behavioral Engagement of Students Who Attend an Alternative School for Behavioral and Emotional Challenges

ERIC Educational Resources Information Center

Ahn, Sunyoung; Simpson, Richard

2013-01-01

The purpose of this study was to investigate the relationships between the perceptions of school membership, risk factors, and behavioral and academic engagement among a sample of alternative school students. The study subjects were 48 7th-9th graders who were at high risk for school failure because of their serious and chronic behavioral and…

New Jersey Grant Program To Reduce Student Disruption in Schools: Award Recipients.

ERIC Educational Resources Information Center

New Jersey State Dept. of Education, Trenton. Div. of General Academic Education.

New Jersey's $1 million Grant Program to Reduce Student Disruption in Schools is intended to provide resources to individual school districts or groups of cooperating districts for developing and implementing programs for chronically disruptive students, and thereby to identify models to make available to other districts throughout the state. Out…

Successful School Turnarounds: Seven Steps for District Leaders. Issue Brief

ERIC Educational Resources Information Center

Kowal, Julie; Hassel, Emily Ayscue; Hassel, Bryan C.

2009-01-01

President Obama and Secretary Duncan have called upon states, districts, and education leaders to change the lives of millions of children by dramatically improving the nation's 5,000 lowest performing schools. These chronically failing schools will require intensive intervention to turn around performance that has fallen short of expectations for…

Nutrition Knowledge and Training Needs in the School Environment

ERIC Educational Resources Information Center

Jones, Anna Marie

2013-01-01

The nutrition environment in schools can influence the risk for childhood overweight and obesity, which in turn can have life-long implications for risk of chronic disease. This dissertation aimed to examine the nutrition environment in primary public schools in California with regards to the amount of nutrition education provided in the…

Managing Asthma: A Guide for Schools.

ERIC Educational Resources Information Center

National Heart, Lung, and Blood Inst. (DHHS/NIH), Bethesda, MD.

This guide was developed to provide school personnel with practical ways to help students with asthma participate fully in all school activities. It begins by noting the prevalence of asthma and stating that asthma is a leading cause of absenteeism among students. This is followed by a brief description of asthma as a chronic lung disease…

Implementation of a Walking School Bus: Lessons Learned

ERIC Educational Resources Information Center

Kong, Alberta S.; Sussman, Andrew L.; Negrete, Sylvia; Patterson, Nissa; Mittleman, Rachel; Hough, Richard

2009-01-01

Background: Obesity is rapidly becoming the most common chronic medical condition affecting children. To address this crisis, an Albuquerque, New Mexico, elementary school partnered with University of New Mexico researchers and conducted a Walking School Bus (WSB). The purpose of this article is to examine the feasibility of implementing a WSB.…

Tourette Syndrome and the School Nurse. Revised.

ERIC Educational Resources Information Center

Ort, Sharon I.; And Others

Information on Tourette Syndrome (TS), as well as transient and chronic tic disorders, is provided in this pamphlet for the school nurse, who can support and educate the child, family, and other school personnel. Information is included on genetic factors and behaviors that may be connected to TS: obsessive-compulsive symptoms, hyperactivity,…

School Restructuring: What Works When? A Guide for Education Leaders. Third Edition

ERIC Educational Resources Information Center

Learning Point Associates, 2010

2010-01-01

The purpose of this guide is to help chronically struggling schools restructure. "Restructuring" means major, rapid changes that affect how a school is led and how instruction is delivered. Restructuring is essential in achieving rapid improvements in student learning. The focus is on helping education leaders choose strategies that…

Defining, Delivering, and Documenting the Outcomes of Case Management by School Nurses

ERIC Educational Resources Information Center

Engelke, Martha Keehner; Guttu, Martha; Warren, Michelle B.

2009-01-01

Case management is a component of school nurse practice that provides an opportunity to demonstrate the contribution that school nurses make to the health and academic success of children, particularly children with chronic health conditions. However, case management programs vary in their mission and scope, leading to confusion about what it…

Breathing in Comfort

ERIC Educational Resources Information Center

Kennedy, Mike

2007-01-01

Showing up at school is critical to a student's success. Students with prolonged or chronic absences from the classroom are likely to fall behind in their studies, and schools with high absentee rates risk the erosion of badly needed funding. As such, it is vital for school and university learning spaces to be environments that do not jeopardize…

Using Group Counseling to Improve the Attendance of Elementary School Students with High Rates of Absenteeism: An Action Research Study

ERIC Educational Resources Information Center

Webb-Landman, Eleanor

2012-01-01

The foundations of academic and social learning are laid in the early years of school, and attendance is critical to school success. However, research suggests that chronic absenteeism is a significant problem at the elementary school level (Chang & Romero, 2008; Romero & Lee, 2007). This paper presents the results of an action research…

Unidentified Chronic Fatigue Syndrome/myalgic encephalomyelitis (CFS/ME) is a major cause of school absence: surveillance outcomes from school-based clinics.

PubMed

Crawley, Esther M; Emond, Alan M; Sterne, Jonathan A C

2011-01-01

Objective To investigate the feasibility of conducting clinics for chronic fatigue syndrome/myalgic encephalomyelitis (CFS/ME) in schools. Design School-based clinical project. Participants Children aged 11-16 years were enrolled in three state secondary schools in England. Main outcome measures Number of children newly diagnosed as having CFS/ME. Methods Attendance officers identified children missing ≥20% of school in a 6-week term without a known cause, excluding those with a single episode off school, a known medical illness explaining the absence or known to be truanting. Children with fatigue were referred to a specialist CFS/ME service for further assessment. The authors compared children with CFS/ME identified through school-based clinics with those referred via health services. Outcomes of CFS/ME were evaluated at 6 weeks and 6 months. Results 461 of the 2855 enrolled children had missed ≥20% school over a 6-week period. In 315, of whom three had CFS/ME, the reason for absence was known. 112 of the 146 children with unexplained absence attended clinical review at school; two had been previously diagnosed as having CFS/ME and 42 were referred on to a specialist clinic, where 23 were newly diagnosed as having CFS/ME. Therefore, 28 of the 2855 (1.0%) children had CFS/ME. Children with CFS/ME identified through surveillance had been ill for an amount of time comparable to those referred via health services but had less fatigue (mean difference 4.4, 95% CI 2.2 to 6.6), less disability (mean difference -5.7, 95% CI -7.9 to -3.5) and fewer symptoms (mean difference 1.86, 95% CI 0.8 to 2.93). Of 19 children followed up, six had fully recovered at 6 weeks and a further six at 6 months. Conclusions Chronic fatigue is an important cause of unexplained absence from school. Children diagnosed through school-based clinics are less severely affected than those referred to specialist services and appear to make rapid progress when they access treatment.

The School's Role in Preventing Blindness from Glaucoma.

ERIC Educational Resources Information Center

Penland, Lynn R.; Penland, William R.

1980-01-01

While glaucoma generally strikes those over 35 years of age, awareness of glaucoma should be promoted in junior and senior high school and college by incorporating information into a unit on eye health or chronic diseases. (MJB)

Primary Headaches and School Performance-Is There a Connection?

PubMed

Genizi, J; Guidetti, V; Arruda, M A

2017-07-01

Headache is a common complaint among children and adolescents. School functioning is one of the most important life domains impacted by chronic pain in children. This review discusses the epidemiological and pathophysiological connections between headaches and school functioning including a suggested clinical approach. The connection between recurrent and chronic headache and learning disabilities might be psychosocial (fear of failure) or anatomical (malfunctioning of the frontal and prefrontal areas). Only few population-based and clinical studies were done and good studies are still needed in order to understand the complex relationship better. However, relating to our patients' learning and school performance, history is crucial when a child with primary headaches is evaluated. Learning disabilities seem to have a high prevalence among children with primary headache syndromes especially migraine. The connection between the two is complex and might be either part of a common brain pathophysiology and/or a consequence of poor quality of life.

Excused and Unexcused--The Value of Labeling an Absence. Chronic Absenteeism in Oregon Elementary Schools. Part 4 of 4. September 2016. Research Brief Series

ERIC Educational Resources Information Center

Oregon Department of Education, 2016

2016-01-01

This four part series of research briefs summarized detailed analysis of attendance and chronic absenteeism in Oregon. Brief 1 highlighted the importance of tracking chronic absenteeism rather than average daily attendance. The second brief in this series focused on student outcomes and attendance. Research suggests, and Oregon Department of…

Daily School Peer Victimization Experiences Among Mexican-American Adolescents: Associations with Psychosocial, Physical and School Adjustment

PubMed Central

Gonzales, Nancy A.; Fuligni, Andrew J.

2014-01-01

School bullying incidents, particularly experiences with victimization, are a significant social and health concern among adolescents. The current study extended past research by examining the daily peer victimization experiences of Mexican-American adolescents and examining how chronic (mean-level) and episodic (daily-level) victimization incidents at school are associated with psychosocial, physical and school adjustment. Across a two-week span, 428 ninth and tenth grade Mexican-American students (51 % female) completed brief checklists every night before going to bed. Hierarchical linear model analyses revealed that, at the individual level, Mexican-American adolescents’ who reported more chronic peer victimization incidents across the two-weeks also reported heightened distress and academic problems. After accounting for adolescent’s mean levels of peer victimization, daily victimization incidents were associated with more school adjustment problems (i.e., academic problems, perceived role fulfillment as a good student). Additionally, support was found for the mediation model in which distress accounts for the mean-level association between peer victimization and academic problems. The results from the current study revealed that everyday peer victimization experiences among Mexican-American high school students have negative implications for adolescents’ adjustment, across multiple domains. PMID:23238764

Assessment of School Readiness in Chronic Cholestatic Liver Disease: A Pilot Study Examining Children with and without Liver Transplantation.

PubMed

Gold, Anna; Rogers, Alaine; Cruchley, Elizabeth; Rankin, Stephanie; Parmar, Arpita; Kamath, Binita M; Avitzur, Yaron; Ng, Vicky Lee

2017-01-01

Background. Assessment of school readiness evaluates physical, social-emotional, and neuropsychological domains essential for educational success. Cognitive testing of preschool aged children with chronic liver disease may guide more timely interventions and focused efforts by health care providers. Patients and Methods. Children with chronic cholestatic liver disease diagnosed as an infant and still with their native liver (NL) and children who received a liver transplant (LT) before age of 2 years underwent testing with a battery of well-validated pediatric psychometric measures. Results. Eighteen (13 LT, 5 NL) patients (median age of 4.45 and 4.05 years, resp.) were tested. Median Full-Scale IQ was 98 (range 102-116) for LT and 116 [(range 90-106), p = 0.35, NS] for NL subjects. LT recipients had significantly greater visual based difficulties, poorer caregiver rated daily living skills ( p = 0.04), and higher levels of executive function based difficulties (e.g., inattention, inhibition). Conclusion. This pilot study highlights the risk of neuropsychological difficulties in early school age children who were under 2 years of age at time of LT. Comprehensive early school age assessment should integrate psychometric measures to identify children at greatest risk, thus allowing for proactive educational intervention.

Setting Adolescents Up for Success: Promoting a Policy to Delay High School Start Times.

PubMed

Barnes, Margaux; Davis, Krista; Mancini, Mackenzie; Ruffin, Jasmine; Simpson, Tina; Casazza, Krista

2016-07-01

A unique biological shift in sleep cycles occurs during adolescence causing later sleep and wake times. This shift is not matched by a concurrent modification in school start times, resulting in sleep curtailment for a large majority of adolescents. Chronic inadequate sleep is associated with poor academic performance including executive function impairments, mood, and behavioral issues, as well as adverse health outcomes such as an increased risk of obesity, hypertension, and cardiovascular disease. In order to address sleep deficits and the potential negative outcomes associated with chronic sleep deprivation, the American Academy of Pediatrics (AAP) and US Centers for Disease Control and Prevention (CDC) support delaying school start times for middle and high school students. We summarize current evidence, explicate the need for policy change, and urge school districts to put adolescent students' health as top priority and implement school start times consistent with their developmental needs. Whereas substantial evidence illustrating adverse consequences of inadequate sleep on psychological and physical health, and recommendations exist to adapt daytime school schedules to match sleep needs have been released, actual implementation of these recommendations have been limited. This is a call to action for the implementation of AAP/CDC recommendations across the state and nation. © 2016, American School Health Association.

How to use coaching and action learning to support mentors in the workplace.

PubMed

Nash, Sue; Scammell, Janet

Using the example of mentoring preregistration student nurses, this article explores facilitation of learning in the workplace and examines the use of coaching and action learning to support mentors and the wider clinical team. A case study, where a mentor has difficulties with an underperforming student, is considered. Action learning and coaching are then explored, with the aim of maximising personal and team learning. These strategies can be easily transferred to other work based learning situations.

Estimated effect of ventilation and filtration on chronic health risks in U.S. offices, schools, and retail stores.

PubMed

Chan, W R; Parthasarathy, S; Fisk, W J; McKone, T E

2016-04-01

We assessed the chronic health risks from inhalation exposure to volatile organic compounds (VOCs) and particulate matter (PM2.5) in U.S. offices, schools, grocery, and other retail stores and evaluated how chronic health risks were affected by changes in ventilation rates and air filtration efficiency. Representative concentrations of VOCs and PM2.5 were obtained from available data. Using a mass balance model, changes in exposure to VOCs and PM2.5 were predicted if ventilation rate were to increase or decrease by a factor of two, and if higher efficiency air filters were used. Indoor concentrations were compared to health guidelines to estimate percentage exceedances. The estimated chronic health risks associated with VOC and PM2.5 exposures in these buildings were low relative to the risks from exposures in homes. Chronic health risks were driven primarily by exposures to PM2.5 that were evaluated using disease incidence of mortality, chronic bronchitis, and non-fatal stroke. The leading cancer risk factor was exposure to formaldehyde. Using disability-adjusted life years (DALYs) to account for both cancer and non-cancer effects, results suggest that increasing ventilation alone is ineffective at reducing chronic health burdens. Other strategies, such as pollutant source control and the use of particle filtration, should also be considered. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Ohio's Resource Guide to Reduce Chronic Absenteeism

ERIC Educational Resources Information Center

Ohio Department of Education, 2017

2017-01-01

It is important for every student in Ohio to attend school every day. Missing too much school has longterm, negative effects on students, such as lower achievement and graduation rates. There are many reasons students miss school, but districts often can directly impact their students' attendance. By using data to identify and support students who…

What We Know and Need to Know about Preventing Problem Behavior in Schools

ERIC Educational Resources Information Center

Sugai, George; Horner, Robert H.

2008-01-01

When chronic problem behaviors occur in schools, the tendency is to react with stringent and restrictive consequences. Recently, emphasis has shifted toward proactive prevention strategies. In this article, we focus on what we know and need to know about school-wide applications of effective practices and systems for preventing problem behaviors.…

The Role of the School Counselor in Providing Services to Medically Fragile Children.

ERIC Educational Resources Information Center

Parette, Howard P., Jr.; Holder-Brown, Loreta

1992-01-01

Discusses role of elementary school counselor in serving the needs of children with chronic health problems. Looks at the changing role of the counselor and examines the counselor's role in dealing with the psychosocial needs of the family. Presents a strategy for preparing school counselors for their roles in working with these children. (NB)

Evaluation of a School-Linked Program for Children with Cancer

ERIC Educational Resources Information Center

St Leger, Pamela; Campbell, Lyn

2008-01-01

Purpose: The purpose of this paper is to show that the "Back on Track" program is designed to support students with a chronic illness (usually cancer) to maintain contact with their school and peers whilst undergoing treatment, to promote socio-emotional wellbeing and to facilitate the ease of return to school when they are well. An…

Truancy and Chronic Absence in Redwood City. Youth Data Archive Issue Brief

ERIC Educational Resources Information Center

Sanchez, Monika

2012-01-01

When students are not in school, they miss the opportunity to grow academically, socially, and emotionally. These skills are critical for continued success in school, in the community, and onward into adulthood. Students with low attendance have been shown to be at heightened risk of high school dropout, as well as other potentially deleterious…

Exploring Lesson Study as an Improvement Strategy at a High-Stakes Accountability School

ERIC Educational Resources Information Center

Lee, Alice Tae

2012-01-01

This study addressed the problem of chronic low student achievement in language arts at a Program Improvement 5+ school by implementing two cycles of facilitated lesson study. Using action research to facilitate and monitor change in instructional practices at a school that is currently undergoing a teacher-initiated turnaround reform effort, this…