STS-based education in non-majors college biology

NASA Astrophysics Data System (ADS)

Henderson, Phyllis Lee

The study explored the effect of the science-technology-society (STS) and traditional teaching methods in non-majors biology classes at a community college. It investigated the efficacy of the two methods in developing cognitive abilities at Bloom's first three levels of learning. It compared retention rates in classes taught in the two methods. Changes in student attitude relating to anxiety, fear, and interest in biology were explored. The effect of each method on grade attainment among men and women was investigated. The effect of each method on grade attainment among older and younger students was examined. Results of the study indicated that no significant differences, relating to retention or student attitude, existed in classes taught in the two methods. The study found no significant cognitive gains at Bloom's first three levels in classes taught in the traditional format. In the STS classes no significant gains were uncovered at Bloom's first level of cognition. Statistically significant gains were found in the STS classes at Bloom's second and third levels of cognition. In the classes taught in the traditional format no difference was identified in grade attainment between males and females. In the STS-based classes a small correlational difference between males and females was found with males receiving lower grades than expected. No difference in grade attainment was found between older and younger students taught in the traditional format. In the STS-based classes a small statistically significant difference in grade attainment was uncovered between older and younger students with older students receiving more A's and fewer C's than expected. This study found no difference in the grades of older, female students as compared to all other students in the traditionally taught classes. A weak statistically significant difference was discovered between grade attainment of older, female students and all other students in the STS classes with older, female students earning more A's and fewer C's than expected. It was concluded that among the students examined in this investigation STS teaching methods enhanced cognitive gains at Bloom's second and third levels of cognition. STS also strengthened grade attainment among older students and female students. Recommendations for further study included replication of the study to include a larger sample size, other types of institutions, and other academic disciplines in science. Expansion of the study to Bloom's fourth and fifth levels, use of a standardized testing instruments to determine attitude, analysis using qualitative methods of investigation, and refinement of the study to provide a true experimental design were also suggested.

The predictive validity of quality of evidence grades for the stability of effect estimates was low: a meta-epidemiological study.

PubMed

Gartlehner, Gerald; Dobrescu, Andreea; Evans, Tammeka Swinson; Bann, Carla; Robinson, Karen A; Reston, James; Thaler, Kylie; Skelly, Andrea; Glechner, Anna; Peterson, Kimberly; Kien, Christina; Lohr, Kathleen N

2016-02-01

To determine the predictive validity of the U.S. Evidence-based Practice Center (EPC) approach to GRADE (Grading of Recommendations Assessment, Development and Evaluation). Based on Cochrane reports with outcomes graded as high quality of evidence (QOE), we prepared 160 documents which represented different levels of QOE. Professional systematic reviewers dually graded the QOE. For each document, we determined whether estimates were concordant with high QOE estimates of the Cochrane reports. We compared the observed proportion of concordant estimates with the expected proportion from an international survey. To determine the predictive validity, we used the Hosmer-Lemeshow test to assess calibration and the C (concordance) index to assess discrimination. The predictive validity of the EPC approach to GRADE was limited. Estimates graded as high QOE were less likely, estimates graded as low or insufficient QOE more likely to remain stable than expected. The EPC approach to GRADE could not reliably predict the likelihood that individual bodies of evidence remain stable as new evidence becomes available. C-indices ranged between 0.56 (95% CI, 0.47 to 0.66) and 0.58 (95% CI, 0.50 to 0.67) indicating a low discriminatory ability. The limited predictive validity of the EPC approach to GRADE seems to reflect a mismatch between expected and observed changes in treatment effects as bodies of evidence advance from insufficient to high QOE. Copyright © 2016 Elsevier Inc. All rights reserved.

Attitudes toward science and science knowledge of intellectually gifted and average students in third, seventh, and eleventh grades

NASA Astrophysics Data System (ADS)

Barrington, Byron L.; Hendricks, Bryan

A questionnaire regarding attitudes toward science and scientific knowledge (Yager & Yager, 1985b) was administered to 143 intellectually gifted (IQ > 130) and intellectually average third-, seventh-, and eleventh-grade students. Measures of internal reliability on four attitude subscales and a content knowledge subscale are reported. Three-way ANOVAs comparing grade, sex, and ability revealed significant differences between average and gifted students in attitudes toward being a scientist, usefulness of science, and, as might be expected, in knowledge of science. Similarly, there were significant differences between grades on attitudes toward teachers and toward science classes, with the most favorable attitudes expressed in third grade, next most favorable in eleventh grade, and clearly more negative attitudes expressed by students in seventh grade. There also was a significant interaction between grade level and ability regarding attitudes toward science classes. In contrast to what might be expected from reported differences between males and females in attitudes toward science, gender as a separate variable did not have a significant main effect in any of the comparisons.

An Examination of Principals' Leadership and Its Impact on Early Elementary Grades

ERIC Educational Resources Information Center

Hallissey, Megan

2017-01-01

This exploratory, qualitative multiple-site case study examined principals' expectations of teaching practices and children's learning for early elementary grade levels (K, 1st, 2nd, and 3rd). Specifically, this study investigated principals' understanding of developmentally appropriate practices regarding instructional methods, curriculum…

The Changing Expectations for the Reading of Geometric Diagrams

ERIC Educational Resources Information Center

Dietiker, Leslie; Brakoniecki, Aaron; Riling, Meghan

2017-01-01

Students studying geometry at the secondary level are expected to read diagrams in different ways than those in elementary school. In this paper, we present an analysis of the changes in diagrammatic expectations by comparing the geometric diagrams found in Grade 1 U.S. textbooks with those in U.S. high school geometry textbooks. This work…

Upping the Ante of Text Complexity in the Common Core State Standards: Examining Its Potential Impact on Young Readers

ERIC Educational Resources Information Center

Hiebert, Elfrieda H.; Mesmer, Heidi Anne E.

2013-01-01

The Common Core Standards for the English Language Arts (CCSS) provide explicit guidelines matching grade-level bands (e.g., 2-3, 4-5) with targeted text complexity levels. The CCSS staircase accelerates text expectations for students across Grades 2-12 in order to close a gap in the complexity of texts typically used in high school and those of…

Use of SERVQUAL to assess clinicians' satisfaction with the blood transfusion service.

PubMed

Raspollini, E; Pappalettera, M; Riccardi, D; Parravicini, A; Sestili, S; Rebulla, P; Sirchia, G

1997-01-01

Limited information is available on the level of satisfaction of clinicians with services delivered by blood banks. The purpose of this study was to evaluate the satisfaction of clinicians with our blood transfusion service. We prepared a questionnaire based on SERVQUAL, a method used to measure customers' appreciation of quality of service, by assessing the gap between perceived and expected quality. The questionnaire consisted of 14 items grouped according to five dimensions of quality of service: assurance, empathy, responsiveness, reliability, tangibles. Clinicians were asked to give two scores on a scale from 1 to 7 for each item, score (e) representing what they expected from an 'excellent' service, score (r) how they graded the service received. We considered wide differences in scores of service expectation and receipt for a question to be indicative of either service above expected levels (r > e) or service below expectation (r < e); similar scores for both expected and received service (within 1 point on the grading scale) were taken to indicate that the service received was that which was expected. A total of 184 questionnaires (49%) were returned. For the 14 items considered, the proportion of clinicians expressing levels of satisfaction similar to or above expectation ranged from 67 to 96%. Three critical areas, which clinicians considered important (expectation scores 6-7) were associated with satisfaction below expectation in more than 20% of responders. They were: clarity of procedures, clarity of blood request forms, and convenience of blood request and issuing times, which were rated as important by 77, 80 and 72% of clinicians, respectively. SERVQUAL was useful to gather information on the level of clinicians' satisfaction with our transfusion service.

Grade Expectations for Vermont's Framework of Standards and Learning Opportunities, Spring 2004 (Mathematics, Reading and Writing)

ERIC Educational Resources Information Center

Vermont Department of Education, 2004

2004-01-01

This document, "Grade Expectations for Vermont's Framework of Standards and Learning Opportunities" (hereafter "Vermont's Grade Expectations"), is an important companion to "Vermont's Framework." These Grade Expectations (GEs) serve the same purposes as "Vermont's Framework," but articulate learning…

Models of Intervention in Mathematics: Reweaving the Tapestry

ERIC Educational Resources Information Center

Fosnot, Catherine

2010-01-01

Explore successful models of intervention. No Child Left Behind has set the high expectation that every child meet grade level expectations. This publication synthesizes the research on intervention programs and best practices related to mathematical instructional pedagogy and differentiation to assist teachers, schools, and school districts in…

Comprehension Strategies for Middle Grade Learners: A Handbook for Content Area Teachers.

ERIC Educational Resources Information Center

Sadler, Charlotte Rose

Although students are expected to read and comprehend grade-level texts by the time they reach middle school, classroom teachers are constantly challenged to instruct students who have difficulty comprehending what they read. But how does a middle school teacher approach this task, particularly a teacher with limited experience in reading…

Successfully Transitioning to Linear Equations

ERIC Educational Resources Information Center

Colton, Connie; Smith, Wendy M.

2014-01-01

The Common Core State Standards for Mathematics (CCSSI 2010) asks students in as early as fourth grade to solve word problems using equations with variables. Equations studied at this level generate a single solution, such as the equation x + 10 = 25. For students in fifth grade, the Common Core standard for algebraic thinking expects them to…

Differentiation of Instruction in the Elementary Grades. ERIC Digest.

ERIC Educational Resources Information Center

Tomlinson, Carol Ann

In most elementary classrooms, some students struggle with learning, others perform well beyond grade-level expectations, and the rest fit somewhere in between. Within each of these categories of students, individuals also learn in a variety of ways and have different interests. To meet the needs of a diverse student population, many teachers…

The Relation of Visual and Auditory Aptitudes to First Grade Low Readers' Achievement under Sight-Word and Systematic Phonic Instructions. Research Report #36.

ERIC Educational Resources Information Center

Gallistel, Elizabeth; And Others

Ten auditory and ten visual aptitude measures were administered in the middle of first grade to a sample of 58 low readers. More than half of this low reader sample had scored more than a year below expected grade level on two or more aptitudes. Word recognition measures were administered after four months of sight word instruction and again after…

Teacher expectations, classroom context, and the achievement gap.

PubMed

McKown, Clark; Weinstein, Rhona S

2008-06-01

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

The Readability of AAOS Patient Education Materials: Evaluating the Progress Since 2008.

PubMed

Roberts, Heather; Zhang, Dafang; Dyer, George S M

2016-09-07

The Internet has become a major resource for patients; however, patient education materials are frequently written at relatively high levels of reading ability. The purpose of this study was to evaluate the readability of patient education materials on the American Academy of Orthopaedic Surgeons (AAOS) web site. Readability scores were calculated for all patient education articles on the AAOS web site using 5 algorithms: Flesch Reading Ease, Flesch-Kincaid Grade Level, SMOG (Simple Measure of Gobbledygook) Grade, Coleman-Liau Index, and Gunning-Fog Index. The mean readability scores were compared across the anatomic categories to which they pertained. Using a liberal measure of readability, the Flesch-Kincaid Grade Level, 3.9% of articles were written at or below the recommended sixth-grade reading level, and 84% of the articles were written above the eighth-grade reading level. Articles in the present study had a lower mean Flesch-Kincaid Grade Level than those available in 2008 (p < 0.00005). Articles categorized as "Hand & Wrist" or "Foot & Ankle" had significantly lower mean Flesch-Kincaid Grade Level scores than the mean for all categories (p < 0.0005). Regardless of the algorithm used, the mean readability levels of AAOS articles are higher than generally recommended. Although the mean Flesch-Kincaid Grade Level was lower in the present study than it was in 2008, a need remains to improve the readability of AAOS patient education articles. Ensuring that online patient education materials are written at an appropriate reading grade level would be expected to improve physician-patient communication. Copyright © 2016 by The Journal of Bone and Joint Surgery, Incorporated.

A Comparison of Premenarcheal Expectations and Postmenarcheal Experiences in Chinese Early Adolescents

ERIC Educational Resources Information Center

Tang, Catherine So-Kum; Yeung, Dannii Y. L.; Lee, Antoinette Marie

2004-01-01

The present study examined Chinese early adolescents' expectations and experiences of their first menstruation. It included 952 participants, 476 premenarcheal and 476 postmenarcheal girls matched by age and by grade level. Results showed that compared to experiences of postmenarcheal girls, premenarcheal girls anticipated more negative emotional…

Course Goals in Mathematics, Grades K-12. Critique Draft.

ERIC Educational Resources Information Center

Multnomah County Intermediate Education District, Portland, OR.

This document is one part of a critique series that deals with the development and evaluation of course goals in six subject matter areas for grades K-12. The series provides an initial pool of course-level goals that are expected to be of considerable value in assisting educators with goal definition related to curriculum planning and…

Student Evaluations of Teaching: Effects of the Big Five Personality Traits, Grades and the Validity Hypothesis

ERIC Educational Resources Information Center

Patrick, Carol Lynn

2011-01-01

The purpose of the current study was to examine whether the Big Five personality traits and expected student grades relate to student evaluations of teachers and courses at the college level. Extraversion, openness, agreeableness and conscientiousness were found to be personality traits favoured in instructors, whereas neuroticism was not. A…

Are My Grades a Reflection of Me?: Black College Students' Attributions and Interpretations of Grades Received in the Classroom

ERIC Educational Resources Information Center

Edwards, Diana Nicole

2013-01-01

In the school achievement and motivation literature of African American students, one major theme of the literature is a supposed inconsistency or discrepancy in African American students' value and expectations for their academic achievement and their actual levels of achievement. The discrepancy between Black students' achievement ideologies and…

Arizona's Instrument to Measure Standards (AIMS DPA). Student Guide. Grade 7

ERIC Educational Resources Information Center

Arizona Department of Education, 2006

2006-01-01

Arizona's Instrument to Measure Standards Dual Purpose Assessment (AIMS DPA) is a combination of two separate tests. One test is AIMS, which measures how well the student knows the reading, writing, and mathematics content that all Arizona students in the student's grade level are expected to know and be able to do. AIMS DPA includes…

Arizona's Instrument to Measure Standards (AIMS DPA). Student Guide. Grade 3

ERIC Educational Resources Information Center

Arizona Department of Education, 2006

2006-01-01

Arizona's Instrument to Measure Standards Dual Purpose Assessment (AIMS DPA) is a combination of two separate tests. One test is AIMS, which measures how well the student knows the reading, writing , and mathematics content that all Arizona students at the third grade level are expected to know and be able to do. AIMS includes multiple-choice…

Prospective Effects of Possible Selves on Alcohol Consumption in Adolescents

PubMed Central

Lee, Chia-Kuei; Corte, Colleen; Stein, Karen F.; Park, Chang G.; Finnegan, Lorna; McCreary, Linda L.

2014-01-01

Possible selves, cognitions about the self that reflect hopes, fears, and expectations for the future, are reliable predictors of health risk behaviors but have not been explored as predictors of adolescents’ alcohol use. In a secondary analysis of data from 137 adolescents, we examined the influence of possible selves assessed in eighth grade on alcohol consumption (yes/no and level of use) in ninth grade. Having a most important feared possible self related to academics in eighth grade predicted alcohol abstinence in ninth grade. Among those who reported alcohol use, having many hoped-for possible selves and a most important hoped-for possible self related to academics in eighth grade predicted lower level of alcohol consumption in ninth grade. Interventions that foster the personal relevance and importance of academics and lead to the development of hoped-for possible selves may reduce adolescents’ alcohol consumption. PMID:25545451

Prospective effects of possible selves on alcohol consumption in adolescents.

PubMed

Lee, Chia-Kuei; Corte, Colleen; Stein, Karen F; Park, Chang G; Finnegan, Lorna; McCreary, Linda L

2015-02-01

Possible selves, cognitions about the self that reflect hopes, fears, and expectations for the future, are reliable predictors of health risk behaviors but have not been explored as predictors of adolescents' alcohol use. In a secondary analysis of data from 137 adolescents, we examined the influence of possible selves assessed in eighth grade on alcohol consumption (yes/no and level of use) in ninth grade. Having a most important feared possible self related to academics in eighth grade predicted alcohol abstinence in ninth grade. Among those who reported alcohol use, having many hoped-for possible selves and a most important hoped-for possible self related to academics in eighth grade predicted lower level of alcohol consumption in ninth grade. Interventions that foster the personal relevance and importance of academics and lead to the development of hoped-for possible selves may reduce adolescents' alcohol consumption. © 2014 Wiley Periodicals, Inc.

Promoting Positive Future Expectations During Adolescence: The Role of Assets.

PubMed

Stoddard, Sarah A; Pierce, Jennifer

2015-12-01

Positive future expectations can facilitate optimal development and contribute to healthier outcomes for youth. Researchers suggest that internal resources and community-level factors may influence adolescent future expectations, yet little is known about the processes through which these benefits are conferred. The present study examined the relationship between contribution to community, neighborhood collective efficacy, purpose, hope and future expectations, and tested a mediation model that linked contribution to community and collective efficacy with future expectations through purpose and hope in a sample of 7th grade youth (N = 196; Mage = 12.39; 60 % female; 40 % African American; 71 % economically disadvantaged). Greater collective efficacy and contribution to community predicted higher levels of hope and purpose. Higher levels of hope and purpose predicted more positive future expectations. Contribution to community and neighborhood collective efficacy indirectly predicted future expectations via hope. Implications of the findings and suggestions for future research are discussed.

Promoting Positive Future Expectations during Adolescence: The Role of Assets

PubMed Central

Stoddard, Sarah A.; Pierce, Jennifer

2015-01-01

Positive future expectations can facilitate optimal development and contribute to healthier outcomes for youth. Researchers suggest that internal resources and community-level factors may influence adolescent future expectations, yet little is known about the processes through which these benefits are conferred. The present study examined the relationship between contribution to community, neighborhood collective efficacy, purpose, hope and future expectations, and tested a mediation model that linked contribution to community and collective efficacy with future expectations through purpose and hope in a sample of 7th grade youth (N = 196; Mage = 12.39; 60% female; 40% African American; 71% economically disadvantaged). Greater collective efficacy and contribution to community predicted higher levels of hope and purpose. Higher levels of hope and purpose predicted more positive future expectations. Contribution to community and neighborhood collective efficacy indirectly predicted future expectations via hope. Implications of the findings and suggestions for future research are discussed. PMID:26385095

The Relationship between Grade-Level Team Implementation of Professional Learning Communities and Student Achievement in Math

ERIC Educational Resources Information Center

Lesar, Peter V.

2013-01-01

With changing academic standards, more rigorous state assessments, growing diversity among student populations, decreased school funding, and high achievement expectations from the state and federal government, teachers have a very challenging and demanding job. Fully aware of these high expectations from the education community, school leaders…

The Role of Emotion Expectancies in Adolescents' Moral Decision Making

ERIC Educational Resources Information Center

Krettenauer, Tobias; Jia, Fanli; Mosleh, Maureen

2011-01-01

This study investigated the impact of emotion expectancies on adolescents' moral decision making in hypothetical situations. The sample consisted of 160 participants from three different grade levels (mean age=15.79 years, SD=2.96). Participants were confronted with a set of scenarios that described various emotional outcomes of (im)moral actions…

Analyzing Army Reserve Unsatisfactory Participants through Logistic Regression

DTIC Science & Technology

2012-06-08

Unsatisfactory Participants by State/Territory ...............................45 Figure 14. Observed vs . Expected Unsatisfactory Participants by Grade...47 Figure 15. Observed vs . Expected Unsatisfactory Participants by Age ............................47 x TABLES Page Table...rank, and previous military experience. “A typical 1995-96 USAR Unsatisfactory Participant was a white, unmarried male whose highest level of

Jewelry Portraits

ERIC Educational Resources Information Center

Fresia, Aimee

2010-01-01

The author is always on the lookout for new ideas, and found one with her state's new "grade-level expectations" in art. She had printed the expectations from the state department and bound them in book form for herself and other art teachers in her district. When the author was flipping through the booklet thinking, two things caught her eye:…

Exploring Factors Related to Completion of an Online Undergraduate-Level Introductory Statistics Course

ERIC Educational Resources Information Center

Zimmerman, Whitney Alicia; Johnson, Glenn

2017-01-01

Data were collected from 353 online undergraduate introductory statistics students at the beginning of a semester using the Goals and Outcomes Associated with Learning Statistics (GOALS) instrument and an abbreviated form of the Statistics Anxiety Rating Scale (STARS). Data included a survey of expected grade, expected time commitment, and the…

Breadth of Extracurricular Participation and Adolescent Adjustment Among African-American and European-American Youth

PubMed Central

Fredricks, Jennifer A.; Eccles, Jacquelynne S.

2012-01-01

We examined the linear and nonlinear relations between breadth of extracurricular participation in 11th grade and developmental outcomes at 11th grade and 1 year after high school in an economically diverse sample of African-American and European-American youth. In general, controlling for demographic factors, children's motivation, and the dependent variable measured 3 years earlier, breadth was positively associated with indicators of academic adjustment at 11th grade and at 1 year after high school. In addition, for the three academic outcomes (i.e., grades, educational expectations, and educational status) the nonlinear function was significant; at high levels of involvement the well-being of youth leveled off or declined slightly. In addition, breadth of participation at 11th grade predicted lower internalizing behavior, externalizing behavior, alcohol use, and marijuana use at 11th grade. Finally, the total number of extracurricular activities at 11th grade was associated with civic engagement 2 years later. PMID:22837637

Breadth of Extracurricular Participation and Adolescent Adjustment Among African-American and European-American Youth.

PubMed

Fredricks, Jennifer A; Eccles, Jacquelynne S

2010-06-01

We examined the linear and nonlinear relations between breadth of extracurricular participation in 11th grade and developmental outcomes at 11th grade and 1 year after high school in an economically diverse sample of African-American and European-American youth. In general, controlling for demographic factors, children's motivation, and the dependent variable measured 3 years earlier, breadth was positively associated with indicators of academic adjustment at 11th grade and at 1 year after high school. In addition, for the three academic outcomes (i.e., grades, educational expectations, and educational status) the nonlinear function was significant; at high levels of involvement the well-being of youth leveled off or declined slightly. In addition, breadth of participation at 11th grade predicted lower internalizing behavior, externalizing behavior, alcohol use, and marijuana use at 11th grade. Finally, the total number of extracurricular activities at 11th grade was associated with civic engagement 2 years later.

Course Goals in Social Science, Grades K-12. Critique Draft.

ERIC Educational Resources Information Center

Multnomah County Intermediate Education District, Portland, OR.

This document on course goals in the social sciences is one part of a critique series dealing with the development and evaluation of course goals in six subject matter areas for grades K-12. The series provides an initial pool of course-level goals that are expected to be of considerable value in assisting educators with goal definition related to…

Social Studies: Grades 4, 8, & 11. Content Specifications for Statewide Assessment by Standard.

ERIC Educational Resources Information Center

Missouri State Dept. of Elementary and Secondary Education, Jefferson City.

This state of Missouri guide to content specifications for social studies assessment is designed to give teachers direction for assessment at the benchmark levels of grades 4, 8, and 11 for each standard that is appropriate for a statewide assessment. The guide includes specifications of what students are expected to know at the benchmark levels…

Pilot study of telephone tutoring in reading skills.

PubMed

Strayhorn, Joseph M

2005-10-01

This study tested the feasibility of tutoring children in reading via telephone sessions. 19 children received tutoring from any of 6 tutors for an average of 7.6 hr. per month. Initially, these children were an average of 10.4 yr. old, in average Grade 4.8, and averaged 2.9 grade levels behind their grade expectations on the Slosson Oral Reading Test. Before tutoring the children had progressed on the Slosson at an average of 0.44 grade levels per year (95% CI = 0.30 to 0.57). The children participated in telephone tutoring for an average of 1.5 yr. During tutoring the students progressed at an average of 2.0 grade levels per year (95% CI = 1.2 to 2.8). The rate of progress during tutoring was significantly greater than that before tutoring (p<.001). The relations between tutors and students appeared to be positive and pleasant. Telephone tutoring seems to be a practical and feasible service delivery method which should be tested further.

Are Grade Expectations Rational? A Classroom Experiment

ERIC Educational Resources Information Center

Hossain, Belayet; Tsigaris, Panagiotis

2015-01-01

This study examines students' expectations about their final grade. An attempt is made to determine whether students form expectations rationally. Expectations in economics, rational or otherwise, carry valuable information and have important implications in terms of both teaching effectiveness and the role of grades as an incentive structure for…

Linking Literacy and Mathematics: The Support for Common Core Standards for Mathematical Practice

ERIC Educational Resources Information Center

Swanson, Mary; Parrott, Martha

2013-01-01

In a new era of Common Core State Standards (CCSS), teachers are expected to provide more rigorous, coherent, and focused curriculum at every grade level. To respond to the call for higher expectations across the curriculum and certainly within reading, writing, and mathematics, educators should work closely together to create mathematically…

Expectations and Reality: What You Want Is "Not Always" What You Get

ERIC Educational Resources Information Center

Garces-Ozanne, Arlene; Sullivan, Trudy

2014-01-01

A total of 196 first year Principles of Economics I students participated in a study examining how students' expectations about their course and grades are related to the grades they actually receive. We empirically test whether there is a significant difference between the students' grade expectations and the actual grades they receive, and…

25 CFR 36.12 - Standard III-Program needs assessment.

Code of Federal Regulations, 2010 CFR

2010-04-01

..., skills, attitudes, or concepts students are expected to exhibit upon completion of a grade level. Student educational objectives are defined as statements of more specific knowledge, skills, attitudes, or concepts...

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

PubMed Central

Véronneau, Marie-Hélène; Dishion, Thomas J.

2011-01-01

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

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

PubMed

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

2011-03-01

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

The Relationship between the Boehm and AIMSweb on Kindergarten Student Achievement in One Northern Michigan Intermediate School District

ERIC Educational Resources Information Center

O'Hearn, Emily

2013-01-01

Kindergarten students are asked to perform at a level formerly expected of first grade students and are expected to be well on their way to reading (Bassard & Boehm, 2007). With tight school budgets, site leaders must choose wisely about allocation of resources and determine the most effective means of helping students, especially those…

The influence of easy-to-read pamphlets about self-care management of radiation side effects on patients' knowledge.

PubMed

Wilson, Feleta L; Mood, Darlene; Nordstrom, Cheryl K

2010-11-01

To test patients' knowledge of side effects after they review six easy-to-read pamphlets on radiation side effects. Nonexperimental. Urban radiation oncology clinic. 47 patients receiving radiation treatment. The Knowledge of Radiation Side Effects Test was administered. Patient literacy and knowledge level. The self-report of highest grade completed in school was 10th grade; however, the actual reading level was 4th-6th grade. Scores for each knowledge test increased with literacy level, with statistically significant correlations for pamphlets on fatigue, skin problems for women, and skin problems for men. Participants who read at the 4th-6th-grade level scored higher than expected. Although the pamphlets were deemed easy to read, patients who had the lowest reading levels still had difficulty understanding them. In addition to written patient information, oncology nurses should use innovative teaching strategies to improve patient understanding and self-care behaviors. A need exists for continued nursing inquiry that will focus on self-care behaviors to manage radiation side effects, particularly for patients with low literacy.

Here, There, and Anywhere: Transfer of Learning

ERIC Educational Resources Information Center

Camp, Deanne

2012-01-01

Public education in the United States is sequenced in such a manner that a skill learned at one level is then transferred to a more complex skill at yet a higher level. In addition, the individual concepts or grade-level-expectations based on state Standards are designed this way. Bransford, Brown, and Cocking (1999) stated, "Educators hope…

Estimating Parameters in the Generalized Graded Unfolding Model: Sensitivity to the Prior Distribution Assumption and the Number of Quadrature Points Used.

ERIC Educational Resources Information Center

Roberts, James S.; Donoghue, John R.; Laughlin, James E.

The generalized graded unfolding model (J. Roberts, J. Donoghue, and J. Laughlin, 1998, 1999) is an item response theory model designed to unfold polytomous responses. The model is based on a proximity relation that postulates higher levels of expected agreement with a given statement to the extent that a respondent is located close to the…

Sociopolitical development, work salience, and vocational expectations among low socioeconomic status African American, Latin American, and Asian American youth.

PubMed

Diemer, Matthew A; Wang, Qiu; Moore, Traymanesha; Gregory, Shannon R; Hatcher, Keisha M; Voight, Adam M

2010-05-01

Structural barriers constrain marginalized youths' development of work salience and vocational expectations. Sociopolitical development (SPD), the consciousness of, and motivation to reduce, sociopolitical inequality, may facilitate the negotiation of structural constraints. A structural model of SPD's impact on work salience and vocational expectations was proposed and its generalizability tested among samples of low-socioeconomic-status African American, Latin American, and Asian American youth, with Educational Longitudinal Study data. Measurement and temporal invariance of these constructs was first established before testing the proposed model across the samples. Across the three samples, 10th-grade SPD had significant effects on 10th-grade work salience and vocational expectations; 12th-grade SPD had a significant effect on 12th-grade work salience. Tenth-grade SPD had significant indirect effects on 12th-grade work salience and on 12th-grade vocational expectations for all three samples. These results suggest that SPD facilitates the agentic negotiation of constraints on the development of work salience and vocational expectations. Given the impact of adolescent career development on adult occupational attainment, SPD may also foster social mobility among youth constrained by an inequitable opportunity structure. 2010 APA, all rights reserved

Oxygen uptake during peak graded exercise and single-stage fatigue tests of wheelchair propulsion in manual wheelchair users and the able-bodied.

PubMed

Keyser, R E; Rodgers, M M; Gardner, E R; Russell, P J

1999-10-01

To determine if a single-stage, submaximal fatigue test on a wheelchair ergometer would result in higher than expected energy expenditure. An experimental survey design contrasting physiologic responses during peak graded exercise tests and fatigue tests. A rehabilitation science laboratory that included a prototypical wheelchair ergometer, open-circuit spirometry system, and heart rate monitor. Nine able-bodied non-wheelchair users (the NWC group: 6 men and 3 women, mean +/- SD age 30 +/- 7yrs) and 15 manual wheelchair users (the WC group: 12 men and 3 women, age 40 +/- 9yrs, time in wheelchair 16 +/- 9yrs). No subject had any disease, medication regimen, or upper body neurologic, orthopedic, or other condition that would limit wheelchair exercise. Peak oxygen uptake (VO2) for graded exercise testing and during fatigue testing, using a power output corresponding to 75% peak aerobic capacity on graded exercise test. In the WC group, VO2 at 6 minutes of fatigue testing was not significantly different from peak VO2. In the NWC group, VO2 was similar to the expected level throughout fatigue testing. Energy expenditure was higher than expected in the WC group but not in the NWC group. Fatigue testing may provide a useful evaluation of cardiorespiratory status in manual wheelchair users.

Expected Time to Return to Athletic Participation After Stress Fracture in Division I Collegiate Athletes.

PubMed

Miller, Timothy L; Jamieson, Marissa; Everson, Sonsecharae; Siegel, Courtney

2017-12-01

Few studies have documented expected time to return to athletic participation after stress fractures in elite athletes. Time to return to athletic participation after stress fractures would vary by site and severity of stress fracture. Retrospective cohort study. Level 3. All stress fractures diagnosed in a single Division I collegiate men's and women's track and field/cross-country team were recorded over a 3-year period. Site and severity of injury were graded based on Kaeding-Miller classification system for stress fractures. Time to return to full unrestricted athletic participation was recorded for each athlete and correlated with patient sex and site and severity grade of injury. Fifty-seven stress fractures were diagnosed in 38 athletes (mean age, 20.48 years; range, 18-23 years). Ten athletes sustained recurrent or multiple stress fractures. Thirty-seven injuries occurred in women and 20 in men. Thirty-three stress fractures occurred in the tibia, 10 occurred in the second through fourth metatarsals, 3 occurred in the fifth metatarsal, 6 in the tarsal bones (2 navicular), 2 in the femur, and 5 in the pelvis. There were 31 grade II stress fractures, 11 grade III stress fractures, and 2 grade V stress fractures (in the same patient). Mean time to return to unrestricted sport participation was 12.9 ± 5.2 weeks (range, 6-27 weeks). No significant differences in time to return were noted based on injury location or whether stress fracture was grade II or III. The expected time to return to full unrestricted athletic participation after diagnosis of a stress fracture is 12 to 13 weeks for all injury sites. Athletes with grade V (nonunion) stress fractures may require more time to return to sport.

Demystify Learning Expectations to Address Grade Inflation

ERIC Educational Resources Information Center

Hodges, Linda C.

2014-01-01

This article describes the subject of "grade inflation," a reference to educators giving higher grades to student work than their expectations for student achievement warrant. Of the many reasons why this practice happens, Hodges specifically discusses inflating grades as "a natural consequence" when the faculty really…

What Can We Expect from A-Level Mathematics Students?

ERIC Educational Resources Information Center

Lawson, Duncan

1997-01-01

Discusses the results obtained by students with A-level mathematics on Coventry University's diagnostic test in October 1997. Compares these results with those of students who entered the university in 1991. Provides detailed analysis of specific questions that indicate those areas in which students with grade A clearly outperform students with…

Defining Levels on the 1990 Mathematics Composite.

ERIC Educational Resources Information Center

Johnson, Eugene G.

Procedures used to map the achievement levels, expressed as total expected scores on the full set of items presented to a grade, onto the Mathematics Composite of the 1990 National Assessment of Educational Progress (NAEP) are described. The Composite, defined as a weighted average of subdomain scores, provides a global measure of mathematics…

Do Student Evaluations of Teaching Depend on the Distribution of Expected Grade?

ERIC Educational Resources Information Center

Matos-Diaz, Horacio; Ragan, James F., Jr.

2010-01-01

Prior research suggests that student evaluations of teaching may depend on the average grade expected in a class. We hypothesize that, because of risk aversion, student ratings also depend on the distribution of expected grades. As predicted, student ratings at the University of Puerto Rico at Bayamon are significantly and negatively related to…

Engaging Preservice Teachers and Elementary-Age Children in Transformational Geometry: Tessellating T-Shirts

ERIC Educational Resources Information Center

Shockey, Tod L.; Snyder, Karen

2007-01-01

The Maine Learning Results (MLR) expects the state's students in prekindergarten through grade 2 to describe two-dimensional shapes as well as use positional language. Requiring translations of two-dimensional shapes supports this expectation. Students in grades 3-4 are expected to "use transformations," while students in grade 5-8 are…

Developmental changes and gender effects on motivational constructs based on the expectancy-value model in Czech and United States students regarding learning of science, mathematics, and other subjects

NASA Astrophysics Data System (ADS)

Yang, Eun-Mi

This study employed American and Czech student samples to investigate the motivational constructs used in Eccles and Wigfield's (1983) expectancy-value model. To predict achievement behavior, the model specifies relationships among expectancy for-success and task value, task-specific self-concept, perception of task-difficulty, perceptions of social environment, and interpretations and attributions for past events in relation to the social world. Czech and American students (n = 1,145) in grades 4--12 were the participants in this study. The causal relationships among the constructs were tested to investigate structural similarities and differences in the models for both countries. This study also explored developmental changes, gender, and national differences in the students' motivational beliefs for these motivational constructs: Expectancy for Success, Intrinsic Interest Value, Task-specific Self-concept, Perception of Task-difficulty, and Perceived Vocational Gender Dominance for science, mathematics, and other school subjects. The findings indicated that, for both countries, with respect to changes over grade level, compared to the younger students, the older students showed lower motivational beliefs for most subject areas except reading. However, the Czech students in grades 6--8 showed more positive motivational beliefs in life science and social studies than did the Czech students in other grade levels. In comparing genders, the male students exhibited more positive motivational beliefs in physical science than did the female students, and female students showed more positive motivational beliefs in reading than did the male students. For life science, the Czech female students rated Intrinsic Interest Value and Task-specific Self-concept higher than did their peer male students. The American students' motivational beliefs in reading were more positive than were Czech students', and the Czech students held more positive motivational beliefs in life science than did the American students. With minor variations for each country, the expectancy-value model provided a reasonable tool for understanding the causal relationships among the motivational beliefs. For the Czech sample, Perception of Task-difficulty was a strong negative predictor for Expectancy for Success for most school subjects except life science whereas, for the American sample, it was a weak but significant negative predictor for Intrinsic Interest Value for most school subjects except social studies. Implications for science education are discussed.

Changing Pathways to Attainment in Men's Lives: Historical Patterns of School, Work, and Social Class.

ERIC Educational Resources Information Center

Shanahan, Michael J.; Miech, Richard A.; Elder, Glen H., Jr.

1998-01-01

Uses data from Occupational Changes in a Generation surveys to examine labor market effects on male dropout rates at various grade levels. As expected, opportunities in manufacturing drew students from primary school before World War II, whereas government sector expansion increased secondary and college-level dropouts after the war, particularly…

A quantitative examination of public school student attitudes toward science

NASA Astrophysics Data System (ADS)

Schuchman, Matthew

There is a deficit of male and female students entering the fields of math and science, and the need for highly educated individuals in these areas is expected to increase. While various factors may play a role in creating this deficit, there is a lack of research on one factor, that of student attitudes toward science. The theories of social aspects, how children learn and how teachers teach provided the framework for an examination of public school student attitudes toward science. The purpose of this study was to determine if there is a significant difference in attitudes toward science in Grades 4-12 based on gender and grade level. Using a quantitative one-shot case study preexperimental design, the study described the relationships in student attitudes toward science and how those relationships change with grade and gender. This study investigated the relationship in attitudes toward science in different grade levels, the relationship in male and female attitudes toward science in different grade levels, and the difference in attitudes toward science between male and female students. The Kruskal-Wallis test and the nonparametric independent samples test for gender differences were performed to examine grade level, gender, and attitudes toward science. The convenience sample of 1,008 students was drawn from a population of approximately 1,200 students enrolled in Grades 4 through 12 in a rural, public school district in the northeastern United States. The data analysis revealed no difference in male attitudes toward science, but did reveal a significant difference in female attitudes toward science between different grade levels, (H(8) = 32.773, p < .000). Implications for social change include an improved student attitude toward science, which increases educational opportunities and career options for underrepresented groups.

Social and Academic Expectations about High School for At-Risk Rural Youth

ERIC Educational Resources Information Center

Stein, Gabriela Livas; Hussong, Andrea

2007-01-01

This study examines high school expectancies in a sample of at-risk, rural youth, and how these expectancies relate to 8th grade functioning, 9th grade functioning, and 9th grade experiences of high school. A total of 76 eighth-graders and their parents, drawn from a larger study of the transition to high school, participated in interviews the…

Effect of Retention in First Grade on Parents’ Educational Expectations and Children’s Academic Outcomes

PubMed Central

Hughes, Jan N.; Kowk, Oi-man; Im, MyungHee

2013-01-01

The effect of retention in first grade (Year 1) on parents’ educational expectations was tested in a sample of 530 ethnically diverse and academically at-risk children. Participants attended one of three school districts in Texas. Of the 530 children, 118 were retained in first grade. Retention had a negative effect on parent expectations in Year 2, which was maintained in Year 3. Year 2 parent expectations partially mediated the effect of retention in first grade on Year 3 reading and math achievement and child academic self-efficacy. All effects controlled for Year 1 measures of the outcome. Results were similar across gender, economic adversity, and ethnicity. Implications for minimizing the negative effect of retention on parents’ expectations are suggested. PMID:24357865

Production of Solar-Grade Silicon by the SiF4 and Mg Reaction

NASA Astrophysics Data System (ADS)

Xie, Xiaobing; Bao, Jianer; Sanjurjo, Angel

2016-12-01

Over 90 pct of the solar cells currently produced and installed are Si based, and this industrial dominance is expected to persist for the foreseeable future. The crystalline Si substrate accounts for a significant portion of the total cost of solar cells. In order to further reduce the cost of solar panels, there has been significant effort in producing inexpensive solar-grade Si, mainly through three paths: (1) modification of the Siemens process to lower production costs, (2) upgrading metallurgical-grade Si to reach solar-grade purity, and (3) by means of new metallurgical processes such as the reduction of a silicon halide, e.g., SiF4 or SiCl4, by a reactive metal such as Na or Zn. In this paper, we describe an alternative path that uses Mg to react with SiF4 to produce low-cost solar grade Si. Experimental conditions for complete reaction and separation of the products, Si and MgF2, as well as aspects of the reaction mechanism are described. The reaction involves both a heterogeneous liquid-gas phase reaction and a homogeneous gas-gas phase reaction. When pure Mg was used, the Si product obtained had sub-ppm levels of B and P impurities and is expected to be suitable for solar cell applications.

Adolescents’ Changing Future Expectations Predict the Timing of Adult Role Transitions

PubMed Central

Beal, Sarah J.; Crockett, Lisa J.; Peugh, James

2016-01-01

Individual differences in the transition to adulthood are well established. This study examines the extent to which heterogeneity in pathways to adulthood that have been observed in the broader U.S. population are mirrored in adolescents’ expectations regarding when they will experience key adult role transitions (e.g., marriage). Patterns of change in adolescents’ expectations and the relations between their expectations and subsequent role transitions are also explored. Data from 626 youth in Grade 11 (M age = 16), Grade 12, and early adulthood (M age = 23) are analyzed using mover-stayer latent transition analysis. Results indicate three profiles of expected timing, corresponding to youth who anticipate early role entry (i.e., early starters), youth who anticipate earlier entry into employment but no other roles (i.e., employment-focused), and youth who anticipate delays in role transitions favoring increased education (i.e., education-focused). Two-thirds of youths changed their expectations from Grade 11 to 12. Grade 11 and 12 profile membership predicted role transitions in early adulthood. These findings highlight the importance of adolescents’ expectations and changes in expectations across time in shaping entry into adulthood. PMID:27548390

Components of Students' Grade Expectations for Public Speaking Assignments

ERIC Educational Resources Information Center

Larseingue, Matt; Sawyer, Chris R.; Finn, Amber N.

2012-01-01

Although previous research has linked students' expected grades to numerous pedagogical variables, this factor has been all but ignored by instructional communication scholars. In the present study, 315 undergraduates were presented with grading scenarios representing differing combinations of course rigor, teacher immediacy, and student…

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

ERIC Educational Resources Information Center

Huelskamp, Lisa M.

2009-01-01

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

Student Preferences for M-Learning Application Characteristics

ERIC Educational Resources Information Center

Delialioglu, Ömer; Alioon, Yasaman

2014-01-01

This study attempts to find out students' expectations from mobile learning (m-learning) applications. The relationship between students' grade levels (freshman, sophomore, junior, senior) and their preferred m-learning application characteristics were analyzed. A questionnaire on students' preferences in m-learning applications was used as the…

Readability of Educational Materials to Support Parent Sexual Communication With Their Children and Adolescents.

PubMed

Ballonoff Suleiman, Ahna; Lin, Jessica S; Constantine, Norman A

2016-05-01

Sexual communication is a principal means of transmitting sexual values, expectations, and knowledge from parents to their children and adolescents. Many parents seek information and guidance to support talking with their children about sex and sexuality. Parent education materials can deliver this guidance but must use appropriate readability levels to facilitate comprehension and motivation. This study appraised the readability of educational materials to support parent sexual communication with their children. Fifty brochures, pamphlets, and booklets were analyzed using the Flesch-Kincaid, Gunning Fog, and Simple Measure of Gobbledygook (SMOG) index methods. Mean readability grade-level scores were 8.3 (range = 4.5-12.8), 9.7 (range = 5.5-14.9), and 10.1 (range = 6.7-13.9), respectively. Informed by National Institutes of Health-recommended 6th to 7th grade levels and American Medical Association-recommended 5th to 6th grade levels, percentages falling at or below the 7.0 grade level were calculated as 38%, 12%, and 2% and those falling at or below the 6.0 grade level were calculated as 12%, 2%, and 0% based on the Flesch-Kincaid, Gunning Fog, and SMOG methods, respectively. These analyses indicate that the majority of educational materials available online to support parents' communication with their children about sex and sexuality do not meet the needs of many or most parents. Efforts to improve the accessibility of these materials are warranted.

Analysis of the Korean Navy Selection Process for the Naval Post Graduate School

DTIC Science & Technology

1988-06-01

OUTCOME OF ECL TESTING SCORE..........................54 C. OUTCOME OF TOEFL TESTING SCORE.......................55 D. PLOT OF NPS GRADE WITH ECL...TESTING SCORE..............55 E. PLOT OF NPS GRADE WIHT NA GRADE......................56 F. PLOT OF NPS GRADE WITH TOEFL TESTING SCORE............56...OF ECL TESTING SCORE ............. 30 Table S. EXPECTANCY TABLE OF NAG ............................ 31 Table 9. EXPECTANCY TABLE OF TOEFL TESTING SCORE

Cognitive Dissonance or Revenge? Student Grades and Course Evaluations

ERIC Educational Resources Information Center

Maurer, Trent W.

2006-01-01

I tested 2 competing theories to explain the connection between students' expected grades and ratings of instructors: cognitive dissonance and revenge. Cognitive dissonance theory holds that students who expect poor grades rate instructors poorly to minimize ego threat whereas the revenge theory holds that students rate instructors poorly in an…

Video Self-Modeling for English Language Learners

ERIC Educational Resources Information Center

Boisvert, Précille; Rao, Kavita

2015-01-01

Teachers of English language learners (ELLs), expected to address grade-level standards and prepare ELLs for standardized assessments, have the difficult task of designing instruction that meets the range of needs in their classrooms. When these learners have experienced limited or interrupted education, the challenges intensify. Whereas…

[Educational status and life expectancy in patients with chronic non-communicable diseases].

PubMed

Villarreal-Hernández, Liliana del Sagrario; Romo-Martínez, Jesús Eduardo

2014-01-01

Suffering a non communicable chronic disease in combination with low educational level and low economic income develops a synergy, which contributes to a poor prognostic about the expectancy of life. A better educational level may improve the life expectancy. The objective of this research was to explore this relation. A retrospective cohort study from January 1, 1999, to December 31, 2011, was performed. We included 2306 patients obtained from the information system in mortality of Family Medicine Unit 3 of the Instituto Mexicano del Seguro Social in Guadalajara, Jalisco. The main measures were average age-at-death and educational level. We used Student's t, chi-squared test and relative risk (RR) calculations for statistical analysis. The average age-at-death for those who had a low educational level (n = 1936) was 73.24 ± 12.18 years, while for those who had a satisfactory level of education (n = 370) was 63.47 ± 14.51 years, estimating a mean difference of 9.77 years with p < 0.001. Having a low educational level and not reaching life expectancy compared to the satisfactory level meant a RR = 0.24 (IC 95 % = 0.19, 0.30). The projected linear regression for each educational grade showed that patients lost 2.5 years of life. Diabetes accompanied by a low educational level showed a double probability of not reaching the expectation of life.

Assessment of Student Learning Outcomes in FCS Programs

ERIC Educational Resources Information Center

Weaver-Kaulis, Amy; Crutsinger, Christy

2006-01-01

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

Procedures for Obtaining and Analyzing Writing Samples of School-Age Children and Adolescents

ERIC Educational Resources Information Center

Price, Johanna R.; Jackson, Sandra C.

2015-01-01

Purpose: Many students' writing skills are below grade-level expectations, and students with oral language difficulties are at particular risk for writing difficulties. Speech-language pathologists' (SLPs') expertise in language applies to both the oral and written modalities, yet evidence suggests that SLPs' confidence regarding writing…

Self-Efficacy, an Oriental Twist

ERIC Educational Resources Information Center

Jack, Brady M.; Liu, Chia-Ju; Chiu, Hoan-Lin

2005-01-01

This paper presents the results of a case study involving Taiwanese elementary teachers who teach science at the elementary grade school level. It advocates the position that a teacher's personal science efficacy belief influences his or her science teaching outcome expectations. It also points to an important metamorphosis that is taking place…

The HAWK Highway: A Vertical Model for Student IEP Participation

ERIC Educational Resources Information Center

Quann, Monica; Lyman, Jennifer; Crumlish, Jamie; Hines, Sally; Williams, Lynn; Pleet-Odle, Amy; Eisenman, Laura

2015-01-01

Special educators at an inclusive career-technical high school created a model to support annually increasing expectations for self-determination and levels of student participation in Individualized Education Program (IEP) planning and implementation. The grade-specific components of the model and supporting context are described. Students were…

The Role of Prediction in the Teaching and Learning of Mathematics

ERIC Educational Resources Information Center

Lim, Kien H.; Buendia, Gabriela; Kim, Ok-Kyeong; Cordero, Francisco; Kasmer, Lisa

2010-01-01

The prevalence of prediction in grade-level expectations in mathematics curriculum standards signifies the importance of the role prediction plays in the teaching and learning of mathematics. In this article, we discuss benefits of using prediction in mathematics classrooms: (1) students' prediction can reveal their conceptions, (2) prediction…

Decisions and Tensions: Summative Assessments in PBL Advanced Placement Classes

ERIC Educational Resources Information Center

Cooper, Susan Elizabeth

2017-01-01

This study examines how teachers navigate tensions between communicating expectations for college level work and student motivation as they determined summative grades in an AP Environmental Science course. Semi-structured interviews and a think-aloud protocol were conducted while teachers in poverty-impacted urban high schools determined final…

Clinical Performance Evaluations of Third-Year Medical Students and Association With Student and Evaluator Gender.

PubMed

Riese, Alison; Rappaport, Leah; Alverson, Brian; Park, Sangshin; Rockney, Randal M

2017-06-01

Clinical performance evaluations are major components of medical school clerkship grades. But are they sufficiently objective? This study aimed to determine whether student and evaluator gender is associated with assessment of overall clinical performance. This was a retrospective analysis of 4,272 core clerkship clinical performance evaluations by 829 evaluators of 155 third-year students, within the Alpert Medical School grading database for the 2013-2014 academic year. Overall clinical performance, assessed on a three-point scale (meets expectations, above expectations, exceptional), was extracted from each evaluation, as well as evaluator gender, age, training level, department, student gender and age, and length of observation time. Hierarchical ordinal regression modeling was conducted to account for clustering of evaluations. Female students were more likely to receive a better grade than males (adjusted odds ratio [AOR] 1.30, 95% confidence interval [CI] 1.13-1.50), and female evaluators awarded lower grades than males (AOR 0.72, 95% CI 0.55-0.93), adjusting for department, observation time, and student and evaluator age. The interaction between student and evaluator gender was significant (P = .03), with female evaluators assigning higher grades to female students, while male evaluators' grading did not differ by student gender. Students who spent a short time with evaluators were also more likely to get a lower grade. A one-year examination of all third-year clerkship clinical performance evaluations at a single institution revealed that male and female evaluators rated male and female students differently, even when accounting for other measured variables.

The USDA quality grades may mislead consumers.

PubMed

DeVuyst, E A; Lusk, J L; DeVuyst, M A

2014-07-01

This study was designed to explore consumers' perceptions about and knowledge of USDA beef quality grades. Data were collected from over 1,000 consumers in online surveys in November and December 2013, and estimates were weighted to force the sample to mirror the U.S. population in terms of age, gender, education, and region of residence. When asked to rank Prime, Choice, and Select grades in terms of leanness, only 14.4% provided the correct ranking with 57.1% of respondents incorrectly indicating steaks grading Prime were the leanest. Despite perceptions that the Prime name indicated the leanest product, in a subsequent question, 55.6% of respondents thought Prime grade to be the juiciest of the 3 grades. In addition to inquiring about perceptions of the grade names, respondents also indicated perceptions of pictures of steaks. Only 14.5% of respondents correctly matched the steak pictures with their corresponding USDA quality grade name, an outcome that is statistically worse than would have occurred through pure random matching (P = 0.03). When asked to match pictures of steaks with expected prices, 54.8% of respondents incorrectly matched the picture of the Prime steak with the lowest price level. More highly educated consumers with greater preferences for steak consumption were more likely to provide correct answers. Results reveal substantial confusion over quality grading nomenclature and suggest the need for more education or for a transition toward more descriptive terminology at the retail level.

Teaching Effectiveness, Course Evaluation, and Academic Performance: The Role of Academic Delay of Gratification

ERIC Educational Resources Information Center

Bembenutty, Hefer

2009-01-01

Academic delay of gratification is a significant and positive predictor of students' final course grades, even after controlling for the effect of their rating of the course, expected grade, and degree of interest, importance, and utility of the academic task. Students' expected course grades are by far the strongest predictor of their final…

Improving the Success of Middle Grade Students. Middle School Matters Program No. 2

ERIC Educational Resources Information Center

Belfanz, Robert; Rodriguez, Gina; Brasiel, Sarah J.

2013-01-01

A student's experience in the middle grades is a selection of classes they go through in a day. If they experience inconsistent expectations across those classes, they and the school will struggle to achieve high outcomes. Middle grade students need to have common behavioral and academic expectations, recognitions, and consequences throughout the…

Exploring Gender Differences across Elementary, Middle, and High School Students' Science and Math Attitudes and Interest

NASA Astrophysics Data System (ADS)

LeGrand, Julie

The issue of female underrespresentation in science, mathematics, engineering, and technology careers and courses has been well researched over the last several decades. However, as gender gaps in achievement close and representation becomes more equitable in certain academic domains, research has turned to social and cultural factors to explain why fewer women persist in STEM studies and careers than men. The purpose of this study was to examine gender differences in science and math attitudes and interests from elementary school, to middle school, to high school. To examine possible gender-specific shifts in students' interest and attitudes in science and math, 136 students from a suburban, public school district were surveyed at the elementary school level (N=31), middle school level (N=54), and high school level (N=51) and various constructs were used to assess the responses in accordance with expectancy-value theory. Utilizing a mixed-methods approach, a random sample of students from each grade level then participated in focus groups, and corollary themes were identified. Results from a logistical regression analysis and Mann-Whitney Test indicated that significant gender differences exist for interest, efficacy, expectancy, and value within science domains (p<.05), although these differences are not the same at each grade level or for each scientific discipline. Significant gender differences in mathematics are present only at the elementary school level.

Advanced Reading Comprehension Expectations in Secondary School: Considerations for Students with Emotional or Behavior Disorders

PubMed Central

Ciullo, Stephen; Ortiz, Miriam B.; Al Otaiba, Stephanie; Lane, Kathleen Lynne

2015-01-01

The debate around recent implementation of the Common Core Standards (CCSS) has perplexed many policy makers, practitioners, and researchers; yet there remains broad agreement for the need to improve reading outcomes and college and career readiness for all students, including students with disabilities. One of the most vulnerable populations with disabilities in terms of college and career readiness is students with emotional disorders (ED). A considerable percentage of students with ED encounter unfavorable academic and long-term outcomes, often due to reading difficulties and behavioral variables that impede learning. To date, the impact of rising expectations in reading on the education of students with ED has been absent from this conversation about CCSS. In this article, we consider the implications of new reading expectations in the critical period of Grades 6-12 for students with ED. First, we summarize grade level expectations of the standards. Then, we describe the characteristics and underachievement of students with ED. Next, we evaluate challenges in meeting the expectations based on extant research, and provide recommendations for practice based on the intervention literature. We conclude by prioritizing a research and policy agenda that advocates for increasing the likelihood of success in reading for students with ED in middle school and high school. PMID:27403040

Problem Based Learning and the scientific process

NASA Astrophysics Data System (ADS)

Schuchardt, Daniel Shaner

This research project was developed to inspire students to constructively use problem based learning and the scientific process to learn middle school science content. The student population in this study consisted of male and female seventh grade students. Students were presented with authentic problems that are connected to physical and chemical properties of matter. The intent of the study was to have students use the scientific process of looking at existing knowledge, generating learning issues or questions about the problems, and then developing a course of action to research and design experiments to model resolutions to the authentic problems. It was expected that students would improve their ability to actively engage with others in a problem solving process to achieve a deeper understanding of Michigan's 7th Grade Level Content Expectations, the Next Generation Science Standards, and a scientific process. Problem based learning was statistically effective in students' learning of the scientific process. Students statistically showed improvement on pre to posttest scores. The teaching method of Problem Based Learning was effective for seventh grade science students at Dowagiac Middle School.

Racial identity, social context, and race-related social cognition in African Americans during middle childhood.

PubMed

Rowley, Stephanie J; Burchinal, Margaret R; Roberts, Joanne E; Zeisel, Susan A

2008-11-01

This study examined the effect of changes in racial identity, cross-race friendships, same-race friendships, and classroom racial composition on changes in race-related social cognition from 3rd to 5th grade for 73 African American children. The goal of the study was to determine the extent to which preadolescent racial identity and social context predict expectations of racial discrimination in cross-race social interactions (social expectations). Expectations of racial discrimination were assessed using vignettes of cross-race social situations involving an African American child in a social interaction with European Americans. There were 3 major findings. First, expectations for discrimination declined slightly from 3rd to 5th grade. Second, although racial composition of children's classrooms, number of European American friends, gender, and family poverty status were largely unrelated to social expectations, having more African American friends was associated with expecting more discrimination in cross-racial interactions from 3rd to 5th grade. Third, increases in racial centrality were related to increases in discrimination expectations, and increases in public regard were associated with decreases in discrimination expectations. These data suggest that as early as 3rd grade, children are forming attitudes about their racial group that have implications for their cross-race social interactions.

Form-To-Expectation Matching Effects on First-Pass Eye Movement Measures During Reading

PubMed Central

Farmer, Thomas A.; Yan, Shaorong; Bicknell, Klinton; Tanenhaus, Michael K.

2015-01-01

Recent EEG/MEG studies suggest that when contextual information is highly predictive of some property of a linguistic signal, expectations generated from context can be translated into surprisingly low-level estimates of the physical form-based properties likely to occur in subsequent portions of the unfolding signal. Whether form-based expectations are generated and assessed during natural reading, however, remains unclear. We monitored eye movements while participants read phonologically typical and atypical nouns in noun-predictive contexts (Experiment 1), demonstrating that when a noun is strongly expected, fixation durations on first-pass eye movement measures, including first fixation duration, gaze duration, and go-past times, are shorter for nouns with category typical form-based features. In Experiments 2 and 3, typical and atypical nouns were placed in sentential contexts normed to create expectations of variable strength for a noun. Context and typicality interacted significantly at gaze duration. These results suggest that during reading, form-based expectations that are translated from higher-level category-based expectancies can facilitate the processing of a word in context, and that their effect on lexical processing is graded based on the strength of category expectancy. PMID:25915072

Grade Expectations for Vermont's Framework of Standards and Learning Opportunities, Summer 2004 (Physical Education)

ERIC Educational Resources Information Center

Vermont Department of Education, 2004

2004-01-01

Educators from around the state, with the help of The Vermont Institutes, developed Vermont Physical Education Grade Cluster Expectations (GCEs) as a means to identify the physical education content knowledge and skills expected of all students for local assessment required under Act 68. This work was accomplished using the "Vermont's…

Bilingual Education Students Reflect on Their Language Education: Reinventing a Classroom 10 Years Later

ERIC Educational Resources Information Center

Whitmore, Kathryn F.; Crowell, Caryl G.

2005-01-01

Ten years ago, an ethnographic study in a bilingual whole-language third-grade classroom identified conditions that defined the classroom as a learning community: a high level of intellectual expectation, symmetric power and trust relationships, authenticity, and additive bilingualism and biliteracy. The students' insights strengthened the…

Travel and Tourism Module. An Advanced-Level Option For Distribution and Marketing.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Occupational Education Curriculum Development.

Intended as an advanced option for distributive education students in the twelfth grade, this travel and tourism module is designed to cover a minimum of ten weeks or a maximum of twenty weeks. Introductory material includes information on employment demands, administrative considerations, course format, teaching suggestions, expected outcomes,…

Second Language Studies Standard Course of Study and Grade Level Competencies, K-12. Revised

ERIC Educational Resources Information Center

North Carolina Department of Public Instruction, 2004

2004-01-01

The North Carolina Second Language Standard Course of Study establishes competency goals and objectives directing the teaching and learning of foreign language, heritage language, and classical language in North Carolina. This document sets high expectations for all students, it supports extended sequence of language learning and it takes into…

Information Fuels Support for School Reform

ERIC Educational Resources Information Center

Henderson, Michael B.; Howell, William G.; Peterson, Paul E.

2014-01-01

The Common Core State Standards initiative (CCSS) seeks to "provide a consistent, clear understanding of what students are expected to learn" at various grade levels. For some education observers, CCSS will finally clarify for students, parents, and educators what students need to know and be able to do if they are to be prepared for…

What Effect Does Flipping the Classroom Have on Undergraduate Student Perceptions and Grades?

ERIC Educational Resources Information Center

Molnar, Kathleen K.

2017-01-01

There is a lack of consensus of the effects on student perceptions and performance in flipping the classroom and its possible value over the traditional face-to-face (FTF) classroom approach. This research examines the expectation that flipping an undergraduate, introductory level, information concepts and skills class would benefit student…

A Value-Added Study of a Federal Grant Program in Mathematics for Military Dependent Students

ERIC Educational Resources Information Center

Marquand, Jay C.

2013-01-01

Closing the achievement gap in public education means all students are expected to be learning at grade level. In response to federal mandates requiring schools to attain specific student achievement benchmarks, many schools are placing greater resources into support programs designed to increase student achievement. Military dependent students…

Relationships between College Knowledge and College-Going Beliefs of Eighth Grade Students

ERIC Educational Resources Information Center

Wisely, Lynn Woodward

2013-01-01

This study examined the relationships of college knowledge and parent education level with these college-going beliefs: (a) self-efficacy, (b) outcome expectations, (c) likelihood both to go to and graduate from college, (d) choice intentions, and (e) educational goals. Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994) provided the…

State Standards Rise in Reading, Fall in Math

ERIC Educational Resources Information Center

Peterson, Paul E.; Lastra-Anadon, Carlos Xabel

2010-01-01

Much ado has been made about setting high standards over the past year. Current conversations about creating a common national standard largely focus on the substantive curriculum to be taught at various grade levels. Even more important is each state's expectations for student performance with respect to the curriculum, as expressed through its…

Advocacy: Emphasizing the Uncommon about the Common Core State Standards

ERIC Educational Resources Information Center

Kaplan, Sandra N.

2014-01-01

The author describes key issues and uncommon concerns about the Common Core State Standards that fit within two categories: philosophical and pedagogical. Philosophically, Common Core State K-12 Standards should not be expected to be mastered at a specific grade level but based on developmental readiness. Pedagogically, Common Core State Standards…

The role of interpretation processes and parental discussion in the media's effects on adolescents' use of alcohol.

PubMed

Austin, E W; Pinkleton, B E; Fujioka, Y

2000-02-01

The process that connects media use with alcohol-related beliefs and behaviors has not been well documented. To address this issue, we examined adolescents' viewing patterns, beliefs about alcohol and media messages, and parental discussion of media messages in the context of a theoretical model of message interpretation processes. Measures included the degree to which adolescents found portrayals desirable, realistic, and similar to their own lives; the degree to which they wanted to be like (identify with) the portrayals; and the degree to which they associated positive outcomes with drinking alcohol (expectancies). Cross-sectional survey. Two public high schools in the California central coastal area that include a diverse population in terms of ethnic origin, income level, and education level. Ninth-grade students (n = 252) and 12th-grade students (n = 326). Students reported the number of days within the past week watching various genres of television content, along with perceptions of realism of content, desirability of portrayals, identification with portrayals, expectancies toward alcohol use, personal norms for alcohol use, desire for products with alcohol logos, current alcohol use, frequency of parental reinforcement, and counter-reinforcement of television messages. Associations were examined via hierarchical multiple regression analysis. Effects of media exposure on drinking behavior, controlling for grade level, ethnicity, gender, household income, and education levels were primarily positive and indirect, operating through a number of intervening beliefs, especially expectancies (beta =.59; r(2) =.33). Direct associations, primarily with exposure to late-night talk shows (beta =.12; r(2) =.01), were small. Parental discussion also affected behavior indirectly, operating through expectancies, identification, and perceived realism. The appeal of products with alcohol logos, which was higher among the younger students (t = 3.44) and predicted by expectancies (beta =. 37; r(2) =.13), sports viewing (beta =.17; r(2) =.03) and late-night talk shows (beta =.10; r(2) =.01), predicted actual drinking behavior (beta =.22; r(2) =.04). Drinking behavior was higher among the older students (t = -2.515). Adolescents make drinking decisions using a progressive, logical decision-making process that can be overwhelmed by wishful thinking. The potential risk of frequent exposure to persuasive alcohol portrayals via late-night talk shows, sports, music videos, and prime-time television for underage drinking is moderated by parental reinforcement and counter-reinforcement of messages. Interventions need to acknowledge and counter the appeal of desirable and seemingly realistic alcohol portrayals in the media and alert parents to their potential for unintended adverse effects.

The effect of age and role information on expectations for big five personality traits.

PubMed

Wood, Dustin; Roberts, Brent W

2006-11-01

In four studies, the authors investigated the extent to which expectations for personality traits in age-graded roles correspond to patterns of personality trait change across the life course. In Studies 1 (N = 43) and 2 (N = 126), the authors examined the age-graded roles of high school student, college student, parent, and grandparent and found that expectations for how people behave in these age-graded roles showed strong parallels to the documented pattern of personality trait development and that this pattern of expectations was largely shared by younger and older participants. In Studies 3 (N = 252) and 4 (N = 123), the authors separated age and role information (e.g., marital, parental, and employment status) and found that people use both sources of information independently in forming expectations of others. The implications for understanding the interplay of expectations and personality trait development are discussed.

Readability of Spanish language online information for the initial treatment of burns.

PubMed

Votta, Kaitlyn; Metivier, Meghan; Romo, Stephanie; Garrigan, Hannah; Drexler, Alana; Nodoushani, Ariana; Sheridan, Robert

2018-06-01

This study's aim is to identify the most popular online resources for burn treatment information available in the Spanish language, and to evaluate the readability of this information. The phrase "tratamiento de quemaduras" (burn treatment) was entered into search engines Google and Bing on 9/15/2014 and 9/13/2017. The top 12 Spanish web results on each site were identified and analyzed using Readability Studio Professional Edition v2012.1. The software generated a "mean grade reading level" for each article, or the grade of students that could be expected to understand the article's language. 21 distinct articles were identified at T1 and 17 at T2, with seven overlapping between T1 and T2. The average grade reading level of all the websites ranged from 7.8 to 13.8 at T1 (approximately 8th grade to sophomore year of college) and 7.8 to 12.2 at T2. No websites were within 1 standard deviation of the American Medical Association recommended 6th grade reading level. With readability showing little improvement during the past three years, providers should be aware of the complexity of online literature, and the potential complications this presents to patients. Additionally, burn centers should prioritize generating more accessible information for the Spanish speaking public. Copyright © 2017 Elsevier Ltd and ISBI. All rights reserved.

Leadership, self-efficacy, and student achievement

NASA Astrophysics Data System (ADS)

Grayson, Kristin

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

Development and evaluation of a computer program to grade student performance on peripheral blood smears

NASA Astrophysics Data System (ADS)

Lehman, Donald Clifford

Today's medical laboratories are dealing with cost containment health care policies and unfilled laboratory positions. Because there may be fewer experienced clinical laboratory scientists, students graduating from clinical laboratory science (CLS) programs are expected by their employers to perform accurately in entry-level positions with minimal training. Information in the CLS field is increasing at a dramatic rate, and instructors are expected to teach more content in the same amount of time with the same resources. With this increase in teaching obligations, instructors could use a tool to facilitate grading. The research question was, "Can computer-assisted assessment evaluate students in an accurate and time efficient way?" A computer program was developed to assess CLS students' ability to evaluate peripheral blood smears. Automated grading permits students to get results quicker and allows the laboratory instructor to devote less time to grading. This computer program could improve instruction by providing more time to students and instructors for other activities. To be valuable, the program should provide the same quality of grading as the instructor. These benefits must outweigh potential problems such as the time necessary to develop and maintain the program, monitoring of student progress by the instructor, and the financial cost of the computer software and hardware. In this study, surveys of students and an interview with the laboratory instructor were performed to provide a formative evaluation of the computer program. In addition, the grading accuracy of the computer program was examined. These results will be used to improve the program for use in future courses.

Bayou Choctaw Well Integrity Grading Component Based on Geomechanical Simulation

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

Park, Byoung

2016-09-08

This letter report provides a Bayou Choctaw (BC) Strategic Petroleum Reserve (SPR) well grading system based on the geomechanical simulation. The analyses described in this letter were used to evaluate the caverns’ geomechanical effect on wellbore integrity, which is an important component in the well integrity grading system recently developed by Roberts et al. [2015]. Using these analyses, the wellbores for caverns BC-17 and 20 are expected to be significantly impacted by cavern geomechanics, BC-18 and 19 are expected to be medium impacted; and the other caverns are expected to be less impacted.

Development of perceived instrumentality for mathematics, reading and science curricula

NASA Astrophysics Data System (ADS)

Garcia, Steve L.

Perceptions of instrumentality (PI) are the connections one sees between a current activity and a future goal. With high PI, one is motivated to persist with quality effort because the current activity, even when difficult, is perceived as aligned with, and progress toward, the goal. Conversely, with low PI, one is motivated to relinquish effort in pursuit of other, more meaningful goals. In view of the alarming dropout rates in this country, it appears that PI research has much to offer in understanding students' motivations to stay in school and hence to become employed in their field of choice. Because academic achievement motivation can be affected by gender and ethnicity, particularly for specific components of the curriculum, and because curricular content varies across grade levels and school settings, this line of research offers significant potential for understanding and improving student outcomes. This research examined the development of PI among suburban 6th, 8th, 10th and 12th graders from a school district in the southwestern United States. Twelve hundred students completed a one-time paper and pencil survey measuring the perceived instrumentality of mathematics, literacy and science courses in terms of the students' occupational choices. MANOVA was used to determine factors that may affect students' overall PI and individual subject PI. Grade, gender, ethnicity, occupational choice, expectancy and value were the independent variables. A school setting variable was examined for effects on 12th graders. For the 8th through 12th grade sample, significant main effects were observed for grade, gender, minority status, occupational choice and expectancy on PI. Results show that PI is highest in the 6 th grade. Males reported higher Math PI than females. Females reported higher Reading PI and Science PI than males. Minority students reported lower overall PI and Science PI than non-minority students. Students who aspire to professional careers report the highest PI; and students who expect to achieve their occupational choice score higher than those who do not. Among 12th graders, significant two-way interaction effects on PI were observed between school type and gender; school type and occupational value; and, occupational expectancy and value.

Raman spectroscopy for grading of live osteosarcoma cells.

PubMed

Chiang, Yi-Hung; Wu, Stewart H; Kuo, Yi-Chun; Chen, How-Foo; Chiou, Arthur; Lee, Oscar K

2015-04-18

Osteosarcoma is the most common primary malignant bone tumor, and the grading of osteosarcoma cells relies on traditional histopathology and molecular biology methods, which require RNA extraction, protein isolation and immunohistological staining. All these methods require cell isolation, lysis or fixation, which is time-consuming and requires certain amount of tumor specimen. In this study, we report the use of Raman spectroscopy for grading of malignant osteosarcoma cells. We demonstrate that, based on the detection of differential production of mineral species, Raman spectroscopy can be used as a live cell analyzer to accurately assess the grades of osteosarcoma cells by evaluating their mineralization levels. Mineralization level was assessed by measuring amount of hydroxyapatite (HA), which is highly expressed in mature osteoblasts, but not in poorly differentiated osteosarcoma cell or mesenchymal stem cells, the putative cell-of-origin of osteosarcoma. We found that under Raman spectroscopy, the level of HA production was high in MG-63 cells, which are low-grade. Moreover, hydroxyapatite production was low in high-grade osteosarcoma cells such as 143B and SaOS2 cells (p < 0.05). Matrix metalloproteinase MMP2, MMP9 were highly expressed in SaOS2, 143B and MSCs and decreased in human fetal osteoblast (FOB) and MG-63 cells as expected (p < 0.05). These results may highlight the inverse correlation between HA level and prognosis of osteosarcoma. The use of Raman spectroscopy for the measurement of HA production by the protocol reported in this study may serve as a useful tool to rapidly and accurately assess the degree of malignancy in osteosarcoma cells in a label-free manner. Such application may shorten the period of pathological diagnosis and may benefit patients who are inflicted with osteosarcoma.

The role of negative urgency and expectancies in problem drinking and disordered eating: testing a model of comorbidity in pathological and at-risk samples.

PubMed

Fischer, Sarah; Settles, Regan; Collins, Brittany; Gunn, Rachel; Smith, Gregory T

2012-03-01

The aim of this study was to test hypotheses derived from a model that explains both the comorbidity of problem drinking and eating disorder symptoms and the difference in risk process between the two disorders. In Study One, the authors examined four personality constructs typically associated with rash action (sensation seeking, lack of planning, lack of persistence, and negative urgency) and disorder-specific expectancies in samples of women with eating disorders, substance dependence disorders, comorbid conditions, and no symptoms (N = 104). Negative urgency, the tendency to act rashly when distressed, differentiated the disordered groups from the control group. In contrast, learned expectancies differentiated among clinical groups. Women with eating disorders endorsed high levels of eating and dieting expectancies and women with substance use disorders endorsed high levels of alcohol expectancies, while comorbid women endorsed high levels of both. In Study Two, this pattern of findings was replicated in a sample of fifth grade girls (N = 905). Girls who had engaged in binge eating, alcohol use, or both had higher levels of negative urgency than asymptomatic girls, and the pattern of outcome expectancy endorsement was disorder specific. Negative urgency may represent a general, personality influence on both eating disordered behaviors and symptoms of alcohol dependence, which, when combined with learned, behavior-specific expectancies, leads to specific addictive behavior patterns. PsycINFO Database Record (c) 2012 APA, all rights reserved.

Hybrid Text: An Engaging Genre to Teach Content Area Material across the Curriculum

ERIC Educational Resources Information Center

Bintz, William P.; Ciecierski, Lisa M.

2017-01-01

The Common Core State Standards for English language arts expect that teachers will use narrative and informational texts to teach content area material across the curriculum. However, many teachers at all grade levels struggle to incorporate both kinds of text, especially given the vast amount of specialized content they are required to teach.…

Student Competence in Understanding the Matter Concept and Its Implications for Science Curriculum Standards

ERIC Educational Resources Information Center

Liu, Xiufeng

2006-01-01

Using the US national sample from the 1995 Third International Mathematics and Science Study (TIMSS), this study examined students' competence levels in understanding the matter concept at grades 3, 4, 7, 8 and high school graduation, and compared them to the expectations in the US national science education standards. It was found that…

The Effects of a Video-Based Economics Unit on the Learning Outcomes of Third Graders.

ERIC Educational Resources Information Center

Sweeney, Jo Ann Cutler; Baines, Lawrence

1993-01-01

Reports on a study of learning achievement in economics among five groups of third-grade students using the videotape instructional program, "Econ and Me." Finds that, although students achieved some level of content mastery, the overall results were not as dramatic as had been expected. Calls for further research into transfer of…

Gifted Students' WISC-IV Discrepancies and Performance, Academic Competence, and Academic Attitude

ERIC Educational Resources Information Center

Brletich, Anne M.

2013-01-01

In the era of No Child Left Behind (ED, 2001), public school administrators have dedicated resources to ensuring all students reach proficiency in basic skills on the state mandated assessments. The focus on reaching proficiency on NCLB assessments is less of a concern for gifted students who exceed grade level expectations and have the potential…

The Factor Structure of Curriculum-Based Writing Indices at Grades 3, 7, and 10

ERIC Educational Resources Information Center

Brown, Alec Judd

2012-01-01

National assessment data indicate that the large majority of students in America perform below expected proficiency levels in the area of writing. Given the importance of writing skills, this is a significant problem. Curriculum-based measurement, when used for progress monitoring and intervention planning, has been shown to lead to improved…

Colorado Model Content Standards: Science

ERIC Educational Resources Information Center

Colorado Department of Education, 2007

2007-01-01

The Colorado Model Content Standards for Science specify what all students should know and be able to do in science as a result of their school studies. Specific expectations are given for students completing grades K-2, 3-5, 6-8, and 9-12. Five standards outline the essential level of science knowledge and skills needed by Colorado citizens to…

Alaska volcanoes guidebook for teachers

USGS Publications Warehouse

Adleman, Jennifer N.

2011-01-01

Alaska’s volcanoes, like its abundant glaciers, charismatic wildlife, and wild expanses inspire and ignite scientific curiosity and generate an ever-growing source of questions for students in Alaska and throughout the world. Alaska is home to more than 140 volcanoes, which have been active over the last 2 million years. About 90 of these volcanoes have been active within the last 10,000 years and more than 50 of these have been active since about 1700. The volcanoes in Alaska make up well over three-quarters of volcanoes in the United States that have erupted in the last 200 years. In fact, Alaska’s volcanoes erupt so frequently that it is almost guaranteed that an Alaskan will experience a volcanic eruption in his or her lifetime, and it is likely they will experience more than one. It is hard to imagine a better place for students to explore active volcanism and to understand volcanic hazards, phenomena, and global impacts. Previously developed teachers’ guidebooks with an emphasis on the volcanoes in Hawaii Volcanoes National Park (Mattox, 1994) and Mount Rainier National Park in the Cascade Range (Driedger and others, 2005) provide place-based resources and activities for use in other volcanic regions in the United States. Along the lines of this tradition, this guidebook serves to provide locally relevant and useful resources and activities for the exploration of numerous and truly unique volcanic landscapes in Alaska. This guidebook provides supplemental teaching materials to be used by Alaskan students who will be inspired to become educated and prepared for inevitable future volcanic activity in Alaska. The lessons and activities in this guidebook are meant to supplement and enhance existing science content already being taught in grade levels 6–12. Correlations with Alaska State Science Standards and Grade Level Expectations adopted by the Alaska State Department of Education and Early Development (2006) for grades six through eleven are listed at the beginning of each activity. A complete explanation, including the format of the Alaska State Science Standards and Grade Level Expectations, is available at the beginning of each grade link at http://www.eed.state.ak.us/tls/assessment/GLEHome.html.

Fine motor skill proficiency in typically developing children: On or off the maturation track?

PubMed

Gaul, David; Issartel, Johann

2016-04-01

Fine motor skill proficiency is an essential component of numerous daily living activities such as dressing, feeding or playing. Poor fine motor skills can lead to difficulties in academic achievement, increased anxiety and poor self-esteem. Recent findings have shown that children's gross motor skill proficiency tends to fall below established developmental norms. A question remains: do fine motor skill proficiency levels also fall below developmental norms? The aim of this study was to examine the current level of fine motor skill in Irish children. Children (N=253) from 2nd, 4th and 6th grades (mean age=7.12, 9.11 and 11.02 respectively) completed the Fine Motor Composite of the Bruininks Oseretsky Test of Motor Proficiency 2nd Edition (BOT-2). Analysis revealed that only 2nd grade children met the expected level of fine motor skill proficiency. It was also found that despite children's raw scores improving with age, children's fine motor skill proficiency was not progressing at the expected rate given by normative data. This leads us to question the role and impact of modern society on fine motor skills development over the past number of decades. Copyright © 2015 Elsevier B.V. All rights reserved.

Grade Expectations: Rationality and Overconfidence

PubMed Central

Magnus, Jan R.; Peresetsky, Anatoly A.

2018-01-01

Confidence and overconfidence are essential aspects of human nature, but measuring (over)confidence is not easy. Our approach is to consider students' forecasts of their exam grades. Part of a student's grade expectation is based on the student's previous academic achievements; what remains can be interpreted as (over)confidence. Our results are based on a sample of about 500 second-year undergraduate students enrolled in a statistics course in Moscow. The course contains three exams and each student produces a forecast for each of the three exams. Our models allow us to estimate overconfidence quantitatively. Using these models we find that students' expectations are not rational and that most students are overconfident, in agreement with the general literature. Less obvious is that overconfidence helps: given the same academic achievement students with larger confidence obtain higher exam grades. Female students are less overconfident than male students, their forecasts are more rational, and they are also faster learners in the sense that they adjust their expectations more rapidly. PMID:29375449

Academic performance in human anatomy and physiology classes: a 2-yr study of academic motivation and grade expectation.

PubMed

Sturges, Diana; Maurer, Trent W; Allen, Deborah; Gatch, Delena Bell; Shankar, Padmini

2016-03-01

This project used a nonexperimental design with a convenience sample and studied the relationship between academic motivation, grade expectation, and academic performance in 1,210 students enrolled in undergraduate human anatomy and physiology (HAP) classes over a 2-yr period. A 42-item survey that included 28 items of the adapted academic motivation scale for HAP based on self-determination theory was administered in class during the first 3 wk of each semester. Students with higher grade point averages, who studied for longer hours and reported to be more motivated to succeed, did better academically in these classes. There was a significant relationship between students' scores on the adapted academic motivation scale and performance. Students were more extrinsically motivated to succeed in HAP courses than intrinsically motivated to succeed, and the analyses revealed that the most significant predictor of final grade was within the extrinsic scale (introjected and external types). Students' motivations remained stable throughout the course sequence. The data showed a significant relationship between HAP students' expected grade and their final grade in class. Finally, 65.5% of students overestimated their final grade, with 29% of students overestimating by two to four letter grades. Copyright © 2016 The American Physiological Society.

Middle School Teacher Misconceptions and Anxieties Concerning Space Science Disciplinary Core Ideas in NGSS

NASA Astrophysics Data System (ADS)

Larsen, Kristine

2017-01-01

The Disciplinary Core Ideas (DCI) of the Next Generation Science Standards (NGSS) are grouped into the broad disciplinary areas of Physical Sciences, Life Sciences, Earth and Space Sciences, and Engineering, Technology and Application of Science, and feature learning progressions based on endpoint targets for each grade band. Since the Middle School DCIs build on the expected learning achievements to be reached by the end of Fifth Grade, and High School DCI similarly build on the expected learning achievements expected for the end of Eighth Grade, the Middle School grade band is of particular importance as the bridge between the Elementary and High School curriculum. In states where there is not a special Middle School Certification many of these science classes are taught by teachers prepared to teach at the Elementary level (and who may have limited content background). As a result, some pre-service and in-service teachers have expressed reduced self-confidence in both their own science content knowledge and their ability to apply it in the NGSS-based classroom, while decades of research has demonstrated the pervasiveness of science misconceptions among teachers. Thus the adoption of NGSS has the potential to drive talented teachers out of the profession who feel that they are ill-prepared for this sweeping transition. The key is providing rigorous education in both content and pedagogy for pre-service teachers and quality targeted professional development for in-service teachers. This report focuses on the Middle School Space Sciences grade band DCIs and presents research on specific difficulties, misconceptions and uncertainties with the material demonstrated by pre-service education students over the past four years in a required university science content course, as well as two year-long granted workshop series for current Middle School teachers. This information is relevant to the development of both new content courses aligned with NGSS for pre-service teachers and professional development for in-service teachers.

An assessment of the impact of demographic, cognitive, and non-cognitive variables on student success in a community college science course

NASA Astrophysics Data System (ADS)

Mackey, Audrey Leroy

The impact of demographic, cognitive, and non-cognitive variables on academic success among community college science students was studied. Demographic variables included gender, employment status, and ethnicity. Cognitive variables included college grade point average, assessment status, course prerequisites, college course success ratios, final course grade, withdrawal patterns, and curriculum format. Non-cognitive variables included enrollment status, educational objectives, academic expectations, and career goals. The sample population included students enrolled in human anatomy courses (N = 191) at a large metropolitan community college located in central Texas. Variables that potentially influence attrition and achievement in college level science courses were examined. Final course grade and withdrawal phenomena were treated as dependent variables, while all other variables were treated as independent variables. No significant differences were found to exist between any of the demographic variables studied and the numbers of students who withdrew passing or failing. A difference was shown to be associated with the ethnicity variable and achievement levels. Educational objectives and career goals were shown to have an impact on the number of students who withdrew failing. The career goals variable and the academic expectations variable were shown to have an impact on achievement among daytime and evening students. College grade point average and course success ratios were shown to make a difference among students who withdrew passing. None of the other cognitive variables studied were shown to influence the numbers of students who withdrew passing or failing. College grade point average and course prerequisites, however, were shown to make a difference in achievement. The collaborative learning instructional format was found to have no impact on attrition or achievement, however, mean scores earned by students experiencing the collaborative learning format were higher than mean scores among other students. These results are extremely valuable when engaging in the process of developing advising strategies and instructional methodologies for community college science students.

Extracorporeal Treatment in Phenytoin Poisoning: Systematic Review and Recommendations from the EXTRIP (Extracorporeal Treatments in Poisoning) Workgroup.

PubMed

Anseeuw, Kurt; Mowry, James B; Burdmann, Emmanuel A; Ghannoum, Marc; Hoffman, Robert S; Gosselin, Sophie; Lavergne, Valery; Nolin, Thomas D

2016-02-01

The Extracorporeal Treatments in Poisoning (EXTRIP) Workgroup conducted a systematic literature review using a standardized process to develop evidence-based recommendations on the use of extracorporeal treatment (ECTR) in patients with phenytoin poisoning. The authors reviewed all articles, extracted data, summarized findings, and proposed structured voting statements following a predetermined format. A 2-round modified Delphi method was used to reach a consensus on voting statements, and the RAND/UCLA Appropriateness Method was used to quantify disagreement. 51 articles met the inclusion criteria. Only case reports, case series, and pharmacokinetic studies were identified, yielding a very low quality of evidence. Clinical data from 31 patients and toxicokinetic grading from 46 patients were abstracted. The workgroup concluded that phenytoin is moderately dialyzable (level of evidence = C) despite its high protein binding and made the following recommendations. ECTR would be reasonable in select cases of severe phenytoin poisoning (neutral recommendation, 3D). ECTR is suggested if prolonged coma is present or expected (graded 2D) and it would be reasonable if prolonged incapacitating ataxia is present or expected (graded 3D). If ECTR is used, it should be discontinued when clinical improvement is apparent (graded 1D). The preferred ECTR modality in phenytoin poisoning is intermittent hemodialysis (graded 1D), but hemoperfusion is an acceptable alternative if hemodialysis is not available (graded 1D). In summary, phenytoin appears to be amenable to extracorporeal removal. However, because of the low incidence of irreversible tissue injury or death related to phenytoin poisoning and the relatively limited effect of ECTR on phenytoin removal, the workgroup proposed the use of ECTR only in very select patients with severe phenytoin poisoning. Copyright © 2016 National Kidney Foundation, Inc. Published by Elsevier Inc. All rights reserved.

Students' Perceptions of Peer Evaluation: An Expectancy Perspective

ERIC Educational Resources Information Center

Chen, Yining; Lou, Hao

2004-01-01

Because of the difficulty of evaluating uneven performance among group members, many researchers suggest incorporating peer evaluations in a grading system that permits an instructor to evaluate and grade individual performance more equitably within a group. In this study, the authors employ expectancy theory to assess key factors that may…

Use of Contextual Information and Prediction by Struggling Adult Readers: Evidence from Reading Times and Event-Related Potentials

ERIC Educational Resources Information Center

Ng, Shukhan; Payne, Brennan R.; Steen, Allison A.; Stine-Morrow, Elizabeth A. L.; Federmeier, Kara D.

2017-01-01

We employed self-paced reading and event-related potential measures to investigate how adults of varying literacy levels use sentence context information when reading. Community-dwelling participants read strongly and weakly constraining sentences that ended with expected or unexpected target words. Skilled readers showed N400s that were graded by…

A Culture of High Expectations: Teacher Leadership at Pritzker College Prep

ERIC Educational Resources Information Center

Aspen Institute, 2014

2014-01-01

Relying on teachers as culture leaders is a solution embraced by many high-performing charter schools. This profile focuses on the design of the Grade Level Lead roles at Pritzker College Prep, a member of the Noble Network of Schools in Chicago. The successes of this school and network are well-documented: Of non-selective public high schools in…

Policy Incentives in Canadian Large-Scale Assessment: How Policy Levers Influence Teacher Decisions about Instructional Change

ERIC Educational Resources Information Center

Copp, Derek T.

2017-01-01

Large-scale assessment (LSA) is a tool used by education authorities for several purposes, including the promotion of teacher-based instructional change. In Canada, all 10 provinces engage in large-scale testing across several grade levels and subjects, and also have the common expectation that the results data will be used to improve instruction…

Teaching Motivations, Characteristics and Professional Growth: Results from the Great Expectations (GE) Programme in the United States

ERIC Educational Resources Information Center

Thomson, Margareta Maria; Turner, Jeannine

2015-01-01

This present study sought to explore reasons given by K-12 teachers about their motivation to remain in teaching, their motivation for engaging in professional development, and characteristics of their teaching. Participants (N = 151) were public teachers of different grade levels from the USA enrolled in a one-week professional development…

Constructions of Literacy: A Study of Reading Instruction in Middle School Content Areas

ERIC Educational Resources Information Center

Thomson, Louise Elizabeth

2011-01-01

Today's adolescents are expected to read and write well at highly competent levels and the content area literacy skills they will acquire in adolescence are necessary for academic achievement as well as life-long learning. In the middle grades, content area literacy skills are perfected through work in various curricular areas, which are housed in…

Course Syllabus for Grades 10-12, Art. Art 2 + 3.

ERIC Educational Resources Information Center

Murray State Univ., KY.

This course syllabus is one of over 80 developed and written by the Henry County School System (Tennessee) as part of a Teacher Corps demonstration project. These syllabi provide specific descriptions of what is to be learned and at what level the student is expected to perform. The art course described here is available for students who have…

Exploring hypothetical learning progressions for the chemistry of nitrogen and nuclear processes

NASA Astrophysics Data System (ADS)

Henry, Deborah McKern

Chemistry is a bridge that connects a number of scientific disciplines. High school students should be able to determine whether scientific information is accurate, how chemistry applies to daily life, and the mechanism by which systems operate (NRC, 2012). This research focuses on describing hypothetical learning progressions for student understanding of the chemical reactions of nitrogen and nuclear processes and examines whether there is consistency in scientific reasoning between these two distinct conceptual areas. The constant comparative method was used to analyze the written products of students including homework, formative and summative tests, laboratory notebooks, reflective journals, written presentations, and discussion board contributions via Edmodo (an online program). The ten participants were 15 and 16 year old students enrolled in a general high school chemistry course. Instruction took place over a ten week period. The learning progression levels ranged from 0 to 4 and were described as missing, novice, intermediate, proficient, and expert. The results were compared to the standards set by the NRC with a lower anchor (expectations for grade 8) and upper anchor (expectations for grade 12). The results indicate that, on average, students were able to reach an intermediate level of understanding for these concepts.

Overview and guidelines of off-label use of methotrexate in ectopic pregnancy: report by CNGOF.

PubMed

Marret, Henri; Fauconnier, Arnaud; Dubernard, Gil; Misme, Hélène; Lagarce, Laurence; Lesavre, Magali; Fernandez, Hervé; Mimoun, Camille; Tourette, Claire; Curinier, Sandra; Rabishong, Benoit; Agostini, Aubert

2016-10-01

Our objective is to describe off-label use of methotrexate in ectopic pregnancy treatment using evidence based medicine. The patient group includes all women with a pregnancy outside the usual endometrium, or of unknown location. Method used was a Medline search on ectopic pregnancy managed using methotrexate treatment; evidence synthesis was done based on this current literature analysis. Level of evidence (LE) were given according to the centre for evidence base medicine rules. Grade was proposed for guidelines but no recommendation was possible as misoprostol is off label use for all the indications studied. In the absence of any contraindication, the protocol recommended for medical treatment of ectopic pregnancy is a single intramuscular injection of methotrexate (MTX) at a dosage of 1mg/kg or 50mg/m(2) (Grade A). It can be repeated once at the same dose should the hCG concentration not fall sufficiently. Pretreatment laboratory results must include a complete blood count and kidney and liver function tests (in accordance with its marketing authorization). MTX is an alternative to conservative treatment such as laparoscopic salpingotomy for uncomplicated tubal pregnancy (Grade A) with pretreatment hCG levels≤5000IU/l (Grade B). Expectant management is preferred for hCG levels<1000IU/l or in the process of spontaneous decreasing (Grade B). Intramuscular MTX is also recommended after the failure of surgical salpingotomy (Grade C) or immediately after surgery, if monitoring is not possible. Except in special circumstances, a local insitu ultrasound-guided MTX injection is not recommended for unruptured tubal pregnancies (Grade B). In situ MTX is an option for treating cervical, interstitial, or cesarean-scar pregnancies (Grade C). In pregnancies of unknown location persisting more than 10days in an asymptomatic woman who has an hCG level>2000IU/l, routine MTX treatment is an option. MTX is not indicated for combination with treatments such as mifepristone or potassium. Copyright © 2016. Published by Elsevier Ireland Ltd.

Fourth-Grade Students' Motivational Changes in an Elementary Physical Education Running Program

ERIC Educational Resources Information Center

Xiang, Ping; McBride, Ron E.; Bruene, April

2006-01-01

Achievement goal theory and the expectancy-value model of achievement choice were used to examine fourth-grade students' motivational changes in an elementary physical education running program. In fall and spring of the school year, participants (N = 113; 66 boys, 47 girls) completed questionnaires assessing achievement goals, expectancy beliefs,…

The Correlation between Student/Instructor Rapport, Student Perceptions of Instructor Effectiveness, and Course Grade Expectations

ERIC Educational Resources Information Center

Yezbick, Erin Lewis

2016-01-01

The researcher attempted to determine if a correlation exists between student/instructor rapport, student perceptions of instructor effectiveness, and course grade expectations for freshman general education courses at a career college in the Great Lakes Region of the United States. Previous studies have determined that rapport affects motivation…

Virginia's College and Career Ready Initiative Grade 12 English Capstone Course Content and Performance Expectations

ERIC Educational Resources Information Center

Virginia Department of Education, 2011

2011-01-01

Virginia's "College and Career Ready English Performance Expectations" grade 12 capstone course contains high-interest contextualized content designed to give certain students an additional boost for competent and successful entry into college and careers. The course will add to students' preparation for critical reading, college and…

How do parent expectations promote child academic achievement in early elementary school? A test of three mediators.

PubMed

Loughlin-Presnal, John; Bierman, Karen L

2017-09-01

Using a longitudinal mediation framework and a low-income sample, this study had 2 aims: (a) to model bidirectional associations between parent academic expectations and child academic outcomes from first through fifth grade, and (b) to explore 3 mediators of parental influence: parent involvement in child schooling, child learning behaviors, and child perceived academic competence. Participants included 356 children and their caregivers (89% mothers) recruited from Head Start centers (58% European American, 25% African American, 17% Latino). At each time point (grades 1, 2, 3, 5), parents rated their academic expectations, teachers rated parent involvement and child learning behaviors, and children rated their self-perceptions of their academic competence. Bidirectional longitudinal associations emerged between parent academic expectations and child academic outcomes. Child learning behaviors mediated this association from first to third grade, whereas child perceived academic competence mediated from second to fifth grade. Parallel cross-lagged models replicated these findings with child academic outcomes assessed using a test of reading achievement and teacher ratings of academic performance. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Venous return curves obtained from graded series of valsalva maneuvers

NASA Technical Reports Server (NTRS)

Mastenbrook, S. M., Jr.

1974-01-01

The effects were studied of a graded series of valsalva-like maneuvers on the venous return, which was measured transcutaneously in the jugular vein of an anesthetized dog, with the animal serving as its own control. At each of five different levels of central venous pressure, the airway pressure which just stopped venous return during each series of maneuvers was determined. It was found that this end-point airway pressure is not a good estimator of the animal's resting central venous pressure prior to the simulated valsalva maneuver. It was further found that the measured change in right atrial pressure during a valsalva maneuver is less than the change in airway pressure during the same maneuver, instead of being equal, as had been expected. Relative venous return curves were constructed from the data obtained during the graded series of valsalva maneuvers.

Neuroticism and Conscientiousness as Moderators of the Relation Between Social Withdrawal and Internalizing Problems in Adolescence

PubMed Central

Smith, Kelly A.; Barstead, Matthew G.; Rubin, Kenneth H.

2016-01-01

Social withdrawal, or refraining from social interaction in the presence of peers, places adolescents at risk of developing emotional problems like anxiety and depression. The personality traits of neuroticism and conscientiousness also relate to emotional difficulties. For example, high conscientiousness predicts lower incidence of anxiety disorders and depression, while high neuroticism relates to greater likelihood of these problems. Based on these associations, socially withdrawn adolescents high in conscientiousness or low in neuroticism were expected to have lower levels of anxiety and depressive symptoms. Participants included 103 adolescents (59% female) who reported on their personality traits in 8th grade and their anxiety and depressive symptoms in 9th grade. Peer ratings of social withdrawal were collected within schools in 8th grade. A structural equation model revealed that 8th grade withdrawal positively predicted 9th grade anxiety and depressive symptoms controlling for 8th grade anxiety and depressive symptoms, but neuroticism did not. Conscientiousness moderated the relation of withdrawal with depressive symptoms but not anxiety, such that high levels of conscientiousness attenuated the association between withdrawal and depressive symptoms. This buffering effect may stem from the conceptual relation between conscientiousness and self-regulation. Conscientiousness did not, however, moderate the association between withdrawal and anxiety, which may be partly due to the role anxiety plays in driving withdrawal. Thus, a conscientious, well-regulated personality partially protects withdrawn adolescents from the increased risk of emotional difficulties. PMID:27844459

Neuroticism and Conscientiousness as Moderators of the Relation Between Social Withdrawal and Internalizing Problems in Adolescence.

PubMed

Smith, Kelly A; Barstead, Matthew G; Rubin, Kenneth H

2017-04-01

Social withdrawal, or refraining from social interaction in the presence of peers, places adolescents at risk of developing emotional problems like anxiety and depression. The personality traits of neuroticism and conscientiousness also relate to emotional difficulties. For example, high conscientiousness predicts lower incidence of anxiety disorders and depression, while high neuroticism relates to greater likelihood of these problems. Based on these associations, socially withdrawn adolescents high in conscientiousness or low in neuroticism were expected to have lower levels of anxiety and depressive symptoms. Participants included 103 adolescents (59 % female) who reported on their personality traits in 8th grade and their anxiety and depressive symptoms in 9th grade. Peer ratings of social withdrawal were collected within schools in 8th grade. A structural equation model revealed that 8th grade withdrawal positively predicted 9th grade anxiety and depressive symptoms controlling for 8th grade anxiety and depressive symptoms, but neuroticism did not. Conscientiousness moderated the relation of withdrawal with depressive symptoms but not anxiety, such that high levels of conscientiousness attenuated the association between withdrawal and depressive symptoms. This buffering effect may stem from the conceptual relation between conscientiousness and self-regulation. Conscientiousness did not, however, moderate the association between withdrawal and anxiety, which may be partly due to the role anxiety plays in driving withdrawal. Thus, a conscientious, well-regulated personality partially protects withdrawn adolescents from the increased risk of emotional difficulties.

Experimental demonstration of the influence of alcohol advertising on the activation of alcohol expectancies in memory among fourth- and fifth-grade children.

PubMed

Dunn, M E; Yniguez, R M

1999-11-01

Previous work has demonstrated that children's organization and activation of alcohol expectancies in memory vary as a function of alcohol use, even among children as young as in the 3rd grade. To advance the understanding of influences on the development of alcohol expectancies in children, 551 4th- and 5th-grade children were exposed to 5 beer commercials or 5 soft drink commercials. After viewing the advertisements, all children reported their 1st associate to an alcohol prompt and completed a memory model-based measure of children's alcohol expectancies. Multidimensional scaling was used to map expectancies into hypothetical memory network format, and preference mapping was used to derive possible paths of activation. Children who viewed beer commercials were more likely to activate positive and arousing alcohol expectancies. In view of previous findings demonstrating that this pattern of activation corresponded to higher drinking among 3rd, 6th, 9th, and 12th graders, the present findings suggested that antecedents to drinking like exposure to advertising may promote heavier drinking among children by influencing the activation of expectancies in memory.

Impact of a chapter book and collectible cards describing the lives of seven veterinarians on third-grade students’ career aspirations and expectations

PubMed Central

San Miguel, Sandra F.; Green, Henry; Cipriani, Kauline; Parker, Loran Carleton; Adedokun, Omolola

2017-01-01

OBJECTIVE To determine the impact of exposure to a chapter book and collectible cards describing the lives of 7 veterinarians on career aspirations and expectations of third-grade students. DESIGN Survey. SAMPLE 176 third-grade students from 6 schools in Indiana. PROCEDURES Students responded to a questionnaire by stating their career aspirations and expectations before and within 8 days after classroom exposure to the chapter book and collectible cards. RESULTS As a group, significantly more students answered that they would like or expect to be a veterinarian when they are an adult after exposure to the book and cards. By gender, more boys, but not girls, answered that they would like or expect to be a veterinarian after exposure to the book and cards. Additionally, more White students and more rural students answered that they expected to be a veterinarian after exposure to the book and cards. CONCLUSIONS AND CLINICAL RELEVANCE Results indicated that young children’s career aspirations and expectations can be influenced, at least in the short term, by exposure to educational materials about veterinary medicine when delivered as part of a classroom curriculum. PMID:27556263

The development of occupational aspirations and expectations among inner-city boys.

PubMed

Cook, T D; Church, M B; Ajanaku, S; Shadish, W R; Kim, J R; Cohen, R

1996-12-01

The occupational aspirations and expectations of two populations of boys in grades 2, 4, 6, and 8 were examined in order (1) to describe what is unique about the development of job preferences among urban ghetto children who live in settings where many adult males are not well attached to the labor force and (2) to examine 6 reasons for any age- and population-dependent patterns there might be in job aspirations and job expectations. Findings show that boys tend to be more realistic about occupational aspirations and expectations the older they are; that from second grade on the occupational expectations of inner-city boys mirror existing race and class differences in adult job holdings; that the gap between occupational aspirations and expectations is greater for the ghetto boys and remains roughly constant in size across the grades examined; and that the lower occupational expectations of the inner-city boys are strongly related to their lower educational expectations, with these educational expectations being associated with fewer poor boys having a biological father at home and with more of these boys seeing obstacles to success in the local social setting. But, the lower occupational expectations of the ghetto boys are not due to having fewer positive role models or believing that schooling will not pay off for them in the future as it does for others.

Eighth Grade Algebra Course Placement and Student Motivation for Mathematics

PubMed Central

Simzar, Rahila M.; Domina, Thurston; Tran, Cathy

2016-01-01

This study uses student panel data to examine the association between Algebra placement and student motivation for mathematics. Changes in achievement goals, expectancy, and task value for students in eighth grade Algebra are compared with those of peers placed in lower-level mathematics courses (N = 3,306). In our sample, students placed in Algebra reported an increase in performance-avoidance goals as well as decreases in academic self-efficacy and task value. These relations were attenuated for students who had high mathematics achievement prior to Algebra placement. Whereas all students reported an overall decline in performance-approach goals over the course of eighth grade, previously high-achieving students reported an increase in these goals. Lastly, previously high-achieving students reported an increase in mastery goals. These findings suggest that while previously high-achieving students may benefit motivationally from eighth grade Algebra placement, placing previously average- and low-performing students in Algebra can potentially undermine their motivation for mathematics. PMID:26942210

Eighth Grade Algebra Course Placement and Student Motivation for Mathematics.

PubMed

Simzar, Rahila M; Domina, Thurston; Tran, Cathy

2016-01-01

This study uses student panel data to examine the association between Algebra placement and student motivation for mathematics. Changes in achievement goals, expectancy, and task value for students in eighth grade Algebra are compared with those of peers placed in lower-level mathematics courses (N = 3,306). In our sample, students placed in Algebra reported an increase in performance-avoidance goals as well as decreases in academic self-efficacy and task value. These relations were attenuated for students who had high mathematics achievement prior to Algebra placement. Whereas all students reported an overall decline in performance-approach goals over the course of eighth grade, previously high-achieving students reported an increase in these goals. Lastly, previously high-achieving students reported an increase in mastery goals. These findings suggest that while previously high-achieving students may benefit motivationally from eighth grade Algebra placement, placing previously average- and low-performing students in Algebra can potentially undermine their motivation for mathematics.

ITRI Informational Text Reading Inventory: Grade 3 Teacher Guide

ERIC Educational Resources Information Center

Center for Innovation in Assessment (NJ1), 2013

2013-01-01

The Grade 3 Informational Text Reading Inventory (ITRI) was developed to address the specific reading challenges that grade 3 students encounter as they move from reading largely narrative textbooks in grade 2 to being expected to read and comprehend more dense and content-driven text in grade 3. This booklet contains all of the information…

Analyzing Turkey's Data from TIMSS 2007 to Investigate Regional Disparities in Eighth Grade Science Achievement

ERIC Educational Resources Information Center

Erberber, Ebru

2009-01-01

Turkey is expected to be a full member of the European Union (EU) by 2013. In the course of its integration into the EU, Turkey has been simultaneously facing access, quality, and equity issues in education. Over the past decade, substantial progress has been made on increasing the access. However, improving the country's low level of education…

Differences in Eighth Grade Science Student and Teacher Perceptions of Students' Level of Input into Academic Planning and Decision Making

ERIC Educational Resources Information Center

Chapman, Jarrett Michael

2014-01-01

Teachers are expected to improve their planning, instruction, and assessment as they progress through their career. An important component to teachers knowing what to modify in their teaching style is being able to solicit meaningful feedback from students. This mixed-methods study was conducted to provide teachers with a quantitative method to…

Lifting Kindergarteners' Writing to Meet the Common Core Learning Standards: A Collaborative Inquiry

ERIC Educational Resources Information Center

Heskial, Joyce; Wamba, Nathalis G.

2013-01-01

The advent of Common Core Standards in New York State has forced a revisitation of past practices. With a goal of ensuring that all students are college and career-ready by the end of high school these standards call for increased rigor and higher expectations at all grade levels. The purpose of this study was to analyze through collaborative…

The Saga of Ihu Nui Economic Man [and] Teacher's Guide.

ERIC Educational Resources Information Center

Jackstadt, Steve; Mak, Jim

This student book and companion teacher's guide can be used to teach Hawaiian economic history at the 11th and 12th grade levels. The student book, which can be used as a basic text or as a supplement to other materials, consists of nine episodes. For each episode there is a comic strip and a narrative summary which students are expected to read.…

The Effects of Short-Term and Long-Term Poverty on Educational Attainment of Children.

ERIC Educational Resources Information Center

Chaikind, Stephen

This report examines how periods of poverty affect children's educational attainment. Educational attainment is measured by whether a student is at or behind the modal grade level expected for each given age. A cross-tabular analysis was performed on a sample of 16-, 17- and 18-year-old children who were in high school at some point during the…

Textual Demands of Passages in Three English/Language Arts Common Core Assessments and One Core Literacy Program for Intermediate Elementary Grades

ERIC Educational Resources Information Center

Morrison, Timothy G.; Wilcox, Brad; Murdoch, Erica; Bird, Lauren

2018-01-01

The Common Core has emphasized reading for comprehension, including making inferences. However, little is known about the textual demands found within assessment and instructional passages that are promoted as being in line with Common Core expectations. The purpose of this content analysis was to identify the readability levels, passage length,…

Predicting High School Graduation for Latino Males Using Expectancy Value Theory of Motivation and Tenth Grade Reading Achievement Scores

ERIC Educational Resources Information Center

Knape, Erin Oakley

2010-01-01

National education data indicate that young men of color and students living in poverty are not experiencing the same academic success as their female, White, or higher socioeconomic status peers, as evidenced by low reading achievement levels and high dropout rates. Of particular concern is the underachievement of Latino males, who currently have…

Learning Denied: The Case for Equitable Access to Effective Teaching in California's Largest School District. Policy Brief

ERIC Educational Resources Information Center

Education Trust-West, 2012

2012-01-01

Effective teachers have an enormous impact on the lives of their students. Great teachers can help students who are behind academically catch up to grade-level expectations. By accelerating student performance, they can help close the opportunity and achievement gaps that cut short the college and career dreams of so many low-income students and…

Students' Perceived Parental School Behavior Expectations and Their Academic Performance: A Longitudinal Analysis

ERIC Educational Resources Information Center

Bowen, Gary L.; Hopson, Laura M.; Rose, Roderick A.; Glennie, Elizabeth J.

2012-01-01

Self-report data from 2,088 sixth-grade students in 11 middle schools in North Carolina were combined with administrative data on their eighth-grade end-of-the-year achievement scores in math and reading to examine the influence of students' perceived parental school behavior expectations on their academic performance. Through use of multilevel…

Economic values for growth and grade changes of sugar maple in the Lake States.

Treesearch

Richard M. Godman; Joseph J. Mendel

1978-01-01

Current and expected rates of value increase over a 10-year period were developed for sawtimber-size sugar maple based on variable growth rates, expected merchantable height changes, and butt log grade improvement. These economic guides, along with silvicultural considerations, provide a value basis for selecting trees during thinning and determining final harvest...

The development of science achievement in middle and high school. Individual differences and school effects.

PubMed

Ma, Xin; Wilkins, Jesse L M

2002-08-01

Using data from the Longitudinal Study of American Youth (LSAY), hierarchical linear models (HLMs) were used to model the growth of student science achievement in three areas (biology, physical science, and environmental science) during middle and high school. Results showed significant growth in science achievement across all areas. The growth was quadratic across all areas, with rapid growth at the beginning grades of middle school but slow growth at the ending grades of high school. At the student level, socioeconomic status (SES) and age were related to the rate of growth in all areas. There were no gender differences in the rate of growth in any of the three areas. At the school level, variables associated with school context (school mean SES and school size) and variables associated with school climate (principal leadership, academic expectation, and teacher autonomy) were related to the growth in science achievement. Initial (Grade 7) status in science achievement was not associated with the rate of growth in science achievement among either students or schools in any of the three areas.

ITRI Informational Text Reading Inventory: Grade 5 Teacher Guide

ERIC Educational Resources Information Center

Center for Innovation in Assessment (NJ1), 2013

2013-01-01

The Grade 5 Informational Text Reading Inventory (ITRI) was developed to address the specific reading challenges that grade 5 students encounter when reading their textbooks and other informational text. In fifth grade, students are expected not only to comprehend difficult passages, but also to extend their comprehension through drawing…

Developmental Trajectories of Compensatory Exercise and Fasting Behavior across the Middle School Years

PubMed Central

Davis, Heather A.; Guller, Leila; Smith, Gregory T.

2016-01-01

Compensatory exercise and fasting behavior, in the absence of binge eating and purging, appear to be important eating disorder behaviors that are associated with dysfunction, but little is known about these behaviors in youth. We studied the trajectories of their development in non-binge eating and non-purging girls during early adolescence. Using a longitudinal design, we assessed 564 girls six times over the three years of middle school (grades 6 through 8) and developed trajectories specifying different developmental patterns in relation to the behaviors. Prior to this period, when the girls were in 5th grade (elementary school), we assessed risk factors to predict girls’ subsequent trajectory group membership. Compensatory exercise trajectory groups included a non-engagement group, a group that increased in the behavior, and a group that decreased in the behavior. There were two fasting trajectory groups, one consistently engaging in the behavior and the other consistently not. Elementary school levels of depression, eating expectancies, and thinness expectancies predicted subsequent trajectory group membership. Risk for compensatory exercise and fasting should be evaluated as early as in 5th grade. Targeted interventions should focus on girls in late elementary school or middle school, as this appears to be a critical developmental and maintenance period for compensatory exercise and fasting behavior. PMID:27544806

An evaluation of a theatre production to encourage non-smoking among elementary age children: 2 Smart 2 Smoke

PubMed Central

Perry, C.; Komro, K.; Dudovitz, B.; Veblen-Mortenson, S.; Jeddeloh, R.; Koele, R.; Gallanar, I.; Farbakhsh, K.; Stigler, M.

1999-01-01

OBJECTIVE—To evaluate the impact of a theatre production on smoking-related attitudes, norms, and intentions of children in grades 1-6 (aged 6-12 years).
DESIGN—Seventeen schools were randomly selected among 160 that were participating in the implementation of the theatre production 2 Smart 2 Smoke. Schools that participated in the theatre production after 3 December 1997 were assigned as control schools. Assignment of schools to a given date for the theatre production was a random process. Students in grades 1-6 were surveyed before and after the theatre production and associated activities. The data were examined for pretest-posttest differences and intervention-control differences. The school was the unit of analysis.
SETTING—Elementary schools in the Twin Cities metropolitan area.
PARTICIPANTS—Students in grades 1-6 in 17 elementary schools.
INTERVENTION—Two plays 2 Smart 2 Smoke for grades 1-3 (6-8 year olds) and grades 4-6 (9-12 year olds), respectively, with follow-up activities for the classroom and home. A national theatre company performed the plays at the schools.
MAIN OUTCOME MEASURES—Intention to smoke in the future, normative expectations about how many people smoke, functional meanings of smoking, expected outcomes of smoking.
RESULTS—10% more students reported that they would never smoke a cigarette after the theatre production. Students in grades 4-6 showed changes in the functional meanings and expected outcomes of smoking. Students in grades 1-3 showed changes in normative expectations.
CONCLUSIONS—Further research on the impact of live theatre productions as a smoking prevention strategy is recommended.


Keywords: smoking prevention; children; theatre production PMID:10478401

How Minimal Grade Goals and Self-Control Capacity Interact in Predicting Test Grades

ERIC Educational Resources Information Center

Bertrams, Alex

2012-01-01

The present research examined the prediction of school students' grades in an upcoming math test via their minimal grade goals (i.e., the minimum grade in an upcoming test one would be satisfied with). Due to its significance for initiating and maintaining goal-directed behavior, self-control capacity was expected to moderate the relation between…

Feasibility study of direct spectra measurements for Thomson scattered signals for KSTAR fusion-grade plasmas

NASA Astrophysics Data System (ADS)

Park, K.-R.; Kim, K.-h.; Kwak, S.; Svensson, J.; Lee, J.; Ghim, Y.-c.

2017-11-01

Feasibility study of direct spectra measurements of Thomson scattered photons for fusion-grade plasmas is performed based on a forward model of the KSTAR Thomson scattering system. Expected spectra in the forward model are calculated based on Selden function including the relativistic polarization correction. Noise in the signal is modeled with photon noise and Gaussian electrical noise. Electron temperature and density are inferred using Bayesian probability theory. Based on bias error, full width at half maximum and entropy of posterior distributions, spectral measurements are found to be feasible. Comparisons between spectrometer-based and polychromator-based Thomson scattering systems are performed with varying quantum efficiency and electrical noise levels.

School Belonging, Generational Status, and Socioeconomic Effects on Mexican-Origin Children's Later Academic Competence and Expectations.

PubMed

Hernández, Maciel M; Robins, Richard W; Widaman, Keith F; Conger, Rand D

2016-06-01

This study examined factors that relate to academic competence and expectations from elementary to middle school for 674 fifth grade students (50% boys; M age = 10.86 years) of Mexican origin. Models predicting academic competence and expectations were estimated using a Structural Equation Modeling (SEM) framework, with longitudinal data from fifth to eighth grades. School belonging (i.e., social and emotional connectedness to school) predicted greater academic competence and expectations over time. Findings indicate that student feelings of belonging in school may act as a resource that promotes academic competence and expectations. Furthermore, family income, parent education, and generational status had direct effects on academic competence and expectations to some degree, suggesting the importance of contextual factors in this process.

School Belonging, Generational Status, and Socioeconomic Effects on Mexican-Origin Children’s Later Academic Competence and Expectations

PubMed Central

Hernández, Maciel M.; Robins, Richard W.; Widaman, Keith F.; Conger, Rand D.

2014-01-01

This study examined factors that relate to academic competence and expectations from elementary to middle school for 674 fifth grade students (50% boys; Mage = 10.86 years) of Mexican origin. Models predicting academic competence and expectations were estimated using a Structural Equation Modeling (SEM) framework, with longitudinal data from fifth to eighth grades. School belonging (i.e., social and emotional connectedness to school) predicted greater academic competence and expectations over time. Findings indicate that student feelings of belonging in school may act as a resource that promotes academic competence and expectations. Furthermore, family income, parent education, and generational status had direct effects on academic competence and expectations to some degree, suggesting the importance of contextual factors in this process. PMID:27231419

The Role of Educational Aspirations and Expectations in the Discontinuity of Intergenerational Low-Income Status

PubMed Central

Lee, Jungeun Olivia; Hill,, Karl G.; Hawkins, J. David

2012-01-01

This study investigated one potential mechanism mediating continuity and discontinuity in low-income status across generations: children's educational aspirations and expectations. Data were drawn from a community sample of 808 participants who were followed from age 10 to 30. Four trajectory groups of children's educational aspirations and expectations were identified from ages 10 to 18 (grades five through 12): “stable-high” group, “stable-low” group, “increaser” group, and “decreaser” group. Among participants from low-income families, those in the stable-high group and the increaser group were equally likely to graduate from high school. High school graduation was positively associated with level of total household income at age 30. Findings suggest that social work efforts that support the development of high educational aspirations and expectations in children might serve to reduce the intergenerational continuity of low-income status. PMID:24385713

Academic Performance in Human Anatomy and Physiology Classes: A 2-Yr Study of Academic Motivation and Grade Expectation

ERIC Educational Resources Information Center

Sturges, Diana; Maurer, Trent W.; Allen, Deborah; Gatch, Delena Bell; Shankar, Padmini

2016-01-01

This project used a nonexperimental design with a convenience sample and studied the relationship between academic motivation, grade expectation, and academic performance in 1,210 students enrolled in undergraduate human anatomy and physiology (HAP) classes over a 2-yr period. A 42-item survey that included 28 items of the adapted academic…

The Analysis of the Relation between Eight-Grade Students' Estimation Performance in Triangles with Their Teaching Style Expectations and Sources of Motivation

ERIC Educational Resources Information Center

Altunkaya, Bülent; Aytekin, Cahit; Doruk, Bekir Kürsat; Özçakir, Bilal

2014-01-01

In this study, eight-grade students' estimation achievements in triangles were analysed according to motivation types and knowledge type expectations. Three hundred and thirty-seven students from three different elementary schools attended in this study. In order to determine the students' estimation performances, an estimation test in triangles…

School transitions, peer influence, and educational expectation formation: Girls and boys.

PubMed

Andrew, Megan; Flashman, Jennifer

2017-01-01

School transitions are a regular feature of the educational career. While they are of general interest as instances of academic change, they also represent instances of peer environment and influence change. Previous theoretical and empirical work suggests peer influence is important for students' academic and educational outcomes, especially for the complex decision-making processes leading up to those outcomes. In this manuscript, we study the impact of peers on educational expectation formation at the 8th-to-9th-grade school transition. In doing so, we test a theoretical model that links institutional settings, social influence, and individual decision-making. We find the 9th grade transition likely represents a negative shock for students' college attendance expectations. Independent of this transition, however, stable peer environments further depress expectations. A more equal mixture of new and old peers in the 9th grade likely increases students' educational expectations in contrast. These effects of peer perturbations and the re-organization of social ties they imply mainly apply to female students. But, both male and female students revise their educational expectations in light of changing peer intelligence comparisons, albeit in countervailing ways. Copyright © 2016. Published by Elsevier Inc.

Beyond Who, What, Where, When, Why, and How: Preparing Students to Generate Questions in the Age of Common Core Standards

ERIC Educational Resources Information Center

Humphries, Jean; Ness, Molly

2015-01-01

Using a case study design, our research explored question generation as a reading comprehension strategy, focusing on the types of questions 4th- and 5th-grade students posed before, during, and after reading narrative text. The authors aimed to determine whether their participants are ready to pose the higher-level questions expected of them by…

Union County Public Schools Action Research: Comparing Early Literacy Interventions Used in Union County Public Schools; Reading Recovery vs. Leveled Literacy Intervention

ERIC Educational Resources Information Center

Harvey, Michael W.

2011-01-01

School systems across the country continuously seek to find ways to increase academic achievement at all grades. Possessing the ability to read is one of the keys to academic success; not being able to presents many challenges. Union County Public Schools and the state of North Carolina expect students leaving their kindergarten year to be able to…

The Impact of High Stakes Accountability Systems and the New Performance Demands on Special Education Teachers' Attitudes, Beliefs and Practice

ERIC Educational Resources Information Center

Zane, Robin Lee

2012-01-01

The No Child Left Behind Act of 2001 (NCLB) articulates the goal that all children can learn and are expected to achieve grade level academic proficiency by 2014. Based on theories underlying models of extrinsic motivation, the fundamental assumption and theory of action is that a system of rewards and sanctions will motivate teachers to focus on…

Examining Text Complexity in the Early Grades

ERIC Educational Resources Information Center

Fitzgerald, Jill; Elmore, Jeff; Hiebert, Elfrieda H.; Koons, Heather H.; Bowen, Kimberly; Sanford-Moore, Eleanor E.; Stenner, A. Jackson

2016-01-01

The Common Core raises the stature of texts to new heights, creating a hubbub. The fuss is especially messy at the early grades, where children are expected to read more complex texts than in the past. But early-grades teachers have been given little actionable guidance about text complexity. The authors recently examined early-grades texts to…

Expectancy-Value Models for the STEM Persistence Plans of Ninth-Grade, High-Ability Students: A Comparison between Black, Hispanic, and White Students

ERIC Educational Resources Information Center

Andersen, Lori; Ward, Thomas J.

2014-01-01

Group differences in the effects of the expectancies and values that high-ability students have for science and mathematics on plans to persist in science, technology, engineering, and mathematics (STEM) were investigated. A nationally representative sample of ninth-grade students, the High School Longitudinal Study of 2009 (HSLS: 2009; n =…

Predicting Student Grade Point Average at a Community College from Scholastic Aptitude Tests and from Measures Representing Three Constructs in Vroom's Expectancy Theory Model of Motivation.

ERIC Educational Resources Information Center

Malloch, Douglas C.; Michael, William B.

1981-01-01

This study was designed to determine whether an unweighted linear combination of community college students' scores on standardized achievement tests and a measure of motivational constructs derived from Vroom's expectance theory model of motivation was predictive of academic success (grade point average earned during one quarter of an academic…

EPRI/SCE testing and evaluation of electric work vehicles: Jet 500, Volkswagen Type 2, DAUG Type GM2, and Battronic Minivan

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

McCluskey, R.K.; Arias, J.L.

1979-12-01

During the first 11 months of the EPRI/SCE Electric Vehicle Project, four electric vehicles (EVs) were tested and evaluated: the Jet Industries Electra-Van Model 500, the Volkswagen (VW) Type 2 Electrotransporter, a VW Type GM2 Transporter with DAUG electric drive, and the Battronic Minivan. The project emphasized road-testing of these vehicles to acquire data on their useful driving range, performance, and reliability. Each vehicle was driven more than 1000 miles along SCE-selected test routes to determine the effects of different terrains (level, slight grades, and steep grades), traffic conditions (one, two, three, and four stops/mile and freeway), and payload. Themore » vehicle component failures that occurred during testing are itemized and described briefly, and assessments of expected field reliability are made. Other vehicle characteristics and measurements of interest are presented. The data base on these test vehicles is intended to provide the reader an overview of the real world performance that can be expected from present-day state-of-the-art EVs.« less

Veneer recovery from peeler-grade Douglas-fir logs in western Washington.

Treesearch

E.H. Clarke; A.C. Knauss

1957-01-01

As Douglas-fir plywood production continues to expand, increased demands will be made for all grades of peelable Douglas-fir logs. Thus, it becomes increasingly important to know the veneer-grade recovery expected so that timber and logs can be more accurately appraised.

Veneer recovery from peeler-grade Douglas-fir logs in northwestern Oregon.

Treesearch

E.H. Clarke; A.C. Knauss

1957-01-01

Continued expansion of Douglas-fir plywood production develops a greater demand for all grades of peelable logs to supply the industry. Thus, it becomes increasingly important to know the veneer-grade recovery expected so that timber and log values can be more accurately appraised.

Arkansas Dance Curriculum Framework 1995 (Draft).

ERIC Educational Resources Information Center

Arkansas State Dept. of Education, Little Rock.

This framework for dance contains three instructional strands. Each strand has content standards and cumulative student learning expectations for grades K-4, grades 5-8, and grades 9-12. The three strands are: (1) "Basic Elements of Movement;" (2) "Arts in Civilization;" and (3) "Artistic Communication." The content…

Arkansas Music Curriculum Framework 1997.

ERIC Educational Resources Information Center

Arkansas State Dept. of Education, Little Rock.

This framework for music contains four instructional strands. Each strand has content standards and cumulative student learning expectations for grades K-4, grades 5-8, and grades 9-12. The strands are: (1) "Create and Perform," in which students will demonstrate musical competency through creating and performing; (2) "Listen…

How Much Is that Exam Grade Really Worth? An Estimation of Student Risk Aversion to Their Unknown Final College Course Grades

ERIC Educational Resources Information Center

Nalley, Lanier; McKenzie, Andrew

2011-01-01

This study created an experimental design with which students can empirically assess their risk behavior with respect to exam grades within an expected utility framework. Specifically, the authors analyzed students' risk preferences associated with taking exams and earning a "risky" unknown grade versus not taking exams and instead…

Developmental trajectories of compensatory exercise and fasting behavior across the middle school years.

PubMed

Davis, Heather A; Guller, Leila; Smith, Gregory T

2016-12-01

Compensatory exercise and fasting behavior, in the absence of binge eating and purging, appear to be important eating disorder behaviors that are associated with dysfunction, but little is known about these behaviors in youth. We studied the trajectories of their development in non-binge eating and non-purging girls during early adolescence. Using a longitudinal design, we assessed 564 girls six times over the three years of middle school (grades 6 through 8) and developed trajectories specifying different developmental patterns in relation to the behaviors. Prior to this period, when the girls were in 5th grade (elementary school), we assessed risk factors to predict girls' subsequent trajectory group membership. Compensatory exercise trajectory groups included a non-engagement group, a group that increased in the behavior, and a group that decreased in the behavior. There were two fasting trajectory groups, one consistently engaging in the behavior and the other consistently not. Elementary school levels of depression, eating expectancies, and thinness expectancies predicted subsequent trajectory group membership. Risk for compensatory exercise and fasting should be evaluated as early as in 5th grade. Targeted interventions should focus on girls in late elementary school or middle school, as this appears to be a critical developmental and maintenance period for compensatory exercise and fasting behavior. Copyright © 2016 Elsevier Ltd. All rights reserved.

Veneer recovery from peeler-grade Douglas-fir logs in southwestern Oregon.

Treesearch

E.H. Clarke; A.C. Knauss

1957-01-01

With the continued expansion of Douglas-fir plywood production, demand will increase for all grades of peelable logs to supply the industry. Thus, it becomes increasingly important to know the veneer-grade recovery expected so that timber and log values can be more accurately appraised.

Students' Distress over Grades: Entitlement or a Coping Response?

ERIC Educational Resources Information Center

Baer, Judith C.

2011-01-01

Faculties across disciplines have noted an increasing number of students who are highly distressed over grades, and this distress is accompanied by pervasive demands on professors. The student behavior takes several forms, including demands for higher grades, expectations of special accommodations by faculty, and the predictions of dire outcomes…

Talent Development Middle Grades Program. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

The "Talent Development Middle Grades Program" is a comprehensive reform model that transforms the structure and curriculum of large urban middle schools with the aim of improving student achievement and raising teacher and student expectations. Key features of the "Talent Development Middle Grades Program" include small…

Assessing readability formula differences with written health information materials: application, results, and recommendations.

PubMed

Wang, Lih-Wern; Miller, Michael J; Schmitt, Michael R; Wen, Frances K

2013-01-01

Readability formulas are often used to guide the development and evaluation of literacy-sensitive written health information. However, readability formula results may vary considerably as a result of differences in software processing algorithms and how each formula is applied. These variations complicate interpretations of reading grade level estimates, particularly without a uniform guideline for applying and interpreting readability formulas. This research sought to (1) identify commonly used readability formulas reported in the health care literature, (2) demonstrate the use of the most commonly used readability formulas on written health information, (3) compare and contrast the differences when applying common readability formulas to identical selections of written health information, and (4) provide recommendations for choosing an appropriate readability formula for written health-related materials to optimize their use. A literature search was conducted to identify the most commonly used readability formulas in health care literature. Each of the identified formulas was subsequently applied to word samples from 15 unique examples of written health information about the topic of depression and its treatment. Readability estimates from common readability formulas were compared based on text sample size, selection, formatting, software type, and/or hand calculations. Recommendations for their use were provided. The Flesch-Kincaid formula was most commonly used (57.42%). Readability formulas demonstrated variability up to 5 reading grade levels on the same text. The Simple Measure of Gobbledygook (SMOG) readability formula performed most consistently. Depending on the text sample size, selection, formatting, software, and/or hand calculations, the individual readability formula estimated up to 6 reading grade levels of variability. The SMOG formula appears best suited for health care applications because of its consistency of results, higher level of expected comprehension, use of more recent validation criteria for determining reading grade level estimates, and simplicity of use. To improve interpretation of readability results, reporting reading grade level estimates from any formula should be accompanied with information about word sample size, location of word sampling in the text, formatting, and method of calculation. Copyright © 2013 Elsevier Inc. All rights reserved.

An integrative model of risk for high school disordered eating.

PubMed

Davis, Heather A; Smith, Gregory T

2018-06-21

Binge eating and purging behaviors are associated with significant harm and distress among adolescents. The process by which these behaviors develop (often in the high school years) is not fully understood. We tested the Acquired Preparedness (AP) model of risk involving transactions among biological, personality, and psychosocial factors to predict binge eating and purging behavior in a sample of 1,906 children assessed in the spring of 5th grade (the last year of elementary school), the fall of 6th grade (the first year of middle school), spring of 6th grade, and spring of 10th grade (second year of high school). Pubertal onset in spring of 5th grade predicted increases in negative urgency, but not negative affect, in the fall of 6th grade. Negative urgency in the fall of 6th grade predicted increases in expectancies for reinforcement from eating in the spring of 6th grade, which in turn predicted increases in binge eating behavior in the spring of 10th grade. Negative affect in the fall of 6th grade predicted increases in thinness expectancies in the spring of 6th grade, which in turn predicted increases in purging in the spring of 10th grade. Results demonstrate similarities and differences in the development of these two different bulimic behaviors. Intervention efforts targeting the risk factors evident in this model may prove fruitful in the treatment of eating disorders characterized by binge eating and purging. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Eyes on the prize or nose to the grindstone? The effects of level of goal evaluation on mood and motivation.

PubMed

Houser-Marko, Linda; Sheldon, Kennon M

2008-11-01

These studies tested the hypothesis that evaluating goal feedback in terms of a primary, longer term goal can be risky for future motivation. Study 1 was a 2 x 2 experiment in which framing level (primary goal/subgoal) and feedback valence (success/failure) were manipulated for participants during a verbal skills task. In the primary goal failure condition, there was increased negative mood and decreased positive mood and expectancy for subsequent trials, even while controlling for goal difficulty and importance. Study 2 was an 8-week study throughout which participants were asked to evaluate their progress regarding a primary goal (class grade goal) or subgoal (weekly study hours goal), and success or failure varied naturally. When progress was lacking, participants in the primary goal condition experienced the largest decreases in mood and expectancy. These results suggest that it is optimal to evaluate goal progress at the lower, subgoal level, particularly after failure feedback.

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

PubMed Central

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

2009-01-01

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

Neighborhood Characteristics and Expectations of Racially Discriminatory Experiences Among African American Adolescents.

PubMed

Witherspoon, Dawn P; Seaton, Eleanor K; Rivas-Drake, Deborah

2016-09-01

This study examined how youth's neighborhood characteristics informed their expectations of racial discrimination concurrently and longitudinally. Secondary analyses were conducted on data from Waves 1, 3, 4, 5, and 6 of the Maryland Adolescent Development in Context Study, which permitted the examination of neighborhood influences among a socioeconomically diverse sample of African American parents and adolescents (n = 863; Mage  = 12.29). Youth exposed to more neighborhood disadvantage in seventh grade reported more negative concurrent neighborhood perceptions, which, in turn, predicted greater expectations of racial discrimination in eighth grade; youth's expectations remained stable into adulthood. Thus, support was found for the mediating role of youth's subjective neighborhood perceptions in the longitudinal relation between neighborhood structure and expectations of racial discrimination. © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.

Pre-lithification tectonic foliation development in a clastic sedimentary sequence

NASA Astrophysics Data System (ADS)

Meere, Patrick; Mulchrone, Kieran; McCarthy, David; Timmermann, Martin; Dewey, John

2016-04-01

The current view regarding the timing of regionally developed penetrative tectonic fabrics in sedimentary rocks is that their development postdates lithification of those rocks. In this case fabric development is achieved by a number of deformation mechanisms including grain rigid body rotation, crystal-plastic deformation and pressure solution (wet diffusion). The latter is believed to be the primary mechanism responsible for shortening and the domainal structure of cleavage development commonly observed in low grade metamorphic rocks. In this study we combine field observations with strain analysis and modelling to fully characterise considerable (>50%) mid-Devonian Acadian crustal shortening in a Devonian clastic sedimentary sequence from south west Ireland. Despite these high levels of shortening and associated penetrative tectonic fabric there is a marked absence of the expected domainal cleavage structure and intra-clast deformation, which are expected with this level of deformation. In contrast to the expected deformation processes associated with conventional cleavage development, fabrics in these rocks are a product of translation, rigid body rotation and repacking of extra-formational clasts during deformation of an un-lithified clastic sedimentary sequence.

The role of emotion expectancies in adolescents' moral decision making.

PubMed

Krettenauer, Tobias; Jia, Fanli; Mosleh, Maureen

2011-02-01

This study investigated the impact of emotion expectancies on adolescents' moral decision making in hypothetical situations. The sample consisted of 160 participants from three different grade levels (mean age=15.79 years, SD=2.96). Participants were confronted with a set of scenarios that described various emotional outcomes of (im)moral actions and needed to decide what they would do if they were in the protagonist's shoes. Findings demonstrate that emotion expectancies differentially influenced adolescents' hypothetical decision making in antisocial versus prosocial behavioral contexts. Whereas negatively charged self-evaluative emotions over failing to act morally (e.g., guilt) were the strongest predictor for moral choice in antisocial behavioral contexts, positively charged self-evaluative emotions over acting morally (e.g., pride) most strongly predicted moral choice in prosocial contexts. Older adolescents paid greater attention to outcome-oriented emotions that make the decision to act morally less attractive (e.g., regret). Overall, the study suggests that emotion expectancies influence moral decision making in unique and meaningful ways. Copyright © 2010 Elsevier Inc. All rights reserved.

Multiple effects of sentential constraint on word processing

PubMed Central

Federmeier, Kara D.; Wlotko, Edward W.; De Ochoa-Dewald, Esmeralda; Kutas, Marta

2009-01-01

Behavioral and electrophysiological studies have uncovered different patterns of constraint effects on the processing of words in sentences. Whereas response time measures have indicated a reduced scope of facilitation from strongly constraining contexts, event-related brain potential (ERP) measures have instead revealed enhanced facilitation for semantically related endings in such sentences. Given this disparity, and the concomitant possibility of functionally separable stages of context effects, the current study jointly examined expectancy (cloze probability) and constraint effects on the ERP response to words. Expected and unexpected (but plausible) words completed strongly and weakly constraining sentences; unexpected items were matched for contextual fit across the two levels of constraint and were semantically unrelated to the most expected endings. N400 amplitudes were graded by expectancy but unaffected by constraint and seemed to index the benefit of contextual information. However, a later effect, in the form of increased frontal positivity from 500 to 900 ms post-stimulus-onset, indicated a possible cost associated with the processing of unexpected words in strongly constraining contexts. PMID:16901469

Fourth and eighth grade students' conceptions of energy flow through ecosystems

NASA Astrophysics Data System (ADS)

Arkwright, Ashlie Beals

This mixed methods status study examined 32 fourth grade students' conceptual understandings of energy flow through ecosystems prior to instruction and 40 eighth grade students' conceptual understandings of the same topic after five years of daily standards-based instruction in science. Specific ecological concepts assessed related to: 1) roles of organisms; 2) the sun as the original energy source for most ecosystems; and 3) interdependency of organisms. Fourth and eighth grade students were assessed using the same three-tiered forced-choice instrument, with accompanying tasks for students to defend their forced-choice selections and rate their level of confidence in making the selections. The instrument was developed for the study by a team of researchers and was based on similar tasks presented in the research literature. Distractor options were embedded in each assessment task using common non-scientific ideas also reported in the research literature. Cronbach's alpha values at or greater than .992 for each task indicated interrater consistency of task answers, and Rasch analysis was employed to establish the reliability of the instrument. Qualitative and quantitative analyses were employed to assess the data. Constant comparative methods were employed to analyze students' written responses, which were coded and grouped into emerging themes. These themes were further developed to characterize students' conceptual understandings. Student open responses also were scored and coded by a team of researchers using a rubric to identify level of scientific understanding. Quantitative analyses included Rasch analysis used to normalize survey data. Independent samples t-tests were then employed to compare students' forced-choice responses to their written responses and to the confidence ratings, as well as to compare fourth and eighth grade students' responses. Findings indicated that eighth grade students generally outperformed the fourth grade on both the forced-choice and written responses, but both groups demonstrated conceptual difficulties in all three topics assessed. Thus, results from the current study support the assertion that students' understanding of concepts related to energy flow in ecosystems is not at the expected level according to national science education standards and frameworks. Conceptual difficulties identified in the study are discussed along with implications and curricular recommendations.

The Role of Lifestyle Factors in Ovarian Cancer Prognosis

DTIC Science & Technology

2016-10-01

cancer (while the rest would be low grade or borderline ). We have now reviewed the pathology reports of all the participants in the case-control study...and, in fact, ~50% are high-grade ovarian cancers (25% are low-grade and 25% are borderline ), which is much lower than expected based on the

Can Business Students Forecast Their Own Grade?

ERIC Educational Resources Information Center

Hossain, Belayet; Tsigaris, Panagiotis

2013-01-01

This study examines grade expectations of two groups of business students for their final course mark. We separate students that are on average "better" forecasters on the basis of them not making significant forecast errors during the semester from those students that are poor forecasters of their final grade. We find that the better…

Learning Activities Parents Can Do with Their Children.

ERIC Educational Resources Information Center

Arizona State Dept. of Education, Phoenix.

Learning activities parents can do with their children are described. Descriptions of activities are organized according to three age ranges: kindergarten through 3rd grade, 4th through 6th grade, and 7th through 12th grade. Initial discussion concerns pointers for parents of kindergartners; 41 things schools expect children to do before they…

Preparing Teachers to Support Struggling First-Grade Readers

ERIC Educational Resources Information Center

Baker, Bettina

2007-01-01

The purpose of this report is to provide education professors teaching early literacy methods courses with information for beginning teachers to support struggling first-grade readers. This analysis identifies the specific word structures children are expected to know by the end of first grade, and shows the actual learning rates of these…

Values and depressive symptoms in American Indian youth of the Northern Plains: examining the potential moderating roles of outcome expectancies and perceived community values.

PubMed

Mousseau, Alicia C; Scott, Walter D; Estes, David

2014-03-01

Very little is known about processes contributing to depressive experiences in American Indian youth. We explored the relationship between value priorities and depressive symptoms among 183 (65% female) American Indian youth in grades 9-12. In addition, two potential moderators of this relationship were examined: value outcome expectations (i.e., whether one expects that values will be realized or not) and perceived community values. We found that American Indian youth who endorsed higher levels of tradition/benevolence values reported fewer depressive symptoms. However, the relationship between endorsing power/materialism values and depressive symptoms depended on the extent to which youth perceived their communities as valuing power/materialism. Finally, value outcome expectancies appeared to relate more strongly to depressive symptoms than did value priorities. Overall, these findings support tribal community efforts to impart tradition/benevolence values to American Indian youth but also emphasize the importance of attending to value outcome expectations and the perceived values of the community in understanding American Indian youth's depressive experiences.

Graded porous inorganic materials derived from self-assembled block copolymer templates.

PubMed

Gu, Yibei; Werner, Jörg G; Dorin, Rachel M; Robbins, Spencer W; Wiesner, Ulrich

2015-03-19

Graded porous inorganic materials directed by macromolecular self-assembly are expected to offer unique structural platforms relative to conventional porous inorganic materials. Their preparation to date remains a challenge, however, based on the sparsity of viable synthetic self-assembly pathways to control structural asymmetry. Here we demonstrate the fabrication of graded porous carbon, metal, and metal oxide film structures from self-assembled block copolymer templates by using various backfilling techniques in combination with thermal treatments for template removal and chemical transformations. The asymmetric inorganic structures display mesopores in the film top layers and a gradual pore size increase along the film normal in the macroporous sponge-like support structure. Substructure walls between macropores are themselves mesoporous, constituting a structural hierarchy in addition to the pore gradation. Final graded structures can be tailored by tuning casting conditions of self-assembled templates as well as the backfilling processes. We expect that these graded porous inorganic materials may find use in applications including separation, catalysis, biomedical implants, and energy conversion and storage.

The protective effect of parental expectations against early adolescent smoking initiation.

PubMed

Simons-Morton, Bruce G

2004-10-01

Substantial research and theory suggests that smoking initiation is socially mediated, with both peers and parents playing important roles. To learn more about how parenting behaviors influence smoking initiation, students (n=1002) from four middle schools were surveyed at the beginning of the sixth grade (T1), and the end of the sixth (T2) and seventh (T3) grades. T1 and T2-T1 predictors were regressed on smoking initiation at the end of seventh grade. In bivariate logistic regression analyses, association with friends who smoke, attitudes toward deviance, outcome expectations for smoking, perceived school climate, parental expectations, parental involvement at T1 and increases in these variables (T2-T1) were associated with smoking initiation at T3, but only the T1 measures of social competence, academic engagement, school adjustment, perceived prevalence, parental monitoring and parental involvement were associated with smoking initiation at T3. In multivariate logistic regression analyses, parental expectations were negatively associated, and increases in attitudes accepting of deviance and affiliation with friends who smoke were positively associated with smoking initiation. Analysis of interactions indicated that parental expectations and monitoring did not mediate the effect on smoking initiation of attitudes toward deviance or the number of friends who smoke. These findings provide evidence that parental expectations may protect early adolescents against smoking even in the context of increases in favorable attitudes and friends who smoking.

Parental Autonomy Granting and School Functioning among Chinese Adolescents: The Moderating Role of Adolescents’ Cultural Values

PubMed Central

Wang, Cixin; Do, Kieu Anh; Bao, Leiping; Xia, Yan R.; Wu, Chaorong

2017-01-01

School adjustment and achievement are important indicators of adolescents’ well-being; however, few studies have examined the risk and protective factors predicting students’ school adjustment and achievement at the individual, familial, and cultural level. The present study examined the influences of individual and familial factors and cultural values on Chinese adolescents’ school functioning (e.g., school adjustment and grades). It also tested whether cultural values moderated the relationship between parenting and adolescents’ school functioning. Self-report data were collected from a stratified random sample of 2,864 adolescents (51.5% female, mean age = 15.52 years, grade 6th – 12th) from 55 classrooms, in 13 schools in Shanghai, China. Results showed that self-esteem (bse→adj = 0.05, SE = 0.01, p < 0.001; bse→grades = 0.08, SE = 0.02, p < 0.001), parent–adolescent conflict (bconflict→adj = -0.03, SE = 0.00, p < 0.001; bconflict→grades = -0.04, SE = 0.01, p < 0.001), and conformity to parental expectations (bconform→adj = -0.03, SE = 0.02, p < 0.05; bconform→grades = 0.10, SE = 0.04, p < 0.05) all had significant effects on both school adjustment and grades, respectively. More importantly, results showed that independent self-construal moderated the relationship between parental autonomy granting and adolescents’ grades (bindepxautom = 0.06, SE = 0.02, p < 0.01). The findings suggest that cultural values may influence adolescents’ appraisal of parental autonomy granting, which then impacts their school functioning. PMID:29326622

Grade Expectations: How Marks and Education Policies Shape Students' Ambitions

ERIC Educational Resources Information Center

OECD Publishing (NJ3), 2012

2012-01-01

While enrolment in tertiary education has increased dramatically over the past decades, many university-aged students do not enrol, nor do they expect to earn a university degree. While it is important to promote high expectations for further education, it is equally important to ensure that students' expectations are well-aligned with their…

It takes a village: the effects of 10th grade college-going expectations of students, parents, and teachers four years later.

PubMed

Gregory, Anne; Huang, Francis

2013-09-01

Adolescents are surrounded by people who have expectations about their college-going potential. Yet, few studies have examined the link between these multiple sources of college-going expectations and the actual status of students in postsecondary education years later. The study draws on data collected in the 2002-2006 Educational Longitudinal Study and employs an underutilized statistical technique (cross-classified multilevel modeling) to account for teacher reports on overlapping groups of students (typical of high school research). Results showed that positive expectations of students, parents, English, and mathematics teachers in the 10th grade each uniquely predicted postsecondary status 4 years later. As a group, the four sources of expectations explained greater variance in postsecondary education than student characteristics such as socioeconomic status and academic performance. This suggests positive expectations are additive and promotive for students regardless of their risk status. Teacher expectations were also found to be protective for low income students. Implications for future expectancy research and equity-focused interventions are discussed.

What was I thinking? Eye-tracking experiments underscore the bias that architecture exerts on nuclear grading in prostate cancer.

PubMed

Bombari, Dario; Mora, Braulio; Schaefer, Stephan C; Mast, Fred W; Lehr, Hans-Anton

2012-01-01

We previously reported that nuclear grade assignment of prostate carcinomas is subject to a cognitive bias induced by the tumor architecture. Here, we asked whether this bias is mediated by the non-conscious selection of nuclei that "match the expectation" induced by the inadvertent glance at the tumor architecture. 20 pathologists were asked to grade nuclei in high power fields of 20 prostate carcinomas displayed on a computer screen. Unknown to the pathologists, each carcinoma was shown twice, once before a background of a low grade, tubule-rich carcinoma and once before the background of a high grade, solid carcinoma. Eye tracking allowed to identify which nuclei the pathologists fixated during the 8 second projection period. For all 20 pathologists, nuclear grade assignment was significantly biased by tumor architecture. Pathologists tended to fixate on bigger, darker, and more irregular nuclei when those were projected before kigh grade, solid carcinomas than before low grade, tubule-rich carcinomas (and vice versa). However, the morphometric differences of the selected nuclei accounted for only 11% of the architecture-induced bias, suggesting that it can only to a small part be explained by the unconscious fixation on nuclei that "match the expectation". In conclusion, selection of « matching nuclei » represents an unconscious effort to vindicate the gravitation of nuclear grades towards the tumor architecture.

Readability and quality of wikipedia pages on neurosurgical topics.

PubMed

Modiri, Omeed; Guha, Daipayan; Alotaibi, Naif M; Ibrahim, George M; Lipsman, Nir; Fallah, Aria

2018-03-01

Wikipedia is the largest online encyclopedia with over 40 million articles, and generating 500 million visits per month. The aim of this study is to assess the readability and quality of Wikipedia pages on neurosurgical related topics. We selected the neurosurgical related Wikipedia pages based on the series of online patient information articles that are published by the American Association of Neurological Surgeons (AANS). We assessed readability of Wikipedia pages using five different readability scales (Flesch Reading Ease, Flesch Kincaid Grade Level, Gunning Fog Index, SMOG) Grade level, and Coleman-Liau Index). We used the Center for Disease Control (CDC) Clear Communication Index as well as the DISCERN Instrument to evaluate the quality of each Wikipedia article. We identified a total of fifty-five Wikipedia articles that corresponded with patient information articles published by the AANS. This constitutes 77.46% of the AANS topics. The mean Flesch Kincaid reading ease score for all of the Wikipedia articles we analyzed is 31.10, which indicates that a college-level education is necessary to understand them. In comparison to the readability analysis for the AANS articles, the Wikipedia articles were more difficult to read across every scale. None of the Wikipedia articles meet the CDC criterion for clear communications. Our analyses demonstrated that Wikipedia articles related to neurosurgical topics are associated with higher grade levels for reading and also below the expected levels of clear communications for patients. Collaborative efforts from the neurosurgical community are needed to enhance the readability and quality of Wikipedia pages related to neurosurgery. Copyright © 2018 Elsevier B.V. All rights reserved.

Laparoscopic Surgical Skills programme: preliminary evaluation of Grade I Level 1 courses by trainees.

PubMed

Buzink, Sonja; Soltes, Marek; Radonak, Jozef; Fingerhut, Abe; Hanna, George; Jakimowicz, Jack

2012-08-01

New training models are needed to maintain safety and quality of surgical performance. A simulated setting using virtual reality, synthetic, and/or organic models should precede traditional supervised training in the operating room. The aim of the paper is to describe the Laparoscopic Surgical Skills (LSS) programme and to provide information about preliminary evaluation of Grade I Level 1 courses, including overall quality, applicability of the course content in practice and the balance between theory and hands-on training modules, by participating trainees. During 5 accredited LSS Grade I Level 1 courses held in Eindhoven (the Netherlands), Kosice (Slovak Republic), and Lisbon (Portugal) between April 2011 and January 2012, demographic data and pre-course surgical experience in laparoscopic surgery of the participants were recorded. The final course evaluation form was completed by each participant after the course (anonymous) to evaluate course progress, course materials, assessment, staff, location and overall impression of the course on a 1-10 scale to obtain feedback information. Forty-seven surgeons of 5 different nationalities were enrolled in an LSS Grade I Level 1 programme. Most participants were first or second year residents (n = 25), but also already established surgeons took part (n = 6). The mean age of the participants was 31.2 years (SD = 2.86), the male/female ratio was 32/15, and previous experience with laparoscopic surgery was limited. Overall impression of the course was rated with 8.7 points (SD = 0.78). The applicability of the course content in practice and the balance between theory and hands-on training were also rated very well - mean 8.8 (SD = 1.01) and 8.1 points (SD = 0.80) respectively. Laparoscopic Surgical Skills Grade I Level 1 courses are evaluated as well balanced, with content applicable in clinical practice, meeting the expectations of individual participants. International interest in the programme suggests that LSS might become the future European standard in surgical education in laparoscopic surgery. Further conclusions concerning success of the programme may be drawn after the completion of clinical assessment of enrolled participants.

Profiles of Social-Emotional Readiness for 4-Year-Old Kindergarten

PubMed Central

Miller, Michele M.; Goldsmith, H. Hill

2017-01-01

Children who are viewed as ready for kindergarten and/or first grade typically exhibit high attention, approach, and adaptability coupled with low activity and reactivity. These characteristics tend to be especially valued by teachers and describe a child who is “teachable,” or school ready. Since many children enter formal schooling earlier by attending pre-K for 4-year olds, often called 4-year-old kindergarten, there is a need to examine school readiness earlier than kindergarten, which may look very different developmentally. If we expect children to enter formal schooling at age 4, then it should be clear what we expect of them in order to succeed. We explored which temperament, behavior, and cognitive items teachers of 4-year-old kindergarten (N = 29) rated as highly characteristic versus uncharacteristic of ready 4-year-olds. This teacher-generated data identified five clusters of children who were deemed ready for 4-year-old kindergarten. Teachers noted high cognitive skills and following directions as salient in many of the clusters, which aligns with the readiness expectations for kindergarten and first grade. However, items that distinguished the five clusters from one another referenced differences in activity level, sociability, shyness, enthusiasm, and patience that were not expected based on the previous literature with slightly older children. Given that some of the children teachers identified as especially ready for 4-year-old kindergarten did not fit this static model of a “teachable” child, a single profile of school readiness at an early age may be inappropriate. PMID:28197124

Pregnancy loss: French clinical practice guidelines.

PubMed

Huchon, C; Deffieux, X; Beucher, G; Capmas, P; Carcopino, X; Costedoat-Chalumeau, N; Delabaere, A; Gallot, V; Iraola, E; Lavoue, V; Legendre, G; Lejeune-Saada, V; Leveque, J; Nedellec, S; Nizard, J; Quibel, T; Subtil, D; Vialard, F; Lemery, D

2016-06-01

In intrauterine pregnancies of uncertain viability with a gestational sac without a yolk sac (with a mean of three orthogonal transvaginal ultrasound measurements <25mm), the suspected pregnancy loss should only be confirmed after a follow-up scan at least 14 days later shows no embryo with cardiac activity (Grade C). In intrauterine pregnancies of uncertain viability with an embryo <7mm on transvaginal ultrasound, the suspected pregnancy loss should only be confirmed after a follow-up scan at least 7 days later (Grade C). In pregnancies of unknown location after transvaginal ultrasound (i.e. not visible in the uterus), a threshold of at least 3510IU/l for the serum human chorionic gonadotrophin assay is recommended; above that level, a viable intrauterine pregnancy can be ruled out (Grade C). Postponing conception after an early miscarriage in women who want a new pregnancy is not recommended (Grade A). A work-up for women with recurrent pregnancy loss should include the following: diabetes (Grade A), antiphospholipid syndrome (Grade A), hypothyroidism with anti-thyroid peroxidase (anti-TPO) and anti-thyroglobulin (anti-Tg) antibodies (Grade A), vitamin deficiencies (B9, B12) (Grade C), hyperhomocysteinaemia (Grade C), hyperprolactinaemia (Grade B), diminished ovarian reserve (Grade C), and a uterine malformation or an acquired uterine abnormality amenable to surgical treatment (Grade C). The treatment options recommended for women with a missed early miscarriage are vacuum aspiration (Grade A) or misoprostol (Grade B); and the treatment options recommended for women with an incomplete early miscarriage are vacuum aspiration (Grade A) or expectant management (Grade A). In the absence of both chorioamnionitis and rupture of the membranes, women with a threatened late miscarriage and an open cervix, with or without protrusion of the amniotic sac into the vagina, should receive McDonald cerclage, tocolysis with indomethacin, and antibiotics (Grade C). Among women with a threatened late miscarriage and an isolated undilated shortened cervix (<25mm on ultrasound), cerclage is only indicated for those with a history of either late miscarriage or preterm delivery (Grade A). Among women with a threatened late miscarriage, an isolated undilated shortened cervix (<25mm on ultrasound) and no uterine contractions, daily treatment with vaginal progesterone up to 34 weeks of gestation is recommended (Grade A). Hysteroscopic section of the septum is recommended for women with a uterine septum and a history of late miscarriage (Grade C). Correction of acquired abnormalities of the uterine cavity (e.g. polyps, myomas, synechiae) is recommended after three early or late miscarriages (Grade C). Prophylactic cerclage is recommended for women with a history of three late miscarriages or preterm deliveries (Grade B). Low-dose aspirin and low-molecular-weight heparin at a preventive dose are recommended for women with obstetric antiphospholipid syndrome (Grade A). Glycaemic levels should be controlled before conception in women with diabetes (Grade A). Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Linking log quality with product performance

Treesearch

D. W. Green; Robert Ross

1997-01-01

In the United States, log grading procedures use visual assessment of defects, in relation to the log scaling diameter, to estimate the yield of lumber that maybe expected from the log. This procedure was satisfactory when structural grades were based only on defect size and location. In recent years, however, structural products have increasingly been graded using a...

Essential Learning Skills in Vocational Technical Education.

ERIC Educational Resources Information Center

Oregon State Dept. of Education, Salem. Div. of Vocational Education.

This document provides basic skill performance expectations for all Oregon students by the end of grade 11 to be incorporated into 15 vocational programs. (Exceptions are that in technology education, the skills identified are only for grade 8; in home economics, the identified skills are for grades 8 and 11.) The skills, which are in reading,…

Evaluating the Predictive Validity of Academic and Social-Emotional Screening Assessments for Measuring Academic and Social-Emotional Success at the End of First Grade

ERIC Educational Resources Information Center

Erhart, Amber C.

2013-01-01

By the end of the kindergarten, students are expected to possess early academic skills as well as the social maturity to be successful in first grade. Students leaving kindergarten without these readiness skills are sometimes held back in first grade or referred for a special education evaluation in later grades if they fail to make adequate…

Alternative Fuels Data Center: ASTM Biodiesel Specifications

Science.gov Websites

purchased from ASTM International. Property Test Method Grade No.1-B S15 Grade No.1-B S500 Grade No.2-B S15 ASTM International. Property Test Method Grade B6 to B20 S15 B6 to B20 S500 j B6 to B20 S5000 Acid for the intended use and expected ambient temperatures. Test Methods D 4539 and D 6371 may be useful

Correlation between Standardized Uptake Value of 68Ga-DOTA-NOC Positron Emission Tomography/Computed Tomography and Pathological Classification of Neuroendocrine Tumors.

PubMed

Kaewput, Chalermrat; Suppiah, Subapriya; Vinjamuri, Sobhan

2018-01-01

The aim of our study was to correlate tumor uptake of 68 Ga-DOTA-NOC positron emission tomography/computed tomography (PET/CT) with the pathological grade of neuroendocrine tumors (NETs). 68 Ga-DOTA-NOC PET/CT examinations in 41 patients with histopathologically proven NETs were included in the study. Maximum standardized uptake value (SUV max ) and averaged SUV SUV mean of "main tumor lesions" were calculated for quantitative analyses after background subtraction. Uptake on main tumor lesions was compared and correlated with the tumor histological grade based on Ki-67 index and pathological differentiation. Classification was performed into three grades according to Ki-67 levels; low grade: Ki-67 <2, intermediate grade: Ki-67 3-20, and high grade: Ki-67 >20. Pathological differentiation was graded into well- and poorly differentiated groups. The values were compared and evaluated for correlation and agreement between the two parameters was performed. Our study revealed negatively fair agreement between SUV max of tumor and Ki-67 index ( r = -0.241) and negatively poor agreement between SUV mean of tumor and Ki-67 index ( r = -0.094). SUV max of low-grade, intermediate-grade, and high-grade Ki-67 index is 26.18 ± 14.56, 30.71 ± 24.44, and 6.60 ± 4.59, respectively. Meanwhile, SUV mean of low-grade, intermediate-grade, and high-grade Ki-67 is 8.92 ± 7.15, 9.09 ± 5.18, and 3.00 ± 1.38, respectively. As expected, there was statistically significant decreased SUV max and SUV mean in high-grade tumors (poorly differentiated NETs) as compared with low- and intermediate-grade tumors (well-differentiated NETs). SUV of 68 Ga-DOTA-NOC PET/CT is not correlated with histological grade of NETs. However, there was statistically significant decreased tumor uptake of 68 Ga-DOTA-NOC in poorly differentiated NETs as compared with the well-differentiated group. As a result of this pilot study, we confirm that the lower tumor uptake of 68 Ga-DOTA-NOC may be associated with aggressive behavior and may, therefore, result in poor prognosis.

Transferability of Graduate Work Graded according to Mastery. A Survey of Selected Graduate Faculty and Institutions.

ERIC Educational Resources Information Center

Stout State Univ., Menomonie, WI. Graduate School.

The Graduate College at Stout State University is considering an option to the present A-F grading system called "Mastery Grading," based on a concept called "teaching for mastery." This involves carefully defining each course in terms of the specific competencies which the student is expected to develop as a result of…

An Investigation of the Singing Abilities of Kindergarten and First Grade Children in East Texas.

ERIC Educational Resources Information Center

Young, William T.

The overall purpose of this study was the investigation of the singing abilities of kindergarten and first grade children. Information was sought concerning the following: (1) the maximum singing range of preschool children compared to that of first grade children, (2) the range within which accurate singing could be expected from the majority of…

Effects of Grading Leniency and Low Workload on Students' Evaluations of Teaching: Popular Myth, Bias, Validity, or Innocent Bystanders?

ERIC Educational Resources Information Center

Marsh, Herbert W.; Roche, Lawrence A.

2000-01-01

Discusses two studies that debunk the popular myths that student evaluations of teaching (SETs) are substantially biased by low workload and grading leniency. Results imply teaching effects were related to SETs. Contrary to predictions workload, expected grades, and their relations to SETs were stable over 12 years. (Author/MKA)

Going beyond the Fab Five: Helping Students Cope with the Unique Linguistic Challenges of Expository Reading in Intermediate Grades

ERIC Educational Resources Information Center

Fang, Zhihui

2008-01-01

As students transition from primary to intermediate grades, the kind of materials that they are expected to read and write become more heavily dominated by expository texts. Expository texts contain grammatical patterns that are distinct from those used in primary-grade storybooks. These linguistic features pose new comprehension challenges for…

Lumber grades from Douglas-fir peeler logs.

Treesearch

E.E. Matson

1952-01-01

Sawmill companies often must decide whether it is more economical to sort and sell peeler logs than to cut them into lumber. If the mill owners have reliable data on the grade of lumber that can be expected from these logs, they will be better prepared to make the decision. The Pacific Northwest Forest and Range Experiment Station has made several lumber grade recovery...

Parental Autonomy Granting and School Functioning among Chinese Adolescents: The Moderating Role of Adolescents' Cultural Values.

PubMed

Wang, Cixin; Do, Kieu Anh; Bao, Leiping; Xia, Yan R; Wu, Chaorong

2017-01-01

School adjustment and achievement are important indicators of adolescents' well-being; however, few studies have examined the risk and protective factors predicting students' school adjustment and achievement at the individual, familial, and cultural level. The present study examined the influences of individual and familial factors and cultural values on Chinese adolescents' school functioning (e.g., school adjustment and grades). It also tested whether cultural values moderated the relationship between parenting and adolescents' school functioning. Self-report data were collected from a stratified random sample of 2,864 adolescents (51.5% female, mean age = 15.52 years, grade 6th - 12th) from 55 classrooms, in 13 schools in Shanghai, China. Results showed that self-esteem ( b se→adj = 0.05, SE = 0.01, p < 0.001; b se→grades = 0.08, SE = 0.02, p < 0.001), parent-adolescent conflict ( b conflict→adj = -0.03, SE = 0.00, p < 0.001; b conflict→grades = -0.04, SE = 0.01, p < 0.001), and conformity to parental expectations ( b conform→adj = -0.03, SE = 0.02, p < 0.05; b conform→grades = 0.10, SE = 0.04, p < 0.05) all had significant effects on both school adjustment and grades, respectively. More importantly, results showed that independent self-construal moderated the relationship between parental autonomy granting and adolescents' grades ( b indepxautom = 0.06, SE = 0.02, p < 0.01). The findings suggest that cultural values may influence adolescents' appraisal of parental autonomy granting, which then impacts their school functioning.

Lumber grades from old-growth Douglas-fir sawmill logs.

Treesearch

E.E. Matson

1956-01-01

The Pacific Northwest Forest and Range Experiment Station has made in recent years several studies to determine the grades of lumber that could be expected from various sizes and grades of logs. Data on No. 2 and No. 3 Sawmill logs obtained in four Oregon old-growth Douglas-fir studies have been analyzed and combined in this report. Included in this analysis are data...

Tree grades, yields and values for some Appalachian hardwoods

Treesearch

Robert A. Campbell

1951-01-01

Foresters ahve long recognized the need for a better method of appraising standing timber in terms of quality as well as volume of lumber that trees may be expected to produce. Because the range in price between high-grade lumber and low-grade lumber is extremely wide, a stand of high-quality timber is much more valuable than a low-quality stand. In spite of this,...

Ponderosa pine lumber recovery in Lakeview, Oregon area.

Treesearch

E.E. Matson

1955-01-01

During January 1955, a study was made at the American Forest Products Corporation mill in Lakeview, Oregon, to determine the grades of lumber that can be expected from ponderosa pine timber grown in the Lakeview area of Oregon. All logs cut for a full week at this mill were scaled and graded and all the lumber produced was graded and tallied on the green chain by...

Ultimate open pit stochastic optimization

NASA Astrophysics Data System (ADS)

Marcotte, Denis; Caron, Josiane

2013-02-01

Classical open pit optimization (maximum closure problem) is made on block estimates, without directly considering the block grades uncertainty. We propose an alternative approach of stochastic optimization. The stochastic optimization is taken as the optimal pit computed on the block expected profits, rather than expected grades, computed from a series of conditional simulations. The stochastic optimization generates, by construction, larger ore and waste tonnages than the classical optimization. Contrary to the classical approach, the stochastic optimization is conditionally unbiased for the realized profit given the predicted profit. A series of simulated deposits with different variograms are used to compare the stochastic approach, the classical approach and the simulated approach that maximizes expected profit among simulated designs. Profits obtained with the stochastic optimization are generally larger than the classical or simulated pit. The main factor controlling the relative gain of stochastic optimization compared to classical approach and simulated pit is shown to be the information level as measured by the boreholes spacing/range ratio. The relative gains of the stochastic approach over the classical approach increase with the treatment costs but decrease with mining costs. The relative gains of the stochastic approach over the simulated pit approach increase both with the treatment and mining costs. At early stages of an open pit project, when uncertainty is large, the stochastic optimization approach appears preferable to the classical approach or the simulated pit approach for fair comparison of the values of alternative projects and for the initial design and planning of the open pit.

The Mismatch between Assessment and Grading.

ERIC Educational Resources Information Center

Seeley, Marcia M.

1994-01-01

Teachers are receiving mixed messages about assessment. Encouraged to use alternative assessment practices, they are expected to express a student's progress in a single letter grade. Interviews with eight urban middle school teachers participating in the QUASAR (Quantitative Understanding: Amplifying Student Achievement and Reasoning) Project…

"Survivor: Satis House"--Creating Classroom Community while Teaching Dickens in a Reality-TV World

ERIC Educational Resources Information Center

Bucolo, Joe

2011-01-01

Engaging 9th grade students in contemporary reality-show parodies based on "Great Expectations," the author helps students explore the intricacies of Charles Dickens's novel. In "Stay Tuned for Our Next Episode: Teaching 'Great Expectations' in Installments," the author highlighted the benefits of teaching "Great Expectations" in installments, as…

Pathways to Achievement: Career and Educational Aspirations and Expectations of Latina/o Immigrant Parents and Early Adolescents

ERIC Educational Resources Information Center

Chavira, Gabriela; Cooper, Catherine R.; Vasquez-Salgado, Yolanda

2016-01-01

Drawing on sociocultural and related theories, 4 questions examined career and educational aspirations and expectations among 24 immigrant Latina/o early adolescents and their parents as predictors of students' grades. First, adolescents' career aspirations and expectations were correlated, and both parents and adolescents held educational…

Measurement Invariance of Expectancy-Value Questionnaire in Physical Education

ERIC Educational Resources Information Center

Zhu, Xihe; Sun, Haichun; Chen, Ang; Ennis, Catherine

2012-01-01

Expectancy-Value Questionnaire (EVQ) measures student expectancy beliefs and task values of the domain content (Eccles & Wigfield, 1995). In this study the authors examine measurement invariance of EVQ in the domain of physical education between elementary and middle-school students. Participants included 811 students (3rd-5th grades) from 13…

Associations of Educational Attainment With Disability and Life Expectancy by Race and Gender in the United States.

PubMed

Laditka, James N; Laditka, Sarah B

2016-12-01

This study provides estimates of associations of education with life expectancy and the percentage of remaining life from age 40 with disability. We used the Panel Study of Income Dynamics, 1999-2011 ( n = 8,763; 94,246 person-years), measuring five education levels. We estimated probabilities of disability and death with multinomial logistic Markov models, and used microsimulations beginning at age 40, controlling for gender, race/ethnicity, age, and disability. With college education, African American and White women, and African American and White men, respectively, lived 46.6%, 44.0%, 55.2%, and 50.4% more years from age 40 than those educated at less than the ninth grade ( p < .001). Corresponding percentages of life with disability were lower with high education, by 37.9%, 38.9%, 41.0%, and 39.9% ( p < .001). There was little evidence of outcome differences between African Americans and Whites within education levels. Low education is associated with shorter lives with much more disability.

Uncovering nurse educators' beliefs and values about grading academic papers: guidelines for best practices.

PubMed

O'Flynn-Magee, Kathy; Clauson, Marion

2013-09-01

Fair and consistent assessment, specifically grading, is crucial to teaching and learning scholarship and is a professional responsibility of nurse educators. Yet, many would agree that assessment is one of the most challenging aspects of their role. Despite differing beliefs, values, and meanings attributed to grading and grades, teachers' grading practices should be guided by principles and supported by policies. Inconsistent grading practices among educators, students' unrealistic expectations of grades, and a trend toward grade inflation may be contributing to both educators' and students' concerns. A teaching scholarship project that led to a research study explored nurse educators' beliefs, values, and practices related to the grading of written academic work. The purpose of this article is to share the findings and the resulting grading guidelines that were developed to support nurse educators' endeavors to enact equitable grading practices. Copyright 2013, SLACK Incorporated.

Readability of informed consent forms in clinical trials conducted in a skin research center

PubMed Central

Samadi, Aniseh; Asghari, Fariba

2016-01-01

Obtaining informed consents is one of the most fundamental principles in conducting a clinical trial. In order for the consent to be informed, the patient must receive and comprehend the information appropriately. Complexity of the consent form is a common problem that has been shown to be a major barrier to comprehension for many patients. The objective of this study was to assess the readability of different templates of informed consent forms (ICFs) used in clinical trials in the Center for Research and Training in Skin Diseases and Leprosy (CRTSDL), Tehran, Iran. This study was conducted on ICFs of 45 clinical trials of the CRTSDL affiliated with Tehran University of Medical Sciences. ICFs were tested for reading difficulty, using the readability assessments formula adjusted for the Persian language including the Flesch–Kincaid reading ease score, Flesch–Kincaid grade level, and Gunning fog index. Mean readability score of the whole text of ICFs as well as their 7 main information parts were calculated. The mean ± SD Flesch Reading Ease score for all ICFs was 31.96 ± 5.62 that is in the difficult range. The mean ± SD grade level was calculated as 10.71 ± 1.8 (8.23–14.09) using the Flesch–Kincaid formula and 14.64 ± 1.22 (12.67–18.27) using the Gunning fog index. These results indicate that the text is expected to be understandable for an average student in the 11th grade, while the ethics committee recommend grade level 8 as the standard readability level for ICFs. The results showed that the readability scores of ICFs assessed in our study were not in the acceptable range. This means they were too complex to be understood by the general population. Ethics committees must examine the simplicity and readability of ICFs used in clinical trials. PMID:27471590

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

PubMed

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

1988-01-01

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

Student’s social interaction in mathematics learning

NASA Astrophysics Data System (ADS)

Apriliyanto, B.; Saputro, D. R. S.; Riyadi

2018-03-01

Mathematics learning achievement is influenced by the internal and external factor of the students. One of the influencing external factors is social interaction with friends in learning activities. In modern learning, the learning is student-centered, so the student interaction is needed to learn about certain basic competence. Potential and motivation of students in learning are expected to develop with good social interaction in order to get maximum results. Social interaction is an important aspect of learning Mathematics because students get the opportunity to express their own thoughts in order to encourage a reflection on the knowledge they have. This research uses the correlational descriptive method involving 36 students for the tenth grade, eleventh grade, and twelfth grade of SMA Negeri 1 Wuryantoro and data collecting technique using questionnaire for social interaction and documentation for learning outcome. The result of this research shows that learning achievement and social interaction of students are not good. Based on the result of data analysis, it is shown that the social interaction and Mathematics learning achievement are still in the low level. This research concludes that students’ social interaction influences student learning achievement in Mathematics subjects.

Readability Levels of Dental Patient Education Brochures.

PubMed

Boles, Catherine D; Liu, Ying; November-Rider, Debra

2016-02-01

The objective of this study was to evaluate dental patient education brochures produced since 2000 to determine if there is any change in the Flesch-Kincaid grade level readability. A convenience sample of 36 brochures was obtained for analysis of the readability of the patient education material on multiple dental topics. Readability was measured using the Flesch-Kincaid Grade Level through Microsoft Word. Pearson's correlation was used to describe the relationship among the factors of interest. Backward model selection of multiple linear regression model was used to investigate the relationship between Flesch-Kincaid Grade level and a set of predictors included in this study. A convenience sample (n=36) of dental education brochures produced from 2000 to 2014 showed a mean Flesch-Kincaid reading grade level of 9.15. Weak to moderate correlations existed between word count and grade level (r=0.40) and characters count and grade level (r=0.46); strong correlations were found between grade level and average words per sentence (r=0.70), average characters per word (r=0.85) and Flesch Reading Ease (r=-0.98). Only 1 brochure out of the sample met the recommended sixth grade reading level (Flesch-Kincaid Grade Level 5.7). Overall, the Flesch-Kincaid Grade Level of all brochures was significantly higher than the recommended sixth grade reading level (p<0.0001). The findings from this study demonstrated that there has generally been an improvement in the Flesch-Kincaid grade level readability of the brochures. However, the majority of the brochures analyzed are still testing above the recommended sixth grade reading level. Copyright © 2016 The American Dental Hygienists’ Association.

Investigating the actor effect in moral emotion expectancies across cultures: a comparison of Chinese and Canadian adolescents.

PubMed

Krettenauer, Tobias; Jia, Fanli

2013-09-01

The study investigated adolescents' moral emotion expectancies for actions versus inactions across cultures (Chinese vs. Canadian) and different moral rule contexts (rules that prohibit antisocial behaviour vs. rules that prescribe prosocial actions) while controlling for judgements of obligatoriness of moral actions. The sample consisted of 372 teenagers from three grade levels (7-8, 10-11, and 1st-2nd year university). Participants were provided with scenarios depicting moral and immoral actions of self or others. Moral emotion expectancies were assessed following each scenario by asking participants to rate the intensity of various emotions they anticipate for themselves in the given situation. Actions were related to stronger self-evaluative and other-evaluative moral emotion expectancies than inactions in both cultures. Whereas perceived obligatoriness of moral actions was associated with moral emotion expectancies, it did not account for the actor effect. Moreover, Chinese adolescents tended to report stronger negatively charged other-evaluative emotions when observing others engaging in antisocial behaviour and less positive emotions for moral actions. Overall, the study indicates that moral emotion expectancies hinge upon universal moral principles (as exemplified by the actor effect) that interact with cultural values and individuals' moral judgement in complex ways. © 2013 The British Psychological Society.

Finnish Primary and Secondary School Students' Interest in Music and Mathematics Relating to Enjoyment of the Subject and Perception of the Importance and Usefulness of the Subject

ERIC Educational Resources Information Center

Tossavainen, Timo; Juvonen, Antti

2015-01-01

Based on an expectancy-value theoretical framework and data (n = 1654) collected in 29 Finnish municipalities using a structured questionnaire, this study examines primary (grades 5-6), lower secondary (grades 7-9) and upper secondary (grades 10-12) students' motivation in music and mathematics. It explores in detail the students' interest in…

Do Grades in Higher Education Matter for Labour Market Rewards? A Multilevel Analysis of All Norwegian Graduates in the Period 1990-2006

ERIC Educational Resources Information Center

Kittelsen Røberg, Karl Ingar; Helland, Håvard

2017-01-01

This paper examines the effects of grades from higher education on labour market outcomes. Economic theory predicts that grades are rewarded in the labour market because employers regard them as an expression of valuable skills or a signal of other sought after attributes. Social closure, however, may give reason to expect no effects. Whether good…

Incorporating Ninth-Grade PSAT/NMSQT® Scores into AP Potential™ Predictions for AP® European History and AP World History. Statistical Report 2014-1

ERIC Educational Resources Information Center

Zhang, Xiuyuan; Patel, Priyank; Ewing, Maureen

2015-01-01

Historically, AP Potential™ correlations and expectancy tables have been based on 10th-and 11th-grade PSAT/NMSQT® examinees and 11th-and 12th-grade AP® examinees for all subjects (Zhang, Patel, & Ewing,2014; Ewing, Camara, & Millsap, 2006; Camara & Millsap, 1998). However, a large number of students take AP European History and AP…

Occupational therapists' experiences of career progression following promotion.

PubMed

Nelson, Helen; Giles, Susan; McInnes, Heather; Hitch, Danielle

2015-12-01

The recruitment and retention of a skilled occupational therapy workforce is highlighted as a key issue for the profession, and yet there have been relatively few studies into the career progression of occupational therapists. A qualitative, naturalistic approach was adopted to answer the research question, using semi-structured interviews to gather data. Eleven purposefully selected participants at an Australian health service were interviewed as part of this study. Categories representing the most common themes and topics supplied by participants within their individual interviews were identified and consolidated by the research team. The trustworthiness of this study was supported by strategies to maximise its credibility, dependability and confirmability. Four main themes were elicited from the data - (i) Readiness for progression, (ii) Tools and processes, (iii) Expectations and (iv) What I wish I had known first. Within these themes, related findings were also identified by both Grade 2 and Grade 3 staff. This study indicates that the readiness of occupational therapists to climb the career ladder is influenced by the tools and processes they can utilise, and the expectations they have around the realities of their new position. With hindsight, participants highlighted some things they wish they had known at the time of transition, which appeared to have been implicit. This study is the first to address the common issues for occupational therapy staff around progression between grade levels. It therefore provides a basis for further research in other practice settings and for the development of supports for therapists climbing the career ladder. © 2015 Occupational Therapy Australia.

Secondary school pupils' perceptions of physics

NASA Astrophysics Data System (ADS)

Barmby, Patrick; Defty, Neil

2006-11-01

This paper describes the analysis of data collected by Durham University’s YELLIS project, over the period of 1999 to 2004. Included in this data was the degree to which pupils in England at the end of their secondary education ‘liked’ or ‘disliked’ different subjects, and their expected examination grades in these subjects. The authors’ study focused on the perceptions of pupils in the science subjects of biology, chemistry and physics. Using the available data, they were able to analyse the perceptions of a large number of pupils (e.g. 9827 pupils in 2004) who took examinations in the separate sciences. The study found that physics was perceived as the least popular science, particularly by female pupils. We also found that the expected grade in a particular science subject correlated quite strongly (Spearman’s rho of around 0.5) with the liking of that subject. These expected grades were found to be the lowest in physics, again particularly for female pupils. The authors therefore concluded that in order to redress the gender imbalance in physics, they need to tackle this problem that physics is perceived as difficult by female pupils.

Extracurricular participation and academic outcomes: testing the over-scheduling hypothesis.

PubMed

Fredricks, Jennifer A

2012-03-01

There is a growing concern that some youth are overscheduled in extracurricular activities, and that this increasing involvement has negative consequences for youth functioning. This article used data from the Educational Longitudinal Study (ELS: 2002), a nationally representative and ethnically diverse longitudinal sample of American high school students, to evaluate this hypothesis (N = 13,130; 50.4% female). On average, 10th graders participated in between 2 and 3 extracurricular activities, for an average of 5 h per week. Only a small percentage of 10th graders reported participating in extracurricular activities at high levels. Moreover, a large percentage of the sample reported no involvement in school-based extracurricular contexts in the after-school hours. Controlling for some demographic factors, prior achievement, and school size, the breadth (i.e., number of extracurricular activities) and the intensity (i.e., time in extracurricular activities) of participation at 10th grade were positively associated with math achievement test scores, grades, and educational expectations at 12th grade. Breadth and intensity of participation at 10th grade also predicted educational status at 2 years post high school. In addition, the non-linear function was significant. At higher breadth and intensity, the academic adjustment of youth declined. Implications of the findings for the over-scheduling hypothesis are discussed.

Mathematics. Suggested Learner Outcomes: Grades 9-12.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Education, Oklahoma City.

This publication provides suggested learner outcomes for guiding instruction and evaluation of students in grades 9-12 in Oklahoma. The goals are intended to provide teachers, administrators, school boards, parents, and other concerned citizens with a clear understanding of expected minimum learner outcomes for each mathematics course. Teachers…

Forest Experiences of Fifth-Grade Chicago Public School Students.

ERIC Educational Resources Information Center

Metro, Laura J.; And Others

Through a Chicago Public School Program fifth-grade students from different cultures and backgrounds were brought together to experience and learn about a forest environment. These urban students (N=269) completed a brief questionnaire about their previous experiences, perceptions, and expectations regarding forest resources. Findings indicate…

Development of Probabilistic Understanding in Fourth Grade

ERIC Educational Resources Information Center

English, Lyn D.; Watson, Jane M.

2016-01-01

The authors analyzed the development of 4th-grade students' understanding of the transition from experimental relative frequencies of outcomes to theoretical probabilities with a focus on the foundational statistical concepts of variation and expectation. After observing the decreasing variation from the theoretical probability as the sample size…

Teacher Expectations of Students' Classroom Behavior: Do Expectations Vary as a Function of School Risk?

ERIC Educational Resources Information Center

Lane, Kathleen Lynne; Pierson, Melinda R.; Stang, Kristin K.; Carter, Erik W.

2010-01-01

Understanding the social behaviors teachers believe is critical for school success and can contribute to the development of effective behavioral supports and assist teachers in better preparing students for successful school transitions across the K-12 grade span. We explored 1303 elementary, middle, and high school teachers' expectations of…

The Long-Term Effects of Early Parent Involvement and Parent Expectation in the USA

ERIC Educational Resources Information Center

Froiland, John Mark; Peterson, Aubrey; Davison, Mark L.

2013-01-01

Building on social-cognitive theory and the expectancy-value theory, this study indicated that early parent expectations for children’s post-secondary educational attainment have a stronger effect on 8th-grade achievement than home-based parental involvement. With a nationally representative sample of kindergarten students and their parents in the…

Postsecondary Education Expectations and Attainment of Rural and Nonrural Students. Stated Briefly. REL 2017-233

ERIC Educational Resources Information Center

Molefe, Ayrin; Proger, Amy; Burke, Matthew R.

2017-01-01

This study examined rural-nonrural differences in postsecondary educational expectations and the attainment of expectations for grade 10 students attending rural and nonrural high schools in the Regional Educational Laboratory (REL) Midwest region and how these differences compare with rural-nonrural differences in the rest of the nation. For…

Relationships Between Smelter Grade Alumina Characteristics and Strength Determined by Nanoindentation and Ultrasound-Mediated Particle Breakage

NASA Astrophysics Data System (ADS)

Wijayaratne, Hasini; McIntosh, Grant; Hyland, Margaret; Perander, Linus; Metson, James

2017-06-01

The mechanical strength of smelter grade alumina (SGA) is of considerable practical significance for the aluminum reduction process. Attrition of alumina during transportation and handling generates an increased level of fines. This results in generation of dust, poor flow properties, and silo segregation that interfere with alumina feeding systems. These lead to process instabilities which in turn result in current efficiency losses that are costly. Here we are concerned with developing a fundamental understanding of SGA strength in terms of its microstructure. Nanoindentation and ultrasound-mediated particle breakage tests have been conducted to study the strength. Strength of SGA samples both industry calcined and laboratory prepared, decrease with increasing α-alumina (corundum) content contrary to expectation. The reducing strength of alumina with increasing degree of calcination is attributed to the development of a macroporous and abrasion-prone microstructure resulting from the `pseudomorphic' transformation of precursor gibbsite during the calcination process.

Developmental Trajectories of Boys’ Driven Exercise and Fasting During the Middle School Years

PubMed Central

Davis, Heather A.; Guller, Leila; Smith, Gregory T.

2016-01-01

Boys appear to engage in eating disorder behavior, particularly nonpurging compensatory behaviors such as driven exercise and fasting, at higher rates than previously thought. Little is known about the development of these behaviors in adolescent boys. In a sample of 631 non-binge eating and non-purging boys studied once in 5th grade and 6 times over the 3 years of middle school (grades 6 through 8), we found that (a) for some youth, driven exercise and fasting were present from grade 6; (b) different boys progressed along different trajectories of engagement in driven exercise and fasting, with some boys engaging in no driven exercise or fasting (65.8% and 83.5%, respectively), some boys engaging in driven exercise and fasting throughout middle school (25.2% and 16.5%, respectively), and other boys discontinuing engagement in driven exercise (9%); (c) 5th grade depression, eating expectancies, and thinness expectancies predicted subsequent trajectory group membership; and (d) boys engaging in driven exercise and fasting in 8th grade remained distressed. Boys’ engagement in driven exercise and fasting behavior merits the attention of researchers and clinicians. PMID:26707543

Developmental Trajectories of Boys' Driven Exercise and Fasting During the Middle School Years.

PubMed

Davis, Heather A; Guller, Leila; Smith, Gregory T

2016-10-01

Boys appear to engage in eating disorder behavior, particularly nonpurging compensatory behaviors such as driven exercise and fasting, at higher rates than previously thought. Little is known about the development of these behaviors in adolescent boys. In a sample of 631 non-binge eating and non-purging boys studied once in 5th grade and 6 times over the 3 years of middle school (grades 6 through 8), we found that (a) for some youth, driven exercise and fasting were present from grade 6; (b) different boys progressed along different trajectories of engagement in driven exercise and fasting, with some boys engaging in no driven exercise or fasting (65.8 % and 83.5 %, respectively), some boys engaging in driven exercise and fasting throughout middle school (25.2 % and 16.5 %, respectively), and other boys discontinuing engagement in driven exercise (9 %); (c) 5th grade depression, eating expectancies, and thinness expectancies predicted subsequent trajectory group membership; and (d) boys engaging in driven exercise and fasting in 8th grade remained distressed. Boys' engagement in driven exercise and fasting behavior merits the attention of researchers and clinicians.

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

Carmack, Jon; Hayes, Steven; Walters, L. C.

This document explores startup fuel options for a proposed test/demonstration fast reactor. The fuel options considered are the metallic fuels U-Zr and U-Pu-Zr and the ceramic fuels UO 2 and UO 2-PuO 2 (MOX). Attributes of the candidate fuel choices considered were feedstock availability, fabrication feasibility, rough order of magnitude cost and schedule, and the existing irradiation performance database. The reactor-grade plutonium bearing fuels (U-Pu-Zr and MOX) were eliminated from consideration as the initial startup fuels because the availability and isotopics of domestic plutonium feedstock is uncertain. There are international sources of reactor grade plutonium feedstock but isotopics and availabilitymore » are also uncertain. Weapons grade plutonium is the only possible source of Pu feedstock in sufficient quantities needed to fuel a startup core. Currently, the available U.S. source of (excess) weapons-grade plutonium is designated for irradiation in commercial light water reactors (LWR) to a level that would preclude diversion. Weapons-grade plutonium also contains a significant concentration of gallium. Gallium presents a potential issue for both the fabrication of MOX fuel as well as possible performance issues for metallic fuel. Also, the construction of a fuel fabrication line for plutonium fuels, with or without a line to remove gallium, is expected to be considerably more expensive than for uranium fuels. In the case of U-Pu-Zr, a relatively small number of fuel pins have been irradiated to high burnup, and in no case has a full assembly been irradiated to high burnup without disassembly and re-constitution. For MOX fuel, the irradiation database from the Fast Flux Test Facility (FFTF) is extensive. If a significant source of either weapons-grade or reactor-grade Pu became available (i.e., from an international source), a startup core based on Pu could be reconsidered.« less

Do scheduled caste and scheduled tribe women legislators mean lower gender-caste gaps in primary schooling in India?

PubMed

Halim, Nafisa; Yount, Kathryn M; Cunningham, Solveig

2016-07-01

Despite India's substantial investments in primary schooling, gaps in schooling persist across gender and caste-with scheduled caste and scheduled tribe (SC/ST) girls being particularly disadvantaged. The representation of SC/ST women in state legislatures may help to mitigate this disadvantage. Specifically, because of her intersecting gender and caste/tribe identities, a SC/ST woman legislator might maintain a strong sense of solidarity especially with SC/ST girls and women, and support legislative policies benefitting SC/ST girls. Consequently, for this reason, we expect that living in a district where SC/ST women represent in state legislatures in a higher proportion may increase SC/ST girls' primary school completion, progression and performance. We tested this hypothesis using district-level data between 2000 and 2004 from the Indian Election Commission, the 2004/5 India Human Development Survey, and the Indian Census of 2001. As expected, the representation of SC/ST women in state legislatures was positively associated with SC/ST girls' grade completion and age-appropriate grade progression but was apparent not SC/ST girls' primary-school performance. SC/ST women's representation in state legislatures may reduce gender-caste gaps in primary-school attainment in India. Copyright © 2016. Published by Elsevier Inc.

EPRI-SCE testing and evaluation of electric vehicles: Lucas van and Jet 007, 750, and 1400. Annual report

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

Not Available

1981-02-01

This report describes the second phase of the EPRI-SCE Electric Vehicle Project, in which four additional electric vehicles (EVs) were tested and evaluated: the Jet Industries Model 007 passenger car, Model 750 pickup truck, and Model 1400 passenger van; and the Lucas-Bedford Model CFE cargo van. During the first phase of this project, four EVs were also tested: Jet 500, Volkswagen Type 2, DAUG Type GM2, and Battronic Minivan. The project emphasizes road-testing of vehicles to acquire data on their useful driving range, performance, reliability, and driver acceptance in utility-fleet use. Each vehicle was driven more than 100 miles alongmore » SCE-selected test routes to determine the effects of different terrains (level, slight grades, and steep grades), traffic conditions (one-, two-, three-, and four-stops/mile and freeway), and payload. The vehicle component failures that occurred during testing are itemized and described briefly, and assessments are made of expected field reliability. Other vehicle characteristics and measurements of interest are presented. The data base on these test vehicles is intended to provide the reader an overview of the real world performance that can be expected from present-day state-of-the-art EVs.« less

Do scheduled caste and scheduled tribe women legislators mean lower gender-caste gaps in primary schooling in India?

PubMed Central

Halim, Nafisa; Yount, Kathryn M.; Cunningham, Solveig

2017-01-01

Despite India’s substantial investments in primary schooling, gaps in schooling persist across gender and caste—with scheduled caste and scheduled tribe (SC/ST) girls being particularly disadvantaged. The representation of SC/ST women in state legislatures may help to mitigate this disadvantage. Specifically, because of her intersecting gender and caste/tribe identities, a SC/ST woman legislator might maintain a strong sense of solidarity especially with SC/ST girls and women, and support legislative policies benefitting SC/ST girls. Consequently, for this reason, we expect that living in a district where SC/ST women represent in state legislatures in a higher proportion may increase SC/ST girls’ primary school completion, progression and performance. We tested this hypothesis using district-level data between 2000 and 2004 from the Indian Election Commission, the 2004/5 India Human Development Survey, and the Indian Census of 2001. As expected, the representation of SC/ST women in state legislatures was positively associated with SC/ST girls’ grade completion and age-appropriate grade progression but was apparent not SC/ST girls’ primary-school performance. SC/ST women’s representation in state legislatures may reduce gender-caste gaps in primary-school attainment in India. PMID:27194655

Curriculum Handbook for Parents, 2003-2004: Grade 6.

ERIC Educational Resources Information Center

Alberta Learning, Edmonton.

Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 6 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Elementary Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to…

Curriculum Handbook for Parents, 2003-2004: Grade 1.

ERIC Educational Resources Information Center

Alberta Learning, Edmonton.

Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 1 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Elementary Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to…

Curriculum Handbook for Parents, 2002-2003: Grade 4.

ERIC Educational Resources Information Center

Alberta Learning, Edmonton.

Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 4 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Elementary Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to…

Curriculum Handbook for Parents, 2003-2004: Grade 3.

ERIC Educational Resources Information Center

Alberta Learning, Edmonton.

Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 3 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Elementary Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to…

Curriculum Handbook for Parents, 2003-2004: Grade 5.

ERIC Educational Resources Information Center

Alberta Learning, Edmonton.

Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 5 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Elementary Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to…

Curriculum Handbook for Parents, 2003-2004: Grade 2.

ERIC Educational Resources Information Center

Alberta Learning, Edmonton.

Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 2 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Elementary Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to…

Curriculum Handbook for Parents, 2002-2003: Grade 6.

ERIC Educational Resources Information Center

Alberta Learning, Edmonton.

Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 6 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Elementary Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to…

Curriculum Handbook for Parents, 2003-2004: Grade 4.

ERIC Educational Resources Information Center

Alberta Learning, Edmonton.

Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 4 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Elementary Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to…

Curriculum Handbook for Parents, 2002-2003: Grade 5.

ERIC Educational Resources Information Center

Alberta Learning, Edmonton.

Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 5 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Elementary Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to…

Curriculum Handbook for Parents, 2002-2003: Grade 1.

ERIC Educational Resources Information Center

Alberta Learning, Edmonton.

Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 1 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Elementary Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to…

Curriculum Handbook for Parents, 2002-2003: Grade 2.

ERIC Educational Resources Information Center

Alberta Learning, Edmonton.

Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 2 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Elementary Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to…

Curriculum Handbook for Parents, 2002-2003: Grade 3.

ERIC Educational Resources Information Center

Alberta Learning, Edmonton.

Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 3 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Elementary Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to…

Technical Advances and Fifth Grade Reading Comprehension: Do Students Benefit?

ERIC Educational Resources Information Center

Fountaine, Drew

This paper takes a look at some recent studies on utilization of technical tools, primarily personal computers and software, for improving fifth-grade students' reading comprehension. Specifically, the paper asks what benefits an educator can expect students to derive from closed-captioning and computer-assisted reading comprehension products. It…

Oral Language Expectations for African American Children in Grades 1 through 5

ERIC Educational Resources Information Center

Craig, Holly K.; Washington, Julie A.; Thompson, Connie A.

2005-01-01

Reference profiles for characterizing the language abilities of elementary-grade African American students are important for assessment and instructional planning. H. K. Craig and J. A. Washington (2002) reported performance for 100 typically developing preschoolers and kindergartners on 5 traditional language measures: mean length of…

How Parents Influence School Grades: Hints from a Sample of Adoptive and Biological Families

ERIC Educational Resources Information Center

Johnson, Wendy; McGue, Matt; Iacono, William G.

2007-01-01

Using the biological and adoptive families in the Minnesota-based Sibling Interaction and Behavior Study, we investigated the associations among genetic and environmental influences on IQ, parenting, parental expectations for offspring educational attainment, engagement in school, and school grades. All variables showed substantial genetic…

The Relationship between Delivery Models and the Grade-Level Reading Development of Sixth-Grade English Learners

ERIC Educational Resources Information Center

Arnold, Holly Weber

2013-01-01

This study examines the relationship between delivery models (the class size reduction model and the sheltered instruction model) and language development levels on the grade-level reading development of sixth-grade English learners (ELs) attending public middle schools in metro Atlanta, Georgia. The instrument used to measure grade-level mastery…

Shields-1, A SmallSat Radiation Shielding Technology Demonstration

NASA Technical Reports Server (NTRS)

Thomsen, D. Laurence, III; Kim, Wousik; Cutler, James W.

2015-01-01

The NASA Langley Research Center Shields CubeSat initiative is to develop a configurable platform that would allow lower cost access to Space for materials durability experiments, and to foster a pathway for both emerging and commercial-off-the-shelf (COTS) radiation shielding technologies to gain spaceflight heritage in a relevant environment. The Shields-1 will be Langleys' first CubeSat platform to carry out this mission. Radiation shielding tests on Shields-1 are planned for the expected severe radiation environment in a geotransfer orbit (GTO), where advertised commercial rideshare opportunities and CubeSat missions exist, such as Exploration Mission 1 (EM-1). To meet this objective, atomic number (Z) graded radiation shields (Zshields) have been developed. The Z-shield properties have been estimated, using the Space Environment Information System (SPENVIS) radiation shielding computational modeling, to have 30% increased shielding effectiveness of electrons, at half the thickness of a corresponding single layer of aluminum. The Shields-1 research payload will be made with the Z-graded radiation shields of varying thicknesses to create dose-depth curves to be compared with baseline materials. Additionally, Shields-1 demonstrates an engineered Z-grade radiation shielding vault protecting the systems' electronic boards. The radiation shielding materials' performances will be characterized using total ionizing dose sensors. Completion of these experiments is expected to raise the technology readiness levels (TRLs) of the tested atomic number (Z) graded materials. The most significant contribution of the Z-shields for the SmallSat community will be that it enables cost effective shielding for small satellite systems, with significant volume constraints, while increasing the operational lifetime of ionizing radiation sensitive components. These results are anticipated to increase the development of CubeSat hardware design for increased mission lifetimes, and enable out of low earth orbit (LEO) missions by using these tested material concepts as shielding for sensitive components and new spaceflight hardware

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

NASA Astrophysics Data System (ADS)

Bruner, Justin L.

Focusing on science from a cross-country perspective, this study explores the relationship between 8th grade science achievement and student, teacher, and school characteristics. More specifically, this study will pay special attention to low socio-economic status (SES) students and seek to understand why some disadvantaged students are able to have higher than expected achievement in science given their SES while other disadvantaged students are not able to achieve beyond what would be expected given their background. This study will explore the multi-level relationship between the characteristics of students, their teachers, their schools, and student achievement in science. While looking at students in classrooms and in schools, this work will create as precise as possible a measure of student SES by drawing on recommendations of an expert panel commissioned by the National Association of Educational Progress (NAEP) study. The study uses the most recent cycle (2011) of the Trends in International Math and Science Study (TIMSS), to strategically select a six-country sample from the 45 participating countries. This six-country sample was selected by using the country level achievement and the standard deviation of that achievement. This will create a sample that has a range of equality in achievement and strength in achievement. This allows for making comparisons both across and within countries to better understand variations in the factors of student performance, especially for disadvantaged students. This paper builds on the existing research around socio-economic status (SES) and achievement by exploring in more detail the conditions in schools and classrooms around the world that might magnify or reduce the effect of SES on student achievement. The analysis looks at these questions: "What conditions help low SES students achieve higher than what would be expected given their SES?" and "What conditions hinder low SES students to achieve at or below what would be expected given their SES?" Investigating these questions will help to understand, in a global context, where disadvantaged students are being successful in their science classes, under what conditions, and as a result help to inform educational policy. The results suggest that there are clearly inequities in achievement and that these inequities may be further increased by other factors. These factors are present at all levels of analysis: the student level, the teacher/classroom level, and the school level. There are also variables that consistently had no impact at all levels with respect to student science achievement and there are also variables that were impactful but only within specific countries. Overall, there are no silver bullets present in these data that can do much on their own to help low SES students overcome their predicted achievement disadvantage. However there does appear to be the potential for a combination of factors being able to do more.

Four Mediation Models of Teacher Expectancy Effects on Students' Outcomes in Mathematics and Literacy

ERIC Educational Resources Information Center

Trusz, Slawomir

2018-01-01

The study tested 4 direct and 28 indirect teacher expectancy effects on students' results in the mathematics and literacy sections of the matriculation test, and their final marks in the 12th-grade mathematics and literacy class. The following were considered as mediators: student self-esteem, their self-expectancy, and time spent learning…

Changes to the school food and physical activity environment after guideline implementation in British Columbia, Canada.

PubMed

Watts, Allison W; Mâsse, Louise C; Naylor, Patti-Jean

2014-04-14

High rates of childhood obesity have generated interest among policy makers to improve the school food environment and increase students' levels of physical activity. The purpose of this study was to examine school-level changes associated with implementation of the Food and Beverage Sales in Schools (FBSS) and Daily Physical Activity (DPA) guidelines in British Columbia, Canada. Elementary and middle/high school principals completed a survey on the school food and physical activity environment in 2007-08 (N=513) and 2011-12 (N=490). Hierarchical mixed effects regression was used to examine changes in: 1) availability of food and beverages; 2) minutes per day of Physical Education (PE); 3) delivery method of PE; and 4) school community support. Models controlled for school enrollment and community type, education and income. After policy implementation was expected, more elementary schools provided access to fruits and vegetables and less to 100% fruit juice. Fewer middle/high schools provided access to sugar-sweetened beverages, French fries, baked goods, salty snacks and chocolate/candy. Schools were more likely to meet 150 min/week of PE for grade 6 students, and offer more minutes of PE per week for grade 8 and 10 students including changes to PE delivery method. School community support for nutrition and physical activity policies increased over time. Positive changes to the school food environment occurred after schools were expected to implement the FBSS and DPA guidelines. Reported changes to the school environment are encouraging and provide support for guidelines and policies that focus on increasing healthy eating and physical activity in schools.

Mechanical Design Engineering Enabler Project wheel and wheel drives

NASA Technical Reports Server (NTRS)

Nutt, Richard E.; Couch, Britt K.; Holley, John L., Jr.; Garris, Eric S.; Staut, Paul V.

1992-01-01

Our group was assigned the responsibility of designing the wheel and wheel drive system for a proof-of-concept model of the lunar-based ENABLER. ENABLER is a multi-purpose, six wheeled vehicle designed to lift and transport heavy objects associated with the construction of a lunar base. The resulting design was based on the performance criteria of the ENABLER. The drive system was designed to enable the vehicle to achieve a speed of 7 mph on a level surface, climb a 30 percent grade, and surpass a one meter high object and one meter wide crevice. The wheel assemblies were designed to support the entire weight of the vehicle on two wheels. The wheels were designed to serve as the main component of the vehicle's suspension and will provide suitable traction for lunar-type surfaces. The expected performance of the drive system for the ENABLER was influenced by many mechanical factors. The expected top speed on a level sandy surface is 4 mph instead of the desired 7 mph. This is due to a lack of necessary power at the wheels. The lack of power resulted from dimension considerations that allowed only an eight horsepower engine and also from mechanical inefficiencies of the hydraulic system. However, the vehicle will be able to climb a 30 percent grade, surpass a one meter high object and one meter wide crevice. The wheel assemblies will be able to support the entire weight of the vehicle on two wheels. The wheels will also provide adequate suspension for the vehicle and sufficient traction for lunar-type surfaces.

High incidence of hypocalcemia and serum creatinine increase in patients with bone metastases treated with zoledronic acid.

PubMed

Zuradelli, Monica; Masci, Giovanna; Biancofiore, Giuseppe; Gullo, Giuseppe; Scorsetti, Marta; Navarria, Pierina; Tancioni, Flavio; Berlusconi, Marco; Giordano, Laura; Santoro, Armando

2009-05-01

Zoledronic acid belongs to the new generation of bisphosphonates with demonstrated clinical benefit for the treatment of bone metastases from different kinds of neoplasms. Hypocalcemia and serum creatinine elevation are expected adverse events during this therapy. The monitoring of serum calcium and creatinine is therefore recommended. The primary aim of this study was to establish the actual incidence of hypocalcemia and serum creatinine elevation during treatment with zoledronic acid. Skeletal-related events and side effects were also assessed. Serum creatinine and calcium levels were evaluated in 240 consecutive patients (83 males, 157 females; mean age, 62 years) with metastatic bone lesions from different solid tumors treated with zoledronic acid. Overall, 93 of 240 patients (38.8%) developed hypocalcemia, which was grade (G)1 in 45 patients (48.4%), G2 in 37 patients (39.8%), G3 in 10 patients (10.8%), and G4 in one patient (1.1%). The median time to occurrence of hypocalcemia (any grade) was 2.3 months after the beginning of the treatment (range, 0-34.9 months). Increased serum creatinine was observed in 33 of 240 patients (13.7%), of whom 19 had G1 (57.6%), 11 had G2 (33.3%), and three had G3 (9.1%). The median time to serum creatinine increase (for any grade) was 4.7 months (range, 0-29.2 months). Our analysis shows a high incidence of hypocalcemia and increased serum creatinine level during treatment with zoledronic acid. These results strongly support the need for accurate monitoring of plasma calcium and creatinine levels.

Interobserver reproducibility of The Paris System for Reporting Urinary Cytology.

PubMed

Long, Theresa; Layfield, Lester J; Esebua, Magda; Frazier, Shellaine R; Giorgadze, D Tamar; Schmidt, Robert L

2017-01-01

The Paris System for Reporting Urinary Cytology represents a significant improvement in classification of urinary specimens. The system acknowledges the difficulty in cytologically diagnosing low-grade urothelial carcinomas and has developed categories to deal with this issue. The system uses six categories: unsatisfactory, negative for high-grade urothelial carcinoma (NHGUC), atypical urothelial cells, suspicious for high-grade urothelial carcinoma, high-grade urothelial carcinoma, other malignancies and a seventh subcategory (low-grade urothelial neoplasm). Three hundred and fifty-seven urine specimens were independently reviewed by four cytopathologists unaware of the previous diagnoses. Each cytopathologist rendered a diagnosis according to the Paris System categories. Agreement was assessed using absolute agreement and weighted chance-corrected agreement (kappa). Disagreements were classified as low impact and high impact based on the potential impact of a misclassification on clinical management. The average absolute agreement was 65% with an average expected agreement of 44%. The average chance-corrected agreement (kappa) was 0.32. Nine hundred and ninety-nine of 1902 comparisons between rater pairs were in agreement, but 12% of comparisons differed by two or more categories for the category NHGUC. Approximately 15% of the disagreements were classified as high clinical impact. Our findings indicated that the scheme recommended by the Paris System shows adequate precision for the category NHGUC, but the other categories demonstrated unacceptable interobserver variability. This low level of diagnostic precision may negatively impact the applicability of the Paris System for widespread clinical application.

O-Level Grades and Teachers' Estimates as Predictors of the A-Level Results of UCCA Applicants.

ERIC Educational Resources Information Center

Murphy, R. J. L.

1981-01-01

This investigation studied the relationship between both GCE O-level examination grades and teachers' estimates of A-level examination grades, and actual A-level grades obtained by a sample of university applicants. Moderate levels of correlation were reported in both cases, although teachers' estimates appeared to be slightly better predictors.…

Mathematics Education in the Middle Grades: Teaching To Meet the Needs of Middle Grades Learners and To Maintain High Expectations. Proceedings of a National Convocation and Action Conferences (Washington, DC, September 25-27, 1998).

ERIC Educational Resources Information Center

National Academy of Sciences - National Research Council, Washington, DC. Center for Science, Mathematics, and Engineering Education.

In September 1998, the Math Science Education National Board held a convocation on middle grades mathematics that was co-sponsored by the National Council of Teachers of Mathematics (NCTM), the National Middle School Association (NMSA), and the American Educational Research Association (AERA). The convocation was structured to present the teaching…

Determinants of The Grade A Embryos in Infertile Women; Zero-Inflated Regression Model.

PubMed

Almasi-Hashiani, Amir; Ghaheri, Azadeh; Omani Samani, Reza

2017-10-01

In assisted reproductive technology, it is important to choose high quality embryos for embryo transfer. The aim of the present study was to determine the grade A embryo count and factors related to it in infertile women. This historical cohort study included 996 infertile women. The main outcome was the number of grade A embryos. Zero-Inflated Poisson (ZIP) regression and Zero-Inflated Negative Binomial (ZINB) regression were used to model the count data as it contained excessive zeros. Stata software, version 13 (Stata Corp, College Station, TX, USA) was used for all statistical analyses. After adjusting for potential confounders, results from the ZINB model show that for each unit increase in the number 2 pronuclear (2PN) zygotes, we get an increase of 1.45 times as incidence rate ratio (95% confidence interval (CI): 1.23-1.69, P=0.001) in the expected grade A embryo count number, and for each increase in the cleavage day we get a decrease 0.35 times (95% CI: 0.20-0.61, P=0.001) in expected grade A embryo count. There is a significant association between both the number of 2PN zygotes and cleavage day with the number of grade A embryos in both ZINB and ZIP regression models. The estimated coefficients are more plausible than values found in earlier studies using less relevant models. Copyright© by Royan Institute. All rights reserved.

5 CFR 842.206 - Involuntary retirement.

Code of Federal Regulations, 2010 CFR

2010-01-01

...; and (iv) Not lower than the equivalent of two grades or pay levels below the employee's current grade or pay level, without consideration of the employee's eligibility to retain his or her current grade... systems, the comparison rate of the grade or pay level that is two grades below that of the current...

Augmentation of partially regenerated nerves by end-to-side side-to-side grafting neurotization: experience based on eight late obstetric brachial plexus cases

PubMed Central

2006-01-01

Objective The effect of end-to-side neurotization of partially regenerated recipient nerves on improving motor power in late obstetric brachial plexus lesions, so-called nerve augmentation, was investigated. Methods Eight cases aged 3 – 7 years were operated upon and followed up for 4 years (C5,6 rupture C7,8T1 avulsion: 5; C5,6,7,8 rupture T1 avulsion:1; C5,6,8T1 rupture C7 avulsion:1; C5,6,7 ruptureC8 T1 compression: one 3 year presentation after former neurotization at 3 months). Grade 1–3 muscles were neurotized. Grade0 muscles were neurotized, if the electromyogram showed scattered motor unit action potentials on voluntary contraction without interference pattern. Donor nerves included: the phrenic, accessory, descending and ascending loops of the ansa cervicalis, 3rd and 4th intercostals and contralateral C7. Results Superior proximal to distal regeneration was observed firstly. Differential regeneration of muscles supplied by the same nerve was observed secondly (superior supraspinatus to infraspinatus regeneration). Differential regeneration of antagonistic muscles was observed thirdly (superior biceps to triceps and pronator teres to supinator recovery). Differential regeneration of fibres within the same muscle was observed fourthly (superior anterior and middle to posterior deltoid regeneration). Differential regeneration of muscles having different preoperative motor powers was noted fifthly; improvement to Grade 3 or more occurred more in Grade2 than in Grade0 or Grade1 muscles. Improvements of cocontractions and of shoulder, forearm and wrist deformities were noted sixthly. The shoulder, elbow and hand scores improved in 4 cases. Limitations The sample size is small. Controls are necessary to rule out any natural improvement of the lesion. There is intra- and interobserver variability in testing muscle power and cocontractions. Conclusion Nerve augmentation improves cocontractions and muscle power in the biceps, pectoral muscles, supraspinatus, anterior and lateral deltoids, triceps and in Grade2 or more forearm muscles. As it is less expected to improve infraspinatus power, it should be associated with a humeral derotation osteotomy and tendon transfer. Function to non improving Grade 0 or 1 forearm muscles should be restored by muscle transplantation. Level of evidence Level IV, prospective case series. PMID:17147803

The acquired preparedness risk model applied to smoking in 5th grade children.

PubMed

Combs, Jessica L; Spillane, Nichea S; Caudill, Leann; Stark, Brittany; Smith, Gregory T

2012-03-01

The very early onset of smoking predicts numerous health problems. The authors conducted the first test of one risk model for elementary school age smoking, known as the acquired preparedness (AP) model of risk, in a cross-sectional sample of 309 5th grade children. The model posits that (a) impulsivity-related personality traits contribute to risk for a variety of risky, maladaptive behaviors; (b) smoking expectancies confer risk only for smoking; and (c) the personality traits contribute to the formation of high risk expectancies for reinforcement from smoking, which in turn increases the likelihood of early onset smoking. The model was supported: the high-risk personality traits distinguished children engaging in any risky, maladaptive behavior from other children, and the smoking expectancies differentiated smokers from all other children. The relationship between personality tendencies to act rashly when experiencing intense positive or negative emotions and smoker status was partially mediated by expectancies for reinforcement from smoking. This model should be investigated longitudinally. Copyright © 2011. Published by Elsevier Ltd.

Linguistic Analysis Worksheet.

ERIC Educational Resources Information Center

Peltz, Fillmore K.

Designed to test the effect upon comprehension of repatterning passages from a tenth grade social studies text by approximating the syntactic patterns found in a transformational analysis of the writing of the tenth grade subjects expected to read the text, this instrument was applied to 34 subjects who were asked to write 1,000 words of prose…

No Child Left Behind? Sociology Ignored!

ERIC Educational Resources Information Center

Karen, David

2005-01-01

Too many American children are segregated into schools without standards, shuffled from grade-to-grade because of their age, regard less of their knowledge. This is discrimination, pure and simple--the soft bigotry of low expectations. And our nation should treat it like other forms of discrimination. We should end it. One size does not fit all…

Imprinted Clay Coil Vessels

ERIC Educational Resources Information Center

Lohr, Tresa Rae

2006-01-01

The author teaches clay vessel construction in the fifth grade, and it is amazing what can be accomplished in one forty-five minute period when the expectations are clarified in the initial lesson. The author introduces clay coil vessels with a discussion of the sources of clay and how clay relates to fifth-grade science curriculum concepts such…

Assessing Logo Programming among Jordanian Seventh Grade Students through Turtle Geometry

ERIC Educational Resources Information Center

Khasawneh, Amal A.

2009-01-01

The present study is concerned with assessing Logo programming experiences among seventh grade students. A formal multiple-choice test and five performance tasks were used to collect data. The results provided that students' performance was better than the expected score by the probabilistic laws, and a very low correlation between their Logo…

Understanding Credit Risk: A Classroom Experiment

ERIC Educational Resources Information Center

Servatka, Maros; Theocharides, George

2011-01-01

This classroom experiment introduces students to the notion of credit risk and expected return, by allowing them to trade on comparable corporate bond issues from two types of markets: investment-grade and high-yield markets. Investment-grade issues have a lower probability of default than high-yield issues and thus provide a lower yield.…

Validation of Scores from a New Measure of Preservice Teachers' Self-Efficacy to Teach Statistics in the Middle Grades

ERIC Educational Resources Information Center

Harrell-Williams, Leigh M.; Sorto, M. Alejandra; Pierce, Rebecca L.; Lesser, Lawrence M.; Murphy, Teri J.

2014-01-01

The influential "Common Core State Standards for Mathematics" (CCSSM) expect students to start statistics learning during middle grades. Thus teacher education and professional development programs are advised to help preservice and in-service teachers increase their knowledge and confidence to teach statistics. Although existing…

Green Lumber Grade Yields for Subfactory Class Hardwood Logs

Treesearch

Leland F. Hanks; Leland F. Hanks

1973-01-01

Data on lumber grade yields for subfactory class logs are presented for ten species of hardwoods. Eogs of this type are expected to assume greater importance in the market. The yields, when coupled with lumber prices, will be useful to sawmill operators for developing log prices in terms of standard factory lumber.

A Comparison of Geometry Problems in Middle-Grade Mathematics Textbooks from Taiwan, Singapore, Finland, and the United States

ERIC Educational Resources Information Center

Yang, Der-Ching; Tseng, Yi-Kuan; Wang, Tzu-Ling

2017-01-01

This study analyzed geometry problems in four middle-grade mathematics textbook series from Taiwan, Singapore, Finland, and the United States, while exploring the expectations for students' learning experiences with these problems. An analytical framework developed for mathematics textbook problem analysis had three dimensions: representation…

Contract Teaching -- One Step Toward Humanizing Education.

ERIC Educational Resources Information Center

Aierstock, Barbara A.

This paper examines the subject of "contract teaching", particularly as it relates to the field of instruction for physical education majors. Essentially, contracting for grades includes, "...an agreement between a teacher and a student at the beginning of a course as to the grade the student expects to receive and the amount and quality of work…

Faculty Grading of Quantitative Problems: A Mismatch between Values and Practice

ERIC Educational Resources Information Center

Petcovic, Heather L.; Fynewever, Herb; Henderson, Charles; Mutambuki, Jacinta M.; Barney, Jeffrey A.

2013-01-01

Grading practices can send a powerful message to students about course expectations. A study by Henderson et al. ("American Journal of Physics" 72:164-169, 2004) in physics education has identified a misalignment between what college instructors say they value and their actual scoring of quantitative student solutions. This work identified three…

Adolescent Prosocial Behavior: The Role of Self-Processes and Contextual Cues

ERIC Educational Resources Information Center

Wentzel, Kathryn R.; Filisetti, Laurence; Looney, Lisa

2007-01-01

Peer- and teacher-reported prosocial behavior of 339 6th-grade (11-12 years) and 8th-grade (13-14 years) students was examined in relation to prosocial goals, self-processes (reasons for behavior, empathy, perspective taking, depressive affect, perceived competence), and contextual cues (expectations of peers and teachers). Goal pursuit…

Perception of Self-Efficacy, Academic Delay of Gratification, and Use of Learning Strategies among Korean College Students

ERIC Educational Resources Information Center

Bembenutty, Hefer

2004-01-01

The purpose of the present study was to examine the association between students' self-efficacy beliefs, satisfaction with their academic performance, expected grade, willingness to delay gratification, use of volitional strategies, and final course grade among Korean college students. The results support the hypothesized relationship between…

Identifying gaps between current and expected ICT competencies of nurses in Serbia.

PubMed

Paunic, Sanja; Stojkovic, Ivana

2014-01-01

Introducing of ICT in the health care system in Serbia started 19 years ago and systematic training of nurses and technicians has not been realized yet. The primary objective of this paper is to determine the gap between the sets of ICT competencies of nurses and technicians acquiring education and experience and the necessary skill set required for their daily work. The qualitative research included questioning of the focus group of experts and 400 nurses and technicians employed in secondary and tertiary health institutions in Serbia. Based on the analysis of existing literature we choose the Informatics competencies for nurses at four levels of practice (Staggers, Gassert, Curran, 2001), and for the purposes of this study, we used a list of competencies of the first, and partially of the second and third level. At the start, the group of 12 experts had the task to eliminate some of listed competencies to express the subjective expectations of the ICT competencies of nurses. After that nurses and medical technicians were expected to grade, by Likert scale, their level of knowledge and skills for each of the 39 competencies, respectively. The answers were analyzed using measure of central tendency and distribution of results was done by median. Comparison of perceived competence of the nurses and the desired/expected level by managers shows that there is difference in 25 of the 39 offered statements. Managers expect that nurses are great users of administrative applications for staff scheduling and for maintaining employee records, while nurses declared that these programs they use relatively poorly or not at all. The larger gap is also observed when it comes to computer skill for documenting patient care--experts expect that nurses do it well, and nurses, again, estimate that their documentation skills are relatively poor. The same situation is with use of ICT for patient education. It can be concluded that further training is required in the field of ICT, either through additional training in the workplace, either through formal education. Due to the fact that ICT competencies are becoming part of the basic, functional sets, it should be considered the correction of curricula of secondary schools for nurses.

Linguistic diversity as sociodemographic predictor of nursing program progression and completion.

PubMed

Salamonson, Yenna; Andrew, Sharon; Clauson, Jennifer; Cleary, Michelle; Jackson, Debra; Jacobs, Sharon

2011-01-01

Attrition from undergraduate nursing programs continues to warrant investigation particularly in the climate of nursing shortages and fiscal reflection on academic institutional programs. This three-year study used a prospective longitudinal survey design to determine entry characteristics of students, attrition, progression and completion in an undergraduate program. Students were surveyed in the first three weeks of commencing their program and gave permission for academic grades to be collected during their six session, three year Bachelor of Nursing program. Of the 740 students enrolled 48% (357 students) were surveyed and 352 students (99%) gave consent for their grades to be collected. One-third of the student cohort graduated in the expected three-year timeframe, one-third had dropped out and one-third was still completing their studies. A higher Grade Point Average and being a native English speaker were most predictive of students completing their course in the minimum expected timeframe.

Resolving Conflicts. Lawyers Helping Young People Become Good Citizens.

ERIC Educational Resources Information Center

American Bar Association, Chicago, IL. Special Committee on Youth Education for Citizenship.

Organized around the theme of conflict resolution, this booklet provides teachers and lawyers with classroom materials for elementary grades K-3 (Level A), intermediate grades 4-6 (Level B), middle school grades 6-8 (Level C), and high school grades 9-12 (Level D). In addition, each level contains pages for the lawyer (marked by the scales of…

Children's utilization of emotion expectancies in moral decision-making.

PubMed

Hertz, Steven G; Krettenauer, Tobias

2014-09-01

This study investigated the relevance of emotion expectancies for children's moral decision-making. The sample included 131 participants from three different grade levels (M = 8.39 years, SD = 2.45, range 4.58-12.42). Participants were presented a set of scenarios that described various emotional outcomes of (im)moral actions and asked to decide what they would do if they were in the protagonists' shoes. Overall, it was found that the anticipation of moral emotions predicted an increased likelihood of moral choices in antisocial and prosocial contexts. In younger children, anticipated moral emotions predicted moral choice for prosocial actions, but not for antisocial actions. Older children showed evidence for the utilization of anticipated emotions in both prosocial and antisocial behaviours. Moreover, for older children, the decision to act prosocially was less likely in the presence of non-moral emotions. Findings suggest that the impact of emotion expectancies on children's moral decision-making increases with age. Contrary to happy victimizer research, the study does not support the notion that young children use moral emotion expectancies for moral decision-making in the context of antisocial actions. © 2014 The British Psychological Society.

ENabling Reduction of Low-grade Inflammation in SEniors Pilot Study: Concept, Rationale, and Design.

PubMed

Manini, Todd M; Anton, Stephen D; Beavers, Daniel P; Cauley, Jane A; Espeland, Mark A; Fielding, Roger A; Kritchevsky, Stephen B; Leeuwenburgh, Christiaan; Lewis, Kristina H; Liu, Christine; McDermott, Mary M; Miller, Michael E; Tracy, Russell P; Walston, Jeremy D; Radziszewska, Barbara; Lu, Jane; Stowe, Cindy; Wu, Samuel; Newman, Anne B; Ambrosius, Walter T; Pahor, Marco

2017-09-01

To test two interventions to reduce interleukin (IL)-6 levels, an indicator of low-grade chronic inflammation and an independent risk factor for impaired mobility and slow walking speed in older adults. The ENabling Reduction of low-Grade Inflammation in SEniors (ENRGISE) Pilot Study was a multicenter, double-blind, placebo-controlled randomized pilot trial of two interventions to reduce IL-6 levels. Five university-based research centers. Target enrollment was 300 men and women aged 70 and older with an average plasma IL-6 level between 2.5 and 30 pg/mL measured twice at least 1 week apart. Participants had low to moderate physical function, defined as self-reported difficulty walking one-quarter of a mile or climbing a flight of stairs and usual walk speed of less than 1 m/s on a 4-m usual-pace walk. Participants were randomized to losartan, omega-3 fish oil (ω-3), combined losartan and ω-3, or placebo. Randomization was stratified depending on eligibility for each group. A titration schedule was implemented to reach a dose that was safe and effective for IL-6 reduction. Maximal doses were 100 mg/d for losartan and 2.8 g/d for ω-3. IL-6, walking speed over 400 m, physical function (Short Physical Performance Battery), other inflammatory markers, safety, tolerability, frailty domains, and maximal leg strength were measured. Results from the ENRGISE Pilot Study will provide recruitment yields, feasibility, medication tolerance and adherence, and preliminary data to help justify a sample size for a more definitive randomized trial. The ENRGISE Pilot Study will inform a larger subsequent trial that is expected to have important clinical and public health implications for the growing population of older adults with low-grade chronic inflammation and mobility limitations. © 2017, Copyright the Authors Journal compilation © 2017, The American Geriatrics Society.

Modeling the Test-Taking Motivation Construct through Investigation of Psychometric Properties of an Expectancy-Value-Based Questionnaire

ERIC Educational Resources Information Center

Knekta, Eva; Eklöf, Hanna

2015-01-01

The aim of this study was to evaluate the psychometric properties of an expectancy-value-based questionnaire measuring five aspects of test-taking motivation (effort, expectancies, importance, interest, and test anxiety). The questionnaire was distributed to a sample of Swedish Grade 9 students taking a low-stakes (n = 1,047) or a high-stakes (n =…

Online Tonsillectomy Resources: Are Parents Getting Consistent and Readable Recommendations?

PubMed

Wozney, Lori; Chorney, Jill; Huguet, Anna; Song, Jin Soo; Boss, Emily F; Hong, Paul

2017-05-01

Objective Parents frequently refer to information on the Internet to confirm or broaden their understanding of surgical procedures and to research postoperative care practices. Our study evaluated the readability, comprehensiveness, and consistency around online recommendations directed at parents of children undergoing tonsillectomy. Study Design A cross-sectional study design was employed. Setting Thirty English-language Internet websites. Subjects and Methods Three validated measures of readability were applied and content analysis was employed to evaluate the comprehensiveness of information in domains of perioperative education. Frequency effect sizes and percentile ranks were calculated to measure dispersion of recommendations across sites. Results The mean readability level of all sites was above a grade 10 level with fewer than half of the sites (n = 14, 47%) scoring at or below the eight-grade level. Provided information was often incomplete with a noted lack of psychosocial support and skills-training recommendations. Content analysis showed 67 unique recommendations spanning the full perioperative period. Most recommendations had low consensus, being reported in 5 or fewer sites (frequency effect size <16%). Conclusion Many online parent-focused resources do not meet readability recommendations, portray incomplete education about perioperative care and expectations, and provide recommendations with low levels of consensus. Up-to-date mapping of the research evidence around recommendations is needed as well as improved efforts to make online information easier to read.

Buddhism and adolescent alcohol use in Thailand.

PubMed

Newman, Ian M; Shell, Duane F; Li, Tiandong; Innadda, Saranya

2006-01-01

A sample of 2019 Thai secondary school students in grades equivalent to U.S. 10 through 12 completed a 43-item alcohol expectancy questionnaire in June 2000. Factor analysis revealed four factors: (a) positive expectancies, (b) negative expectancies, (c) sex and power expectancies, and (d) religious expectancies. Practicing Buddhists were less likely to drink than nonpracticing Buddhists and had fewer positive and more negative expectancies about alcohol. Among students who did drink, Buddhist beliefs did not appear to influence whether or not they were binge drinkers. Buddhist beliefs may influence decisions to drink but not decisions related to drinking patterns.

Association of Employee Attributes and Exceptional Performance Rating at a National Center of the US Centers for Disease Control and Prevention, 2011.

PubMed

Roberts, Henry; Myles, Ranell L; Truman, Benedict I; Dean, Hazel D

2015-01-01

Employee performance evaluation motivates and rewards exceptional individual performance that advances the achievement of organizational goals. The Centers for Disease Control and Prevention (CDC) and its operating units evaluate employee performance annually and reward exceptional performance with a cash award or quality step increase in pay. A summary performance rating (SPR) of "exceptional" indicated personal achievements in 2011 that were beyond expectations described in the employee's performance plan. To determine whether personal attributes and job setting of civil service employees were associated with an exceptional SPR in National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention (NCHHSTP) in 2011. Data from the CDC 2011 performance management database collected in 2012 were analyzed in 2013 to identify SPR, personal attributes, and job settings of full-time civil service employees. Multivariate logistic regression controlled for confounding and stratified analysis detected effect modifiers of the association between receiving an exceptional SPR in 2011 and gender, race/ethnicity, education, job location, job series, grade level, years in grade, years of federal service, supervisory role, and NCHHSTP division. Among the 1037 employees, exceptional SPR was independently associated with: female gender (adjusted odds ratio: 1.7 [1.3, 2.3]), advanced degrees (doctorate: 1.7 [1.1, 2.5] master's: [1.1, 2.0]), headquarters location (2.8 [1.9, 4.1]), higher pay grade (3.3 [2.4, 4.5]) and years in grade (0-1 years: 1.7 [1.3, 2.4]; 2-4 years: 1.5 [1.1, 2.0]), division level (Division A: 5.0 [2.5, 9.9]; Division B: 5.5 [3.5, 8.8]), and supervisory status (at a lower-pay grade) (odds ratio: 3.7 [1.1, 11.3]). Exceptional SPR is independently associated with personal employee attributes and job settings that are not modifiable by interventions designed to improve employee performance based on accomplishments.

Association of Employee Attributes and Exceptional Performance Rating at a National Center of the U.S. Centers for Disease Control and Prevention, 2011

PubMed Central

Roberts, Henry; Myles, Ranell L.; Truman, Benedict I.; Dean, Hazel D.

2015-01-01

Context Employee performance evaluation motivates and rewards exceptional individual performance that advances the achievement of organizational goals. CDC and its operating units evaluate employee performance annually and reward exceptional performance with a cash award or quality step increase in pay. A summary performance rating (SPR) of “exceptional” indicated personal achievements in 2011 that were beyond expectations described in the employee's performance plan. Objective To determine if personal attributes and job setting of civil service employees were associated with an exceptional SPR in NCHHSTP in 2011. Design Data from the CDC 2011 performance management database collected in 2012 were analyzed in 2013 to identify SPR, personal attributes, job-settings of full-time civil service employees. Multivariate logistic regression controlled for confounding and stratified analysis detected effect modifiers of the association between receiving an exceptional SPR in 2011 and gender, race/ethnicity, education, job location, job series, grade level, years in grade, years of federal service, supervisory role, and NCHHSTP division. Results Among the 1,037 employees, exceptional SPR was independently associated with: female gender (aOR: 1.7 [1.3,2.3]), advanced degrees (Doctorate: 1.7 [1.1,2.5]) Master's: 1.1, 2.0]), headquarters location (2.8 [1.9, 4.1]), higher pay grade (3.3 [2.4,4.5]) and years in grade (0-1yrs: 1.7 [1.3,2.4]; 2-4yrs: 1.5 [1.1,2.0]), division level (Division A: 5.0 [2.5,9.9]; Division B: 5.5 [3.5, 8.8]), and supervisory status (at a lower pay grade) (OR: 3.7 [1.1, 11.3]). Conclusions Exceptional SPR is independently associated with personal employee attributes and job-settings that are not modifiable by interventions designed to improve employee performance based on accomplishments. PMID:25271386

Turf Toe

PubMed Central

McCormick, Jeremy J.; Anderson, Robert B.

2010-01-01

Context: Despite an increasing awareness of turf toe injury, confusion still exists regarding the anatomy, mechanism, diagnosis, and treatment of this hyperextension injury to the hallux metatarsophalangeal (MTP) joint. Evidence Acquisition: This article reviews the anatomy, diagnosis, and treatment algorithm for turf toe injury by reviewing relevant studies and presenting information useful to clinicians, therapists, and athletic trainers. A literature search was performed by a review of PubMed and OVID articles published from 1976 to July 2010. Results: Grade I injury is a sprain or attenuation of the plantar capsular ligamentous complex of the hallux MTP joint; athletes are typically able to return to play as tolerated. Grade II injury is a partial rupture of the plantar soft tissue structures of the hallux MTP joint, typically requiring about 2 weeks to recover. Grade III injury is a complete rupture of the plantar structures of the hallux MTP joint, requiring at least 10 to 16 weeks to recover. Some complete ruptures require surgical repair. Conclusion: With accurate diagnosis, athletes can have an appropriate treatment plan, and their expectations can be tempered to the degree of injury. Careful management may allow successful return to play at a preinjury level of participation. PMID:23015979

5 CFR 831.503 - Retirement based on involuntary separation.

Code of Federal Regulations, 2010 CFR

2010-01-01

... lower than the equivalent of two grades or pay levels below the employee's current grade or pay level, without consideration of the employee's eligibility to retain his or her current grade or pay under part... comparison rate of the grade or pay level that is two grades below that of the current position will be...

Social Goals and Grade as Moderators of Social Normative Influences on Adolescent Alcohol Use

PubMed Central

Meisel, Samuel N.; Colder, Craig R.

2016-01-01

Background The literature distinguishes two types of social normative influences on adolescent alcohol use, descriptive norms (perceived peer alcohol use) and injunctive norms (perceived approval of drinking). Although theoretical formulations suggest variability in the salience and influence of descriptive and injunctive norms, little is understood regarding for whom and when social norms influence adolescent drinking. Strong agentic and communal social goals were hypothesized to moderate the influence of descriptive and injunctive norms on early adolescent alcohol use, respectively. Developmental changes were also expected, such that these moderating effects were expected to get stronger at later grades. Methods This longitudinal study included 387 adolescents and 4 annual assessments (spanning 6th to 10th grade). Participants completed questionnaire measures of social goals, social norms, and alcohol use at each wave. Results Multilevel logistic regressions were used to test prospective associations. As hypothesized, descriptive norms predicted increases in the probability of alcohol use for adolescents with strong agentic goals, but only in later grades. Injunctive norms were associated with increases in the probability of drinking for adolescents with low communal goals at earlier grades, whereas injunctive norms were associated with an increased probability of drinking for adolescents with either low or high communal goals at later grades. Although not hypothesized, descriptive norms predicted increases in the probability of drinking for adolescents high in communal goals in earlier grades whereas descriptive norms predicted drinking for adolescents characterized by low communal goals in later grades. Conclusions The current study highlights the importance of social goals when considering social normative influences on alcohol use in early and middle adolescence. These findings have implications for whom and when normative feedback interventions might be most effective during this developmental period. PMID:26554341

Characteristics of 'tween' participants and non-participants in the VERB™ summer scorecard physical activity promotion program.

PubMed

Nickelson, Jen; Alfonso, Moya L; McDermott, Robert J; Bumpus, Elizabeth C; Bryant, Carol A; Baldwin, Julie A

2011-04-01

Creating community-based opportunities for youth to be physically active is challenging for many municipalities. A Lexington, Kentucky community coalition designed and piloted a physical activity program, 'VERB™ summer scorecard (VSS)', leveraging the brand equity of the national VERB™--It's What You Do! campaign. Key elements of VSS subsequently were adopted in Sarasota County, FL. This study identified characteristics of Sarasota's VSS participants and non-participants. Students in Grades 5-8 from six randomly selected public schools completed a survey assessing VSS participation, physical activity level, psychosocial variables, parental support for physical activity and demographics. Logistic regression showed that VSS participants were more likely to be from Grades 5 to 6 versus Grades 7 and 8 [odds ratio (OR) = 6.055] and perceive high versus low parental support for physical activity (OR = 4.627). Moreover, for each unit rise in self-efficacy, the odds of VSS participation rose by 1.839. Chi-squared automatic interaction detector (CHAID) analysis suggested an interaction effect between grade and school socioeconomic status (SES), with a large proportion of seventh and eighth graders from high SES schools being non-participants (76.6%). A VSS-style program can be expected to be more effective with tweens who are younger, in a middle SES school, having high self-efficacy and high parental support for physical activity.

Cytotoxicity of Protein-Carbon Nanotubes on J774 Macrophages Is a Functionalization Grade-Dependent Effect

PubMed Central

Montes-Fonseca, Silvia Lorena; Sánchez-Ramírez, Blanca; Luna-Velasco, Antonia; Arzate-Quintana, Carlos; Silva-Cazares, Macrina Beatriz; González Horta, Carmen

2015-01-01

Carbon nanotubes (CNTs) are used as carriers in medicine due to their ability to be functionalized with chemical substances. However, cytotoxicity analysis is required prior to use for in vivo models. The aim of this study was to evaluate the cytotoxic effect of CNTs functionalized with a 46 kDa surface protein from Entamoeba histolytica (P46-CNTs) on J774A macrophages. With this purpose, CNTs were synthesized by spray pyrolysis and purified (P-CNTs) using sonication for 48 h. A 46 kDa protein, with a 4.6–5.4 pI range, was isolated from E. histolytica HM1:IMSS strain trophozoites using an OFFGEL system. The P-CNTs were functionalized with the purified 46 kDa protein, classified according to their degree of functionalization, and characterized by Raman and Infrared spectroscopy. In vitro cytotoxicity was evaluated by MTT, apoptosis, and morphological assays. The results demonstrated that P46-CNTs exhibited cytotoxicity dependent upon the functionalized grade. Contrary to what was expected, P46-CNTs with a high grade of functionalization were more toxic to J774 macrophages than P46-CNTs with a low grade of functionalization, than P-CNTs, and had a similar level of toxicity as UP-CNT. This suggests that the nature of the functionalized protein plays a key role in the cytotoxicity of these nanoparticles. PMID:26075262

Environmental influence of problematic social relationships on adolescents' daily cortisol secretion: a monozygotic twin-difference study.

PubMed

Brendgen, M; Ouellet-Morin, I; Lupien, S J; Vitaro, F; Dionne, G; Boivin, M

2017-02-01

This study investigated the potential environmental effects of peer victimization and the quality of relationships with parents and friends on diurnal cortisol secretion in mid-adolescence. This study used the monozygotic (MZ) twin-difference design to control for genetic effects and thus estimate the unique environmental influences on diurnal cortisol. Participants were 136 MZ twin pairs (74 female pairs) for whom cortisol was assessed four times per day over four collection days grouped in a 2-week period in grade 8 (mean age = 14.07 years). Participants also provided self-reports of peer victimization from grade 4 to grade 8 and of the relationship quality with the mother, father and best friend in grade 8. The expected pattern of diurnal cortisol secretion was observed, with high levels at awakening followed by an increase 30 min later and a progressive decrease subsequently. Controlling for a host of confounders, only within-twin pair differences in peer victimization and a problematic relationship with the mother were significantly linked to twin differences in diurnal cortisol secretion. Specifically, whereas a more problematic mother-child relationship was associated with morning cortisol secretion, peer victimization was linked to cortisol secretion later in the day (diurnal slope). Controlling for genetic influences and other confounders, stressful relationships with peers and the mother exert unique and time-specific environmental influences on the pattern of diurnal cortisol secretion in mid-adolescence.

Exploring Adolescent Motivations for Pursuing Maths-Related Careers

ERIC Educational Resources Information Center

Watt, Helen M. G.

2005-01-01

Adolescents from grade 9 in Sydney Australia (N = 60) were interviewed regarding why they would or would not consider pursuing maths-related careers. Open-ended interview data explored the comprehensiveness of explanations within the Expectancy-Value framework. The Expectancy-Value model is the major motivational framework for explaining students'…

Getting Students to Meet High Standards Calls for Innovative Strategies and Extra Help

ERIC Educational Resources Information Center

Southern Regional Education Board (SREB), 2009

2009-01-01

Higher standards, motivation and extra help go hand-in-hand in preparing students for success in the middle grades, high school, further education and careers. This newsletter highlights best practices in more than 20 middle grades and high schools that are meeting the challenge of raising expectations for all students, motivating them and…

Integrating the Design Mathematical Trail in Mathematics Curriculum for the Sixth Grade Student

ERIC Educational Resources Information Center

Tsao, Yea-Ling

2010-01-01

The article focused on the teaching materials of the sixth grade mathematics field and selected four units with the topics of "measurement and actual calculation" of figures and space to design the mathematical trail teaching activities with the characteristics of the school and expect to provide mathematical trail teaching activities for the…

SEVENTH GRADE SOCIAL STUDIES PROGRAM EVALUATION, SEPTEMBER 6, 1966-JUNE 16, 1967.

ERIC Educational Resources Information Center

Milwaukee Public Schools, WI. Div. of Curriculum and Instruction.

THE SEVENTH GRADE SOCIAL STUDIES PROJECT OF THE MILWAUKEE PUBLIC SCHOOLS WAS DESIGNED TO STRENGTHEN THE WORK-STUDY AND COGNITIVE SKILLS OF DISADVANTAGED PUPILS IN THE AREA OF SOCIAL STUDIES. IT WAS EXPECTED THAT THE STUDENTS' KNOWLEDGE OF COURSE CONTENT WOULD INCREASE AND THAT THEIR ATTITUDE TOWARD THEIR ROLE IN SOCIETY WOULD IMPROVE. THE PROJECT…

Longitudinal Study of Middle Grades Chemistry Professional Development: Enhancement of Personal Science Teaching Self-Efficacy and Outcome Expectancy

ERIC Educational Resources Information Center

Khourey-Bowers, Claudia; Simonis, Doris G.

2004-01-01

The purpose of this research was to enhance self-efficacy beliefs, chemistry content, and pedagogical content knowledge of middle grades teachers by incorporating specific design elements into professional development. This study analyzed the influence of program design on achieving gains in personal science teaching self-efficacy, outcome…

Put the Textbooks Away: Preparation and Support for a Middle School One-to-One Laptop Initiative

ERIC Educational Resources Information Center

Maninger, Robert M.; Holden, Mary Elizabeth

2009-01-01

This study, conducted in the Southwestern United States, investigated teacher and student uses of tablet laptop computers in a one-to-one initiative involving fifth grade through eighth grade students and their teachers. The campus initiative led to higher than expected technology integration and student-teacher and student-student collaborations.…

The Effect of Feature Complexity in Spanish Spelling in Grades 1-3

ERIC Educational Resources Information Center

Ford, Karen L.; Invernizzi, Marcia; Huang, Francis L.

2014-01-01

The current study explored a possible continuum of spelling features that children receiving literacy instruction in Spanish might be expected to master in Grades 1-3. We administered a developmental spelling inventory representing nine distinct Spanish spelling features to 864 students in bilingual and dual language schools across the U.S.…

Using Peer Grading and Proofreading to Ratchet Student Expectations in Preparing Accounting Cases

ERIC Educational Resources Information Center

Chaney, Barbara A.; Ingraham, Laura R.

2009-01-01

Accounting educators struggle with ways to incorporate the development of critical thinking and communication skills into the curriculum. Case analysis is one tool for developing these skills. We examine whether students' case analysis scores improve as a result of participation in peer grading and peer review. We find that students improve their…

Assessing Teaching and Assessment Competences of Biology Teacher Trainees: Lessons from Item Development

ERIC Educational Resources Information Center

Hasse, Sascha; Joachim, Cora; Bögeholz, Susanne; Hammann, Marcus

2014-01-01

In Germany, science education standards for students at the end of grade nine have been in existance since 2005. Some of these standards are dedicated to scientific inquiry (e.g. experimentation). They describe which abilities learners are expected to possess at the end of grade nine. In the USA, several documents describe standards for…

Gaining Ground in the Middle Grades: Why Some Schools Do Better

ERIC Educational Resources Information Center

Education Digest: Essential Readings Condensed for Quick Review, 2010

2010-01-01

There has been a great deal of focus in recent years on high school reform as a way to ensure all students graduate ready for a skilled job or additional postsecondary education. As expectations for a more highly educated American citizenry rise, what happens in the middle grades--the beginning of the secondary-to-postsecondary education…

Cognitive Ability and Personality Variables as Predictors of School Grades and Test Scores in Adolescents

ERIC Educational Resources Information Center

Hofer, Manfred; Kuhnle, Claudia; Kilian, Britta; Fries, Stefan

2012-01-01

The predictive power of cognitive ability and self-control strength for self-reported grades and an achievement test were studied. It was expected that the variables use of time structure, academic procrastination, and motivational interference during learning further aid in predicting students' achievement because they are operative in situations…

Assessing Teaching and Assessment Competences of Biology Teacher Trainees: Lessons from Item Development

ERIC Educational Resources Information Center

Hasse, Sascha; Joachim, Cora; Bögeholz, Susanne; Hammann, Marcus

2014-01-01

In Germany, science education standards for students at the end of grade nine have been in existence since 2005. Some of these standards are dedicated to scientific inquiry (e.g. experimentation). They describe which abilities learners are expected to possess at the end of grade nine. In the USA, several documents describe standards for…

Development of Fourth-Grade Students' Understanding of Experimental and Theoretical Probability

ERIC Educational Resources Information Center

English, Lyn; Watson, Jane

2014-01-01

Students explored variation and expectation in a probability activity at the end of the first year of a 3-year longitudinal study across grades 4-6. The activity involved experiments in tossing coins both manually and with simulation using the graphing software, "TinkerPlots." Initial responses indicated that the students were aware of…

Productivity of different cow genetic groups in dual-purpose cattle production systems in south-eastern Mexico.

PubMed

Magana, J G; Tewolde, A; Anderson, S; Segura, J C

2006-01-01

The objective was to evaluate the effect of cow genetic group, nutritional level and their interaction on some economically important traits of dual-purpose herds managed under field conditions. Nine herds were monitored during a production cycle in Yucatan, Mexico. Herds were grouped into four nutritional levels (NL) based on the metabolizable energy (ME) apparently available on pasture, nutritional management, and milk production. Cows were classified into three genetic groups (GG): low (< or = 25%), middle (25-75%) and high (> or = 75%) graded for Bos taurus inheritance. Total milk sold (TMS), days in milk (DIM), TMS adjusted to DIM within each NL (TMSA), body condition score (BCS) at calving, changes of BCS during lactation (CBCS), calf weaning weight (WW), age at weaning (AW), kg of calf weaned per cow (KWC) and calf mortality were studied. The statistical model included the fixed effects of NL, GG, month of calving (MC), parity number (PN) and BCS at calving and GG x NL interaction. The effects of NL, GG, MC, PN and GG x NL were significant (p < 0.05) for TMS, KWC. As expected, TMS increased with NL from 562.4 +/- 106 kg for NL1 to 2366.3 +/- 100.1 kg for NL4. KWC was greatest for NL2 (138.6 kg) followed by NL1 (135 kg); the lowest KWC corresponded to NL4 (96.0 kg) (p < 0.05). TMS values for the middle (1727 +/- 94.7 kg) and the high graded GG (1603.5 +/- 83.5 kg) were twice those for the low graded GG cows (828.5 +/- 95 kg) (p < 0.05). KWC was also higher for the middle graded group (152.8 kg) than for the low or (104 kg) or the high graded GG (118 kg) (p < 0.05). With better nutrition cows of all GG improved their milk performance but not the calf traits. CBCS was negative for all GG. The highest BCS lost was for cows in NL1 and NL2 and for cows in the high graded GG (p < 0.05).

Alterations of the levels of primary antioxidant enzymes in different grades of human astrocytoma tissues.

PubMed

Yen, Hsiu-Chuan; Lin, Chih-Lung; Chen, Bing-Shian; Chen, Chih-Wei; Wei, Kuo-Chen; Yang, Mei-Lin; Hsu, Jee-Ching; Hsu, Yung-Hsing

2018-06-03

Malignant astrocytoma is the most commonly occurring brain tumor in humans. Oxidative stress is implicated in the development of cancers. Superoxide dismutase 2 (SOD2) was found to exert tumor suppressive effect in basic research, but increased SOD2 protein level was associated with higher aggressiveness of human astrocytomas. However, studies reporting alterations of antioxidant enzymes in human astrocytomas often employed less accurate methods or included different types of tumors. Here we analyzed the mRNA levels, activities, and protein levels of primary antioxidant enzymes in control brain tissues and various grades of astrocytomas obtained from 40 patients. SOD1 expression, SOD1 activity, and SOD1 protein level were lower in Grade IV astrocytomas. SOD2 expression was lower in low-grade (Grades I and II) and Grade III astrocytomas than in controls, but SOD2 expression and SOD2 protein level were higher in Grade IV astrocytomas than in Grade III astrocytomas. Although there was no change in SOD2 activity and a lower activity of citrate synthase (CS), the MnSOD:CS ratio increased in Grade IV astrocytomas compared with controls and low-grade astrocytomas. Furthermore, SOD1 activity, CS activity, SOD1 expression, GPX4 expression, and GPX4 protein level were inversely correlated with the malignancy, whereas catalase activity, catalase protein, SOD2 protein level, and the SOD2:CS ratio were positively correlated with the degree of malignancy. Lower SOD2:CS ratio was associated with poor outcomes for Grade IV astrocytomas. This is the first study to quantify changes of various primary antioxidant enzymes in different grades of astrocytomas at different levels concurrently in human astrocytomas.

KSC-06pd2004

NASA Image and Video Library

2006-08-29

KENNEDY SPACE CENTER, FLA. - Space Shuttle Atlantis rolls up the ramp to Launch Pad 39B atop the crawler-transporter. The crawler has a leveling system designed to keep the top of the space shuttle vertical while negotiating the 5-percent grade leading to the top of the launch pad. Also, a laser docking system provides almost pinpoint accuracy when the crawler and mobile launcher platform are positioned at the launch pad. At right are the open rotating service structure and the fixed service structure topped by the 80-foot lightning mast. The shuttle had been moved off the launch pad due to concerns about the impact of Tropical Storm Ernesto, expected within 24 hours. The forecast of lesser winds expected from Ernesto and its projected direction convinced Launch Integration Manager LeRoy Cain and Shuttle Launch Director Mike Leinbach to return the shuttle to the launch pad. Photo credit: NASA/Kim Shiflett

KSC-06pd2003

NASA Image and Video Library

2006-08-29

KENNEDY SPACE CENTER, FLA. - A late-day sun spotlights Space Shuttle Atlantis as it rolls up the ramp to Launch Pad 39B atop the crawler-transporter. The crawler has a leveling system designed to keep the top of the space shuttle vertical while negotiating the 5-percent grade leading to the top of the launch pad. Also, a laser docking system provides almost pinpoint accuracy when the crawler and mobile launcher platform are positioned at the launch pad. At left are the open rotating service structure and the fixed service structure topped by the 80-foot lightning mast. The shuttle had been moved off the launch pad due to concerns about the impact of Tropical Storm Ernesto, expected within 24 hours. The forecast of lesser winds expected from Ernesto and its projected direction convinced Launch Integration Manager LeRoy Cain and Shuttle Launch Director Mike Leinbach to return the shuttle to the launch pad. Photo credit: NASA/Kim Shiflett

KSC-06pd2002

NASA Image and Video Library

2006-08-29

KENNEDY SPACE CENTER, FLA. - A late-day sun spotlights Space Shuttle Atlantis as it rolls up the ramp to Launch Pad 39B atop the crawler-transporter. The crawler has a leveling system designed to keep the top of the space shuttle vertical while negotiating the 5-percent grade leading to the top of the launch pad. Also, a laser docking system provides almost pinpoint accuracy when the crawler and mobile launcher platform are positioned at the launch pad. At left are the open rotating service structure and the fixed service structure topped by the 80-foot lightning mast. The shuttle had been moved off the launch pad due to concerns about the impact of Tropical Storm Ernesto, expected within 24 hours. The forecast of lesser winds expected from Ernesto and its projected direction convinced Launch Integration Manager LeRoy Cain and Shuttle Launch Director Mike Leinbach to return the shuttle to the launch pad. Photo credit: NASA/Kim Shiflett

Neurocomputational account of memory and perception: Thresholded and graded signals in the hippocampus.

PubMed

Elfman, Kane W; Aly, Mariam; Yonelinas, Andrew P

2014-12-01

Recent evidence suggests that the hippocampus, a region critical for long-term memory, also supports certain forms of high-level visual perception. A seemingly paradoxical finding is that, unlike the thresholded hippocampal signals associated with memory, the hippocampus produces graded, strength-based signals in perception. This article tests a neurocomputational model of the hippocampus, based on the complementary learning systems framework, to determine if the same model can account for both memory and perception, and whether it produces the appropriate thresholded and strength-based signals in these two types of tasks. The simulations showed that the hippocampus, and most prominently the CA1 subfield, produced graded signals when required to discriminate between highly similar stimuli in a perception task, but generated thresholded patterns of activity in recognition memory. A threshold was observed in recognition memory because pattern completion occurred for only some trials and completely failed to occur for others; conversely, in perception, pattern completion always occurred because of the high degree of item similarity. These results offer a neurocomputational account of the distinct hippocampal signals associated with perception and memory, and are broadly consistent with proposals that CA1 functions as a comparator of expected versus perceived events. We conclude that the hippocampal computations required for high-level perceptual discrimination are congruous with current neurocomputational models that account for recognition memory, and fit neatly into a broader description of the role of the hippocampus for the processing of complex relational information. © 2014 Wiley Periodicals, Inc.

The relation of parenting style to adolescent school performance.

PubMed

Dornbusch, S M; Ritter, P L; Leiderman, P H; Roberts, D F; Fraleigh, M J

1987-10-01

This article develops and tests a reformation of Baumrind's typology of authoritarian, permissive, and authoritative parenting styles in the context of adolescent school performance. Using a large and diverse sample of San Francisco Bay Area high school students (N = 7,836), we found that both authoritarian and permissive parenting styles were negatively associated with grades, and authoritative parenting was positively associated with grades. Parenting styles generally showed the expected relation to grades across gender, age, parental education, ethnic, and family structure categories. Authoritarian parenting tended to have a stronger association with grades than did the other 2 parenting styles, except among Hispanic males. The full typology best predicted grades among white students. Pure authoritative families (high on authoritative but not high on the other 2 indices) had the highest mean grades, while inconsistent families that combine authoritarian parenting with other parenting styles had the lowest grades.

Prevalence and correlates of burnout among collegiate cycle students in Sri Lanka: a school-based cross-sectional study.

PubMed

Wickramasinghe, Nuwan Darshana; Dissanayake, Devani Sakunthala; Abeywardena, Gihan Sajiwa

2018-01-01

Even though the concept of burnout has been widely explored across the globe, the evidence base on burnout among high school students in the South Asian context is scanty. Against the backdrop of ever-increasing educational demands and expectations, the present study was designed to determine the prevalence and correlates of burnout among collegiate cycle students in Sri Lanka. A school-based cross-sectional study was conducted among 872 grade thirteen students in 15 government schools in an educational zone, Kegalle district, Sri Lanka selected by a stratified cluster sampling technique. The validated Sinhala version of the 15-item Maslach Burnout Inventory-Student Survey (MBI-SS) was used to assess burnout. The adjusted prevalence of burnout was computed based on the clinically validated cut-off values using the "exhaustion + 1" criterion. Multivariable logistic regression was carried out using backward elimination method to quantify the association between burnout and selected correlates identified at bivariate analysis at p value less than 0.05. The response rate was 91.3% (n = 796). The adjusted prevalence of burnout among grade thirteen students was 28.8% (95% CI = 25.0-32.7%). Multivariable analysis elicited a multitude of statistically significant associations with burnout when controlled for other factors included in the model (p < 0.05). Perceived satisfaction related to the school environment (classroom and library facilities), school curriculum (scope, relevance, and difficulty of the subject content), study enthusiasm (preferred subject stream), study support (support from parents to teachers), and future expectations (personal and parental expectations) emerged as statistically significant negative associations with burnout, whereas having to encounter disturbances while studying and being subjected to bullying at school emerged as statistically significant positive associations with burnout. The burnout prevalence among grade thirteen students in the selected educational zone, Sri Lanka is high. Most of the significant correlates of burnout are directly related to the academic endeavours. It is recommended to strengthen the counseling services at the school level to rectify the problems related to burnout among collegiate cycle students in Sri Lanka.

Serving the Community. Lawyers Helping Young People Become Good Citizens. I'm the People--It's about Citizenship and You.

ERIC Educational Resources Information Center

American Bar Association, Chicago, IL. Special Committee on Youth Education for Citizenship.

Organized around the theme of community service, this booklet provides teachers and lawyers with classroom materials for elementary grades K-3 (Level A), intermediate grades 4-6 (Level B), middle school grades 6-8 (Level C), and high school grades 9-12 (Level D). In addition, each level contains pages for the lawyer (marked by the scales of…

Wettability measurement apparatus for porous material using the modified Washburn method

NASA Astrophysics Data System (ADS)

Thakker, Manish; Karde, Vikram; Shah, Dinesh O.; Shukla, Premal; Ghoroi, Chinmay

2013-12-01

In this work a cost-effective instrument for measuring the wettability of powder materials was designed and developed, which works on the modified Washburn method. The instrument measures the mass gain against time due to penetration of the liquid into the powder materials using a microbalance and LabVIEW-based data acquisition system. The wettability characteristic of different powders was determined from the contact angle using the modified Washburn equation. To demonstrate the performance of the developed instrument, the wettability of as-received corn starch and nano-coated corn starch powders was estimated with water as a test liquid. The corn starch powders coated with hydrophilic grade (Aerosil 200P) and hydrophobic grade (Aerosil R972) nanoparticles at different coating levels showed expected changes in their contact angle. Some of the results were also verified against the available standard instrument for wettability measurement and found to be consistent. The present configuration of the instrument costs about 500 US which is 15 to 20 times less than the available advanced models. The developed instrument is thus a cost-effective solution for wettability measurement which can be used for materials in food processing, pharmaceuticals, horticulture, textile manufacturing, civil engineering etc. The developed instrument is expected to help many small scale industries or research labs who cannot afford an expensive instrument for wettability studies.

An Investigation of the Generalizability of Medical School Grades.

PubMed

Kreiter, Clarence D; Ferguson, Kristi J

2016-01-01

Construct/Background: Medical school grades are currently unstandardized, and their level of reliability is unknown. This means their usefulness for reporting on student achievement is also not well documented. This study investigates grade reliability within 1 medical school. Generalizability analyses are conducted on grades awarded. Grades from didactic and clerkship-based courses were treated as 2 levels of a fixed facet within a univariate mixed model. Grades from within the 2 levels (didactic and clerkship) were also entered in a multivariate generalizability study. Grades from didactic courses were shown to produce a highly reliable mean score (G = .79) when averaged over as few as 5 courses. Although the universe score correlation between didactic and clerkship courses was high (r = .80), the clerkship courses required almost twice as many grades to reach a comparable level of reliability. When grades were converted to a Pass/Fail metric, almost all information contained in the grades was lost. Although it has been suggested that the imprecision of medical school grades precludes their use as a reliable indicator of student achievement, these results suggest otherwise. While it is true that a Pass/Fail system of grading provides very little information about a student's level of performance, a multi-tiered grading system was shown to be a highly reliable indicator of student achievement within the medical school. Although grades awarded during the first 2 didactic years appear to be more reliable than clerkship grades, both yield useful information about student performance within the medical college.

Matrix metalloproteinases in pathogenesis of hemorrhoidal disease.

PubMed

Kisli, Erol; Kemik, Ahu; Sümer, Aziz; Kemik, Özgür

2013-11-01

The aim of this study is to investigate the accuracy of serum matrix metalloproteinase (MMP) levels in an effort to find a reliable factor that may play an important role in pathogenesis of hemorrhoidal disease. Twenty control subjects and 21 Grade I, 19 Grade II, 20 Grade III, and 21 Grade IV patients with internal hemorrhoid were included in this prospective study. The mean ages of control subjects were 47.65 ± 6.71 standard deviation (SD) years (range, 37 to 60 years). The mean age of internal Grade I, Grade II, Grade III, and Grade IV patients with internal hemorrhoid were 48.85 ± 6.44, 47.20 ± 6.75, 44.90 ± 6.13, and 42.95 ± 3.49 SD years (ranges, 38 to 58, 38 to 60, 34 to 55, and 38 to 50 years), respectively. Ten milliliters of blood was taken from all subjects. Enzyme-linked immunosorbent assay (ELISA) for MMP-1, -2, -7, and -9 levels were performed using an ELISA kit (R&D Systems) following the manufacturer's instructions. There was an important difference between Grade I and Grade II groups in the serum levels of MMP-9 (P < 0.01). Patients with Grade III hemorrhoidal disease had significantly higher serum levels of all MMP than patients with Grade I and Grade II hemorrhoidal disease (P < 0.001). Also, patients with Grade 4 hemorrhoidal disease had higher serum levels of MMP-7 and -9 according to Grade I, II, and III groups (P < 0.01, 0.001). High serum levels of MMP are present in patients with hemorrhoids, suggesting the possible mechanism in the pathogenesis of hemorrhoids.

Changes to the school food and physical activity environment after guideline implementation in British Columbia, Canada

PubMed Central

2014-01-01

Background High rates of childhood obesity have generated interest among policy makers to improve the school food environment and increase students’ levels of physical activity. The purpose of this study was to examine school-level changes associated with implementation of the Food and Beverage Sales in Schools (FBSS) and Daily Physical Activity (DPA) guidelines in British Columbia, Canada. Methods Elementary and middle/high school principals completed a survey on the school food and physical activity environment in 2007–08 (N = 513) and 2011–12 (N = 490). Hierarchical mixed effects regression was used to examine changes in: 1) availability of food and beverages; 2) minutes per day of Physical Education (PE); 3) delivery method of PE; and 4) school community support. Models controlled for school enrollment and community type, education and income. Results After policy implementation was expected, more elementary schools provided access to fruits and vegetables and less to 100% fruit juice. Fewer middle/high schools provided access to sugar-sweetened beverages, French fries, baked goods, salty snacks and chocolate/candy. Schools were more likely to meet 150 min/week of PE for grade 6 students, and offer more minutes of PE per week for grade 8 and 10 students including changes to PE delivery method. School community support for nutrition and physical activity policies increased over time. Conclusion Positive changes to the school food environment occurred after schools were expected to implement the FBSS and DPA guidelines. Reported changes to the school environment are encouraging and provide support for guidelines and policies that focus on increasing healthy eating and physical activity in schools. PMID:24731514

Most American Academy of Orthopaedic Surgeons' online patient education material exceeds average patient reading level.

PubMed

Eltorai, Adam E M; Sharma, Pranav; Wang, Jing; Daniels, Alan H

2015-04-01

Advancing health literacy has the potential to improve patient outcomes. The American Academy of Orthopaedic Surgeons' (AAOS) online patient education materials serve as a tool to improve health literacy for orthopaedic patients; however, it is unknown whether the materials currently meet the National Institutes of Health/American Medical Association's recommended sixth grade readability guidelines for health information or the mean US adult reading level of eighth grade. The purposes of this study were (1) to evaluate the mean grade level readability of online AAOS patient education materials; and (2) to determine what proportion of the online materials exceeded recommended (sixth grade) and mean US (eighth grade) reading level. Reading grade levels for 99.6% (260 of 261) of the online patient education entries from the AAOS were analyzed using the Flesch-Kincaid formula built into Microsoft Word software. Mean grade level readability of the AAOS patient education materials was 9.2 (SD ± 1.6). Two hundred fifty-one of the 260 articles (97%) had a readability score above the sixth grade level. The readability of the AAOS articles exceeded the sixth grade level by an average of 3.2 grade levels. Of the 260 articles, 210 (81%) had a readability score above the eighth grade level, which is the average reading level of US adults. Most of the online patient education materials from the AAOS had readability levels that are far too advanced for many patients to comprehend. Efforts to adjust the readability of online education materials to the needs of the audience may improve the health literacy of orthopaedic patients. Patient education materials can be made more comprehensible through use of simpler terms, shorter sentences, and the addition of pictures. More broadly, all health websites, not just those of the AAOS, should aspire to be comprehensible to the typical reader.

Widening Health Inequalities Among U.S. Military Retirees Since 1974

PubMed Central

Edwards, Dr Ryan

2008-01-01

I explore trends in mortality among U.S. military retirees using a new dataset of payroll records that include pay grade. Trends in mortality by pay grade reveal that health inequalities steadily widened between 1974 and 2004. Additive differentials in mortality rates remained stable, but since mortality declined exponentially, by a factor of about one third, proportional differentials in mortality and thus additive differentials in life expectancy have widened. The advantage in life expectancy enjoyed by retired officers grew roughly from 3 to 4 years. The sources of these trends remain unclear and are beyond the ability of the data to inform, but the results bear implications for trends in inequality and for policy. PMID:18708275

An autostratigraphic view of the long-term dynamics of delta distributary channels: A new step forward with the grade index model

NASA Astrophysics Data System (ADS)

Naruse, H.; Muto, T.

2017-12-01

Autostratigraphy is the stratigraphy that is generated by large-scale, deterministic autogenic processes of depositional systems, based on the full recognition of non-equilibrium behavior in response to steady external forcing. Recent experimental studies to explore the effects of basin water depth on the dynamics of distributary channels have brought a new geometrical scheme, here referred to as the grade index model, which is expected to make a significant step forward for development of the autostratigraphy of river deltas. Grade index (0 ≤ Gindex ≤1) is a dimensionless number that describes how close the alluvial river is to a graded state and is given as the ratio of subaerial allocation of the supplied sediment to both subaerial and subaqueous allocation of the sediment, in the form of a function of dimensionless basin water depth (h*). The grade index model for a particular geometrical setting suggests that as h* increase toward +∞, all of dimensionless magnitudes of delta progradation rate (Rpro*), alluvial aggradation rate (Ragg*), channel migration rate (Rmig*), avulsion frequency decrease toward 0, and all of dimensionless timescales of channel shifting (τs*), recurrence of channels (τr*), channel avulsion (τA*) increase toward +∞, and also that Rpro* = Ragg* = Rmig* = fA* = (τs*)-1 = (τr*)-1 = (τA* )-1 = Gindex. This grade index model, despite its simple structure, offers deep insight into the rationale of shoreline autoretreat, a typical large-scale, deterministic autogenic process that is realized by non-equilibrium response to steady base level rise. A simple geometrical modeling leads to a finding that Ppro* = (1 - Ab*) Gindex, where Ab* is a dimensionless form of the bottom surface of the deltaic deposit (Ab) given by dividing Ab with the square of autostratigraphic length scale (Λ). As the delta grows with base level rise, Ab progressively increases and then inevitably meets an event that Ab* exceeds 1 (i.e. Ab exceeds Λ2). We also find that Pagg* = A* + (1 - Ab*) Gindex, where A* is a dimensionless horizontal area of the deltaplain (A* = A/Λ2). At the moment of autodrowning, A* becomes 0, Ab* takes a positive value larger than one, h* is infinitely large, and thus and Gindex takes a value close to zero. Thus, shoreline autoretreat and autodrowning of the delta are closely related to grade index.

Stable Versus Unstable Grade II High Ankle Sprains: A Prospective Study Predicting the Need for Surgical Stabilization and Time to Return to Sports.

PubMed

Calder, James D; Bamford, Richard; Petrie, Aviva; McCollum, Graham A

2016-04-01

To investigate grade II syndesmosis injuries in athletes and identify factors important in differentiating stable from dynamically unstable ankle sprains and those associated with a longer time to return to sports. Sixty-four athletes with an isolated syndesmosis injury (without fracture) were prospectively assessed, with a mean follow-up period of 37 months (range, 24 to 66 months). Those with an associated deltoid ligament injury or osteochondral lesion were included. Those whose injuries were considered stable (grade IIa) were treated conservatively with a boot and rehabilitation. Those whose injuries were clinically unstable underwent arthroscopy, and if instability was confirmed (grade IIb), the syndesmosis was stabilized. Clinical and magnetic resonance imaging assessments of injury to individual ligaments were recorded, along with time to return to play. A power analysis estimated that each group would need 28 patients. All athletes returned to the same level of professional sport. The 28 patients with grade IIa injuries returned at a mean of 45 days (range, 23 to 63 days) compared with 64 days (range, 27 to 104 days) for those with grade IIb injuries (P < .0001). There was a highly significant relationship between clinical and magnetic resonance imaging assessments of ligament injury (anterior tibiofibular ligament [ATFL], anterior-inferior tibiofibular ligament [AITFL], and deltoid ligament, P < .0001). Instability was 9.5 times as likely with a positive squeeze test and 11 times as likely with a deltoid injury. Combined injury to the anterior-inferior tibiofibular ligament and deltoid ligament was associated with a delay in return to sports. Concomitant injury to the ATFL indicated a different mechanism of injury-the syndesmosis is less likely to be unstable and is associated with an earlier return to sports. A positive squeeze test and injury to the ATFL and deltoid ligament are important factors in differentiating stable from dynamically unstable grade II injuries and may be used to identify which athletes may benefit from early arthroscopic assessment and stabilization. They may also be important in predicting the time frame for athletes' expected return to play. Level II, prospective comparative study. Copyright © 2016 Arthroscopy Association of North America. Published by Elsevier Inc. All rights reserved.

Readability of Trauma-Related Patient Education Materials From the American Academy of Orthopaedic Surgeons.

PubMed

Eltorai, Adam E M; P Thomas, Nathan; Yang, Heejae; Daniels, Alan H; Born, Christopher T

2016-02-01

According to the american medical association (AMA) and the national institutes of health (NIH), the recommended readability of patient education materials should be no greater than a sixth-grade reading level. The online patient education information produced by the american academy of orthopaedic surgeons (AAOS) may be too complicated for some patients to understand. This study evaluated whether the AAOS's online trauma-related patient education materials meet recommended readability guidelines for medical information. Ninety-nine articles from the "Broken Bones and Injuries" section of the AAOS-produced patient education website, orthoinfo.org, were analyzed for grade level readability using the Flesch-Kincaid formula, a widely-used and validated tool to evaluate the text reading level. Results for each webpage were compared to the AMA/NIH recommended sixth-grade reading level and the average reading level of U.S. adults (eighth-grade). The mean (SD) grade level readability for all patient education articles was 8.8 (1.1). All but three of the articles had a readability score above the sixth-grade level. The readability of the articles exceeded this level by an average of 2.8 grade levels (95% confidence interval, 2.6 - 3.0; P < 0.0001). Furthermore, the average readability of the articles exceeded the average reading skill level of U.S. adults (eighth grade) by nearly an entire grade level (95% confidence interval, 0.6-1.0; P < 0.0001). The majority of the trauma-related articles from the AAOS patient education website have readability levels that may make comprehension difficult for a substantial portion of the patient population.

Developmental relations between reading fluency and reading comprehension: A longitudinal study from grade one to two

PubMed Central

Kim, Young-Suk; Wagner, Richard K.; Lopez, Danielle

2012-01-01

From a developmental framework, relations among list reading fluency, oral and silent reading fluency, listening comprehension, and reading comprehension might be expected to change as children’s reading skills develop. We examined developmental relations among these constructs in a latent-variable longitudinal study of first- and second-grade students. Results showed that list reading fluency was uniquely related to reading comprehension in grade one, but not in grade two after accounting for text reading fluency (oral or silent) and listening comprehension. In contrast, text reading fluency was uniquely related to reading comprehension in grade two, but not in grade one, after accounting for list reading fluency and listening comprehension. When oral and silent reading fluency were compared, oral reading fluency was uniquely related to reading comprehension after accounting for silent reading fluency in grade one whereas in grade two, silent reading fluency was uniquely related to reading comprehension after accounting for oral reading fluency. PMID:22726256

Student Perceptions Regarding the Usefulness of Explicit Discussion of "Structure of the Observed Learning Outcome" Taxonomy

ERIC Educational Resources Information Center

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

2010-01-01

One method of grading responses of the descriptive type is by using Structure of Observed Learning Outcomes (SOLO) taxonomy. The basis of this study was the expectation that if students were oriented to SOLO taxonomy, it would provide them an opportunity to understand some of the factors that teachers consider while grading descriptive responses…

Grading and Assessments: Correlations of Variables Affecting Teaching and Course Assessments

ERIC Educational Resources Information Center

Ellis, Joyce L.; Francl, Thomas J.

2015-01-01

Faculty assessments are a hot topic in academia. Mostly considered an unproven statistic holding the professor hostage for a good grade, the benefits are still in discussion. At course end, we expect students to have the ability to analyze what we think they should have learned. In reality, most students do not have the maturity to realize…

The Power of Numbers: Grades and Female Density in Influencing the Persistence of Women in Engineering Majors

ERIC Educational Resources Information Center

Stine, Michelle L.

2010-01-01

Female participation in engineering has never topped 20% nationally for the proportion of bachelor's degrees earned by women. Research on this topic, as well as related self-esteem literature, suggest that women may be more likely than men to leave engineering if they have unmet grade expectations. Additionally, the presence of more women in…

Embracing the Big Picture: The State of New Jersey's Road toward a PK3 Continuum. ACNJ Policy Brief

ERIC Educational Resources Information Center

Rice, Cynthia

2007-01-01

There is evidence demonstrating that when young children are part of a learning environment that is based on high standards/expectations, administrative and teacher leadership and continuity in learning opportunities across these grades, the better their developmental outcomes will be through grade three and in future years. By experiencing an…

Moving Forward: School Library Experiences beyond the Expected

ERIC Educational Resources Information Center

Allen, James

2017-01-01

If you stopped by and visited the author's school library in Eminence, Kentucky, it would be difficult to predict everything you might see and experience. You might see first-grade students browsing and finding books to check out, a ninth-grade student using a compound miter saw to prepare parts for a project in an engineering class, a fifth-grade…

Explaining Academic-Track Boys' Underachievement in Language Grades: Not a Lack of Aptitude but Students' Motivational Beliefs and Parents' Perceptions?

ERIC Educational Resources Information Center

Heyder, Anke; Kessels, Ursula; Steinmayr, Ricarda

2017-01-01

Background: Boys earn lower grades in languages than girls. The expectancy-value model by Eccles" et al." (1983, "A series of books in psychology. Achievement and achievement motives. Psychological and sociological approaches," W.H. Freeman, San Francisco, CA, 76) is a comprehensive theoretical model for explaining gender…

Comparison of Two Small-Group Learning Methods in 12th-Grade Physics Classes Focusing on Intrinsic Motivation and Academic Performance

ERIC Educational Resources Information Center

Berger, Roland; Hanze, Martin

2009-01-01

Twelfth-grade physics classes with 344 students participated in a quasi-experimental study comparing two small-group learning settings. In the jigsaw classroom, in contrast to the cyclical rotation method, teaching expectancy as well as resource interdependence is established. The study is based on the self-determination theory of motivation,…

Teaching an Algonkian Language as a Second Language: A Core Program for Grade One.

ERIC Educational Resources Information Center

Department of Indian Affairs and Northern Development, Toronto (Ontario). Education Div.

Ten units of first grade language instruction are presented in English, as a course guide for teachers who are expected to use only an Algonkian language in the classroom. The units, which are thematically titled (e.g. "The Little House"), cover two to four weeks' teaching time each. Classroom activities involve a variety of realia.…

Importance of the Postoperative Carcinoembryonic Antigen Level during Follow-Up after Curative Resection in Patients with Liver Metastatic Colorectal Carcinoma.

PubMed

Hashimoto, Takuzo; Itabashi, Michio; Ogawa, Shinpei; Hirosawa, Tomoichiro; Bamba, Yoshiko; Kaji, Sanae; Ubukata, Mamiko; Shimizu, Satoru; Sugihara, Kenichi; Kameoka, Shingo

2014-06-01

To validate the conventional Japanese grading of liver metastasis for no residual tumor resection in Stage IV colorectal cancer (CRC) with liver metastasis and to identify risk factors for postoperative recurrence. The subjects of this study were 1792 Stage IV CRC patients with liver metastasis. In 1792 cases, including unresectable cases, there was a significantly different prognosis by grade (P < 0.0001). In 421 R0 cases, there was no significant difference between Grade A and Grade B (P = 0.8527). In 381 cases without extra-hepatic metastasis, the prognosis was not significantly different among three grades. On multivariate analysis, carcinoembryonic antigen within 3 months from R0 operation (3M-CEA) was an independent risk factor regardless of extrahepatic metastasis. There was a significantly different prognosis (P < 0.0001) among Grade A', defined as a normal 3M-CEA level, Grade B', defined as Grade A or B and an abnormal 3M-CEA level, and Grade C', defined as Grade C and an abnormal 3M-CEA level. The postoperative CEA level is an important risk factor during follow-up after curative resection in patients with liver metastatic colorectal carcinoma. The combination of the 3M-CEA level and conventional grading of liver metastasis is useful for follow-up of R0 resection cases.

Students' Genre Expectations and the Effects of Text Cohesion on Reading Comprehension

ERIC Educational Resources Information Center

Schmitz, Anke; Gräsel, Cornelia; Rothstein, Björn

2017-01-01

This study raises the question what makes school texts comprehensible by analyzing whether students' genre expectations about literary or expository texts moderate the impact of different forms of text cohesion on reading comprehension, even when the texts are similar regarding their genre. 754 students (Grade 9) from comprehensive schools read…

When Friends Disappoint: Boys' and Girls' Responses to Transgressions of Friendship Expectations

ERIC Educational Resources Information Center

MacEvoy, Julie Paquette; Asher, Steven R.

2012-01-01

In this study, the prevailing view that girls are pervasively more skilled in their friendships than boys was challenged by examining whether girls respond more negatively than boys when a friend violates core friendship expectations. Fourth- and fifth-grade children (n = 267) responded to vignettes depicting transgressions involving a friend's…

Developmental Differences in Recall and Recognition: The Relationship between Rehearsal and Memory as Test Expectation Changes

ERIC Educational Resources Information Center

Naus, Mary J.; And Others

1977-01-01

An overt rehearsal procedure was used to study the relationship between 48 third- and 48 sixth-grade children's rehearsal strategies and their memory performance under difficult conditions of test expectation. This study addressed the question of why active rehearsal content results in superior recall performances. (MS)

Academic Expectations and Actual Achievements: The Roles of Hope and Effort

ERIC Educational Resources Information Center

Levi, Uzi; Einav, Michal; Ziv, Orit; Raskind, Ilana; Margalit, Malka

2014-01-01

This study sought to extend the research on adolescents' hope, academic expectations, and average grades. The hope theory (Snyder, "Psychological Inquiry" 13(4):249-275, 2002), the salutogenic paradigm (with a focus on sense of coherence (SOC) (Antonovsky 1987)), and Bandura's ("Journal of Management" 38(1):9-44,…

Familistic Attitudes and Marriage Role Expectations of American Indian and White Adolescents.

ERIC Educational Resources Information Center

Lind, Robert William

The major purpose of the research was the exploration of familistic attitudes and marriage role expectations of American Indian and White adolescents as related to grade, age, sex, race, tribal affiliation, place of residence, academic achievement, future educational plans, parents' marital status, and language spoken in the home. Subjects were…

Updating Higher Education Expectations and Choices with Learning

ERIC Educational Resources Information Center

Milla, Joniada

2017-01-01

This paper explores how expectations and post-secondary education (PSE) path disruption decisions are affected by a learning process that students experience once enrolled in a PSE program. An unexpected change in grades, between high school and first year PSE program, serves as an informative signal on how well their academic performance and…

Family Socioeconomic Status, Parental Expectations, and Adolescents' Academic Achievements: A Case of China

ERIC Educational Resources Information Center

Long, Haiying; Pang, Weiguo

2016-01-01

This study examines direct and indirect effects of family socioeconomic status (SES) and parental expectations on adolescents' mathematics and problem-solving achievement in mainland China. SES here is composed of family wealth, home educational resources, and parental education. Over 5,000 ninth-grade students in 5 geographical districts of China…

Post-School Visions and Expectations of Latino Students with Learning Disabilities, Their Parents, and Teachers

ERIC Educational Resources Information Center

Keel, Joanna Mossmond; Cushing, Lisa Sharon; Awsumb, Jessica M.

2018-01-01

This study explored perspectives about the desired components of adult life for 12th-grade Latino students with learning disabilities, their parents, and special education teachers. Focus groups and individual interviews were used to understand the similarities and differences in post-school visions and expectations among participants. Five…

Using Student Perceptions of Teacher Behavior to Predict Student Outcomes.

ERIC Educational Resources Information Center

Brattesani, Karen; And Others

The ways in which students' perceptions of teacher behavior in the elementary school classroom clarifies the relationships among teacher expectations, student expectations, and student achievement are examined. Subjects in two data sets consisted of 234 grade 4-6 students from 16 classrooms in an urban, ethnically mixed school district, and 101…

Locus of Control and Academic Achievement: Integrating Social Learning Theory and Expectancy-Value Theory

ERIC Educational Resources Information Center

Youse, Keith Edward

2012-01-01

The current study examines predictors of math achievement and college graduation by integrating social learning theory and expectancy-value theory. Data came from a nationally-representative longitudinal database tracking 12,144 students over twelve years from 8th grade forward. Models for math achievement and college graduation were tested…

Prospective First-Generation College Students: A Social-Cognitive Perspective

ERIC Educational Resources Information Center

Gibbons, Melinda M.; Borders, L. DiAnne

2010-01-01

The authors investigated differences in college-going expectations of middle school students who would be the 1st in their families to attend college. Social-cognitive career theory (SCCT; R. W. Lent, S. D. Brown, & G. Hackett, 1994) was used to examine college-related expectations in 272 seventh-grade students. Differences were found between…

Self-Esteem and Achievement Expectation for White and Negro Children. Curriculum Report.

ERIC Educational Resources Information Center

Guggenheim, Fred

The relationship between self-esteem, academic expectations, and ethnic group membership was studied in a New York City elementary school which had an approximately equal enrollment of Negro, white, and Spanish-background pupils. Subjects were 162 sixth-grade students who were tested with two projective tests and one specifically designed…

Deep sequencing detects very-low-grade somatic mosaicism in the unaffected mother of siblings with nemaline myopathy.

PubMed

Miyatake, Satoko; Koshimizu, Eriko; Hayashi, Yukiko K; Miya, Kazushi; Shiina, Masaaki; Nakashima, Mitsuko; Tsurusaki, Yoshinori; Miyake, Noriko; Saitsu, Hirotomo; Ogata, Kazuhiro; Nishino, Ichizo; Matsumoto, Naomichi

2014-07-01

When an expected mutation in a particular disease-causing gene is not identified in a suspected carrier, it is usually assumed to be due to germline mosaicism. We report here very-low-grade somatic mosaicism in ACTA1 in an unaffected mother of two siblings affected with a neonatal form of nemaline myopathy. The mosaicism was detected by deep resequencing using a next-generation sequencer. We identified a novel heterozygous mutation in ACTA1, c.448A>G (p.Thr150Ala), in the affected siblings. Three-dimensional structural modeling suggested that this mutation may affect polymerization and/or actin's interactions with other proteins. In this family, we expected autosomal dominant inheritance with either parent demonstrating germline or somatic mosaicism. Sanger sequencing identified no mutation. However, further deep resequencing of this mutation on a next-generation sequencer identified very-low-grade somatic mosaicism in the mother: 0.4%, 1.1%, and 8.3% in the saliva, blood leukocytes, and nails, respectively. Our study demonstrates the possibility of very-low-grade somatic mosaicism in suspected carriers, rather than germline mosaicism. Copyright © 2014 Elsevier B.V. All rights reserved.

Comparative Readability Analysis of Online Patient Education Resources on Inflammatory Bowel Diseases.

PubMed

Gulati, Rishabh; Nawaz, Mohammad; Lam, Linh; Pyrsopoulos, Nikolaos T

2017-01-01

The National Institutes of Health recommend a readability grade level of less than 7th grade for patient directed information. In this study, we use validated readability metrics to analyze patient information from prominent websites pertaining to ulcerative colitis and Crohn's disease. The terms "Crohn's Disease," "Ulcerative Colitis," and "Inflammatory Bowel Disease" were queried on Google and Bing. Websites containing patient education material were saved as a text file and then modified through expungement of medical terminology that was described within the text. Modified text was then divided into subsections that were analyzed using six validated readability scales. None of the websites analyzed in this study achieved an estimated reading grade level below the recommended 7th grade. The median readability grade level (after modification) was 11.5 grade levels for both Crohn's disease and ulcerative colitis. The treatment subsection required the highest level of education with a median readability grade of 12th grade (range of 6.9 to 17). Readability of online patient education material from the analyzed popular websites far exceeds the recommended level of being less than 7th grade. Patient education resources should be revised to achieve wider health literacy.

Glycohemoglobin levels with severity of periodontitis in non-diabetic population.

PubMed

Ghalaut, Pankaj; Sharma, Tarun Kumar; Ghalaut, Veena Singh; Singh, Ragini; Ghalaut, P S

2013-01-01

Periodontal disease is closely related to type 2 diabetes and is an important complication of diabetes. There are few studies about the relationship the glycohemoglobin levels with severity of periodontitis in non-diabetic population. We therefore planned this study to evaluate the glycohemoglobin levels with severity of periodontitis in non-diabetic population. This study was conducted on 50 age and gender matched subjects in each of the three groups (according to the grades of mobility in periodontitis), a total of 150 non-diabetic periodontitis patients (Grade 1, Grade 2, and Grade 3 mobility) and 50 non-diabetic periodontitis patients with Grade 0 mobility (controls), in collaboration with the Department of Periodontics of Dental College and Department of Biochemistry, PGIMS, Rohtak, Haryana. After obtaining informed consent, fasting venous blood samples of all the non-diabetic periodontitis patients of all grades were collected aseptically for HbA1c, plasma glucose, and serum C-reactive protein (CRP) estimation. A total of 150 non-diabetic periodontitis patients (Grade 1, Grade 2, and Grade 3 mobility) and 50 age and gender matched controls participated in the study. There was no significant difference in fasting plasma glucose and postprandial plasma glucose in non-diabetic periodontitis patients with Grade 1, Grade 2, and Grade 3 mobility as compared to controls, non-diabetic periodontitis patients with Grade 1 mobility as compared to Grade 2, non-diabetic periodontitis patients with Grade 1 mobility as compared to Grade 3 and non-diabetic periodontitis patients with Grade 2 mobility as compared to Grade 3. Glycohemoglobin and serum C-reactive protein levels were significantly increased in non-diabetic periodontitis patients with Grade 1, Grade 2, and Grade 3 mobility as compared to controls, non-diabetic periodontitis patients with Grade 1 mobility as compared to Grade 3 and non-diabetic periodontitis patients with Grade 2 mobility as compared to Grade 3. The difference of serum C-reactive protein levels were significant. However, glycohemoglobin levels were non-significant between non-diabetic periodontitis patients with Grade 1 and Grade 2 mobility. The evidence of association between periodontitis and increased glycohemoglobin increases attention to the diagnosis and treatment of periodontitis, consequently improving the patient's oral health and prevention of occurrence in future diabetes. An understanding of these correlations is important to allow dental health care providers to inform patients with periodontitis of their increased risks and to counsel such patients to seek additional medical assessment or intervention as indicated.

Parental expectations, experiences and reactions, sense of coherence and grade of anxiety related to routine ultrasound examination with normal findings during pregnancy.

PubMed

Ekelin, M; Crang Svalenius, E; Larsson, A-K; Nyberg, P; Marsál, K; Dykes, A-K

2009-10-01

To investigate parents' expectations, experiences and reactions, sense of coherence and anxiety before and after a second-trimester routine ultrasound examination, with normal findings. Before and after ultrasound questionnaires including the scales parents' expectations, experiences and reactions to routine ultrasound examination (PEER-U state of mind index), sense of coherence (SOC) and state and trait anxiety inventory (STAI), were sent to a 1-year cohort of women and their partners. Replies received were 2183. Both parents had significantly less worried state of mind (PEER-U) after the examination than before. Women had a lower grade of state anxiety after than before, but for men there was no significant change. Before the ultrasound, women had a higher degree of worried state of mind, as well as a higher grade of state and trait anxiety and a lower sense of coherence, than men. The women showed a greater reduction in worried state of mind than the men after the ultrasound examination. There were no significant differences in sense of coherence before and after ultrasound. Women and men are affected in their psychological well-being in relation to a routine ultrasound examination, but their sense of coherence remains stable.

Grade Level and Gender Differences in a School-Based Reading Tutoring Program

ERIC Educational Resources Information Center

Chang, Sau Hou

2011-01-01

The purpose of the present study is to investigate the grade level and gender differences in a school-based reading tutoring program. The treatment group included 10 first-grade and 12 second-grade struggling readers, and the control group included 41 first-grade and 63 second-grade nonstruggling readers. The tutors were teacher candidates in an…

How to Analyze the Students’ Thinking Levels Based on SOLO Taxonomy?

NASA Astrophysics Data System (ADS)

Putri, U. H.; Mardiyana, M.; Saputro, D. R. S.

2017-09-01

This study aims to determine the extent to which the students ‘thinking level based on SOLO taxonomy in geometry learning viewed from students’ self efficacy (SE). This research utilizes descriptive research with qualitative approach. The data was collected by giving SE questionnaires to 32 students of grade VIII Junior High School which were then categorized into three (high, medium, and low). The subjects of the study were taken by one student in each SE category (high, medium, and low) which then given the problem solving test and the result was triangulated by interview. From this research, it is found that students with high SE can achieve uniructural-relational thinking level, subject with medium SE can be reach the level of unistructural-multistructural thinking, and subject with low SE able to reach unistructural-pristructural level. By paying attention to SE in learning, especially in problem solving process, it is expected that the educator can prepare the learning as well as possible so as to obtain optimal learning achievement.

The hierarchy of the activities of daily living in the Katz index in residents of skilled nursing facilities.

PubMed

Gerrard, Paul

2013-01-01

Nursing facility patients are a population that has not been well studied with regard to functional status and independence previously. As such, the manner in which activities of daily living (ADL) relate to one another is not well understood in this population. An understanding of ADL difficulty ordering has helped to devise systems of functional independence grading in other populations, which have value in understanding patients' global levels of independence and providing expectations regarding changes in function. This study seeks to examine the hierarchy of ADL in the nursing facility population. Data were analyzed from the 2004 National Nursing Home Survey, a cross-sectional data set of 13 507 skilled nursing facility subjects with functional independence items. The ADL difficulty hierarchy was determined using Rasch analysis. Item fit values for the Rasch model using Mean-Square infit statistics were also determined. The robustness of the hierarchy was tested for each ADL. Two grading systems were devised from the results of the item difficulty ordering. One was based on the most difficult item that he or she could perform, and the other assigned a grade based on the least difficult item that a subject could not perform. A total of 13 113 patients were included in this analysis, the majority of whom were female and white. They had an average age of 81 years. An ordered hierarchy of ADL was found with eating being the easiest and bathing the most difficult. All items in the Katz index fit the Rasch model adequately well. The majority of patients able to perform any particular ADL were also able to perform all easier ADL. Cohen's κ for the 2 grading systems was 0.73. This study is the first to show the expected hierarchy of difficulty of the 6 activities of daily proposed in the Katz index in the nursing facility population. The hierarchy found in this population matches the original hierarchy found in older adults in the community and acute care settings. It is also similar to hierarchy found in the inpatient rehabilitation setting. Patients would be expected to lose or gain function based on the order of difficulty, but this remains to be confirmed. Among the 6 activities of daily living tested here, their order from easiest to most difficult is eating, maintaining continence, transferring, toileting, dressing, and bathing. In addition, the index formed by these 6 items has construct validity in the nursing facility population.

The Purdue Elementary Problem-Solving Inventory (PEPSI), Grade Level, and Socioeconomic Status: A Preliminary Study.

ERIC Educational Resources Information Center

Cox, David W.

1985-01-01

The effects of grade level and socioeconomic status upon Purdue Elementary Problem-Solving Inventory (PEPSI) scores were investigated with 123 elementary students. It was concluded that the PEPSI is usable with most grade two through grade six pupils at both lower and middle socioeconomic levels, and has potential utility in teaching…

Increasing Oral Reading Fluency of below Grade-Level Elementary Students through Parent Involvement

ERIC Educational Resources Information Center

Royal, Louise I.

2012-01-01

An increasing number of elementary students in a rural school were promoted to a higher grade without having grade-level reading fluency skills, thereby becoming at risk of not reaching or maintaining their academic grade level reading skills. The purpose of this ex post facto quantitative study involving archival data analysis was to investigate…

Applying a Multiple Group Causal Indicator Modeling Framework to the Reading Comprehension Skills of Third, Seventh, and Tenth Grade Students

PubMed Central

Tighe, Elizabeth L.; Wagner, Richard K.; Schatschneider, Christopher

2015-01-01

This study demonstrates the utility of applying a causal indicator modeling framework to investigate important predictors of reading comprehension in third, seventh, and tenth grade students. The results indicated that a 4-factor multiple indicator multiple indicator cause (MIMIC) model of reading comprehension provided adequate fit at each grade level. This model included latent predictor constructs of decoding, verbal reasoning, nonverbal reasoning, and working memory and accounted for a large portion of the reading comprehension variance (73% to 87%) across grade levels. Verbal reasoning contributed the most unique variance to reading comprehension at all grade levels. In addition, we fit a multiple group 4-factor MIMIC model to investigate the relative stability (or variability) of the predictor contributions to reading comprehension across development (i.e., grade levels). The results revealed that the contributions of verbal reasoning, nonverbal reasoning, and working memory to reading comprehension were stable across the three grade levels. Decoding was the only predictor that could not be constrained to be equal across grade levels. The contribution of decoding skills to reading comprehension was higher in third grade and then remained relatively stable between seventh and tenth grade. These findings illustrate the feasibility of using MIMIC models to explain individual differences in reading comprehension across the development of reading skills. PMID:25821346

Comparing Dropout Predictors for Two State-Level Panels Using Grade 6 and Grade 8 Data

ERIC Educational Resources Information Center

Franklin, Bobby J.; Trouard, Stephen B.

2016-01-01

The purpose of this study was to examine the effectiveness of dropout predictors across time. Two state-level high school graduation panels were selected to begin with the seventh and ninth grades but end at the same time. The first panel (seventh grade) contained 29,554 students and used sixth grade predictors. The second panel (ninth grade)…

Relationship of the Van Herick Grading System with Peripheral Iris Configuration and Level of Iris Insertion.

PubMed

Khan, Faisal Aziz; Niazi, Shafaq Pervez Khan; Khan, Assad Zaman

2017-09-01

To determine the relationship of the van Herick angle grading system with the level of iris insertion and peripheral iris configuration. Observational study. Eye department, Combined Military Hospital, Malir Cantt., Karachi, from May to October 2015. Sixty-five eyes of 65 patients were recruited. Anterior chamber depth at the temporal limbus was measured as a fraction of corneal section thickness using van Herick technique and graded on the standard 4-point scale of the van Herick grading system. Gonioscopy of the temporal quadrant was performed with a Posner 4 mirror goniolens and both the true level of iris insertion and peripheral iris configuration were recorded on a 4-point scale so as to equate with the van Herick 4-point grading system. Spearman's rho test was applied to determine the relationship of the van Herick grading system with level of iris root insertion and peripheral iris configuration. Amoderate positive correlation between van Herick grade and peripheral iris configuration was found which was statistically significant (rs=0.42, p < 0.001). Astatistically significant and moderate positive correlation was also detected between van Herick grade and the level of iris insertion (rs=0.45, p < 0.001). The van Herick grade has a moderately positive relationship with the peripheral iris configuration and true level of iris insertion.

Association of Irisin and CRP Levels with the Radiographic Severity of Knee Osteoarthritis.

PubMed

Mao, Yongtao; Xu, Wei; Xie, Zonggang; Dong, Qirong

2016-02-01

Irisin, a recently identified myokine, is implicated in protecting mice from obesity. This study was designed to examine the relation of irisin levels in serum and synovial fluid (SF) with the radiographic severity of osteoarthritis (OA). Our study included 215 patients with knee OA. Irisin levels in serum and SF were evaluated using an enzyme-linked immunosorbent assay. The progression of OA was assessed using Kellgren-Lawrence grading system. Knee OA patients had lower serum irisin concentrations and increased serum C-reactive protein (CRP) levels compared with healthy controls. There were markedly decreased irisin levels in both the serum and the SF, as well as increased serum CRP levels of knee OA patients with Kellgren and Lawrence (KL) grade 4 compared with patients classified as KL grade 2 and 3. Furthermore, patients with KL grade 3 showed markedly reduced serum and SF levels of irisin, as well as increased serum CRP levels compared with patients classified as KL grade 2. Irisin levels in serum and SF of knee OA patients were negatively correlated with disease severity evaluated by KL grading criteria. Irisin levels in the serum and SF of knee OA patients were negatively correlated with disease severity evaluated by the radiographic KL grading criteria.

Enhancing On-Task Behavior in Fourth-Grade Students Using a Modified Color Wheel System

ERIC Educational Resources Information Center

Blondin, Carolyn; Skinner, Christopher; Parkhurst, John; Wood, Allison; Snyder, Jamie

2012-01-01

The authors used a withdrawal design to evaluate the effects of a modified Color Wheel System (M-CWS) on the on-task behavior of 7 students enrolled in the 4th grade. Standard CWS procedures were modified to include a 4th set of rules designed to set behavioral expectation for cooperative learning activities. Mean data showed that immediately…

Students drop out of STEM fields due to poor grades

NASA Astrophysics Data System (ADS)

Balcerak, Ernie

2013-09-01

College students planning to major in science, technology, engineering, and mathematics (STEM) fields often drop out of those fields because of poorer than expected grades, according to a recent study. Conducted by Ralph Stinebrickner of Berea College in Kentucky and Todd Stinebrickner of the University of Western Ontario, the study is a National Bureau of Economic Research working paper published in June 2013.

Dimension lumber grades from white fir in Lakeview area.

Treesearch

E.E. Matson

1955-01-01

Production of white fir lumber in the western pine region amounted to a little more than a billion board feet in 1954, or about 13 percent of the output of pine-region sawmills. Moreover, production of the white fir lumber is expanding, and it is important to know what grades of lumber can be expected so that timber and log values can be more accurately appraised....

A Co-Teaching Model: Committed Professionals, High Expectations, and the Inclusive Classroom

ERIC Educational Resources Information Center

Lindeman, Karen Wise; Magiera, Kathleen

2014-01-01

This article relates the story of a first grade teacher and a child who was the only deaf student in the entire school. Because he had no one who could communicate with him--not teachers, not students, no one, this situation tugged at the hearts of a committed team of professionals. A teacher of the deaf, a first grade general education teacher, a…

Training and Education of Financial Management Company Grade Officers

DTIC Science & Technology

2010-11-22

NUMBER 5f. WORK UNIT NUMBER 7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) COL Patricia O’Keefe Department of Command, Leadership , and...GRADE OFFICERS by Colonel Randy Stevens United States Army Colonel Patricia O‟ Keefe Project Adviser This SRP...of the mission have the proper technical and leadership skill requisites. Coupled with this is the expectation that leaders must be able to deal

Prueba de Ciencia Primer Grado (Science Test for the First Grade). [In Spanish

ERIC Educational Resources Information Center

Puerto Rico State Dept. of Education, Hato Rey.

This document consists of three parts: (1) a manual for administering the science test to first graders (in Spanish), (2) a copy of the test itself (pictorial), and (3) a list of expected competencies in science for the first three grades (in English). The test consists of 25, four-choice items. For each item, the administrator reads a statement…

Dynamics of Peer Relationships across the First Two Years of Junior High as a Function of Gender and Changes in Classroom Composition

ERIC Educational Resources Information Center

Lubbers, Miranda J.; Snijders, Tom A. B.; Van Der Werf, Margaretha P. C.

2011-01-01

This article examines the dynamics of peer relationships across the first 2 grades of Dutch junior high schools (average age 13-14). Specifically, we studied how gender and compositional changes in classrooms structured the changes in peer relationships between the 2 grades. Expectations were derived from past research, and we tested whether these…

Relations of Student Perceptions of Teacher Oral Feedback with Teacher Expectancies and Student Self-Concept

ERIC Educational Resources Information Center

Chen, Yi-Hsin; Thompson, Marilyn S.; Kromrey, Jeffrey D.; Chang, George H.

2011-01-01

In this article, the authors investigated the relations of students' perceptions of teachers' oral feedback with teacher expectancies and student self-concept. A sample of 1,598 Taiwanese children in Grades 3 to 6 completed measures of student perceptions of teacher oral feedback and school self-concept. Homeroom teachers identified students for…

The Impact of Hill Reading Achievement Program with Students with Disabilities in First through Third Grade

ERIC Educational Resources Information Center

Templeton, Patrice Danielle

2017-01-01

No Child Left Behind Act created a paradigm shift in the education field for all students including students with disabilities. The act impacted students with disabilities because the expectation of education changed in many areas. The expectation of highly qualified teachers teaching utilizing research based strategies and the requirement of…

Influence of Significant Others on High School Students' Expectancies of Success and Task Value in Physical Education

ERIC Educational Resources Information Center

Williams, Skip M.; Weiss, Windee

2018-01-01

This study examined the perceived influence of significant others' beliefs on students' expectancies of success and task value in physical education (PE). PE students (N = 231) between Grades 9 and 12 participated. Multiple regressions examined the influence of perceived parents', teachers', and classmates' beliefs on students' ability…

Being Caring and Disciplinary--Male Primary School Teachers on Expectations from Others

ERIC Educational Resources Information Center

Hjalmarsson, Maria; Löfdahl, Annica

2014-01-01

The article explores how male primary school teachers view and relate to other people's expectations of them as teachers. The empirical data consists of interviews with seven teachers working in compulsory school grades three to five in a large-sized town in Sweden. The theoretical work on relations among masculinities developed by Connell and the…

Self-Perceptions on Sex-Typed Attributes and the Occupational Aspirations and Expectations of High School Females.

ERIC Educational Resources Information Center

Davis, Patricia C.; And Others

Relationships among high school females' self-perceptions on sex-stereotypic attributes and their occupational aspirations and expectations were investigated. Two measures were administered to, and data were collected from, 200 randomly selected females in grade 12 from a large urban school district. Occupational choice was measured by two…

Exploring the Relationship between Fidelity of Implementation and Academic Achievement in a Third-Grade Gifted Curriculum: A Mixed-Methods Study

ERIC Educational Resources Information Center

Azano, Amy; Missett, Tracy C.; Callahan, Carolyn M.; Oh, Sarah; Brunner, Marguerite; Foster, Lisa H.; Moon, Tonya R.

2011-01-01

This study used sequential mixed-methods analyses to investigate the effectiveness of a research-based language arts curriculum for gifted third graders. Using analytic induction, researchers found that teachers' beliefs and expectations (time, sense of autonomy, expectations for students, professional expertise) influenced the degree to which…

Comparison of the Mathematics Expectations Related to Number and Quantity for Student Learning

ERIC Educational Resources Information Center

Chen, Jung-chih; Chen, Chia-huang

2011-01-01

In the study reported here, the authors examined the LEs (learning expectations) related to Grades 1 to 8 number and quantity in mathematics across several US states and high performing TIMSS (Third International Mathematics and Science Study) Asian countries, including Singapore, Taiwan and Japan. The general strategy used is based on the topic…

Healthy Lifestyles of University Students in China and Influential Factors

PubMed Central

Xing, Xiao-Hui; Wu, Xian-Bo

2013-01-01

This study was conducted to analyze to what extent university students exhibit healthy lifestyles and which sociodemographic variables influence healthy lifestyles. 4809 university students randomly selected were measured by use of the Healthy Lifestyle Scale for University Students questionnaire. When controlling for the other variables, the total healthy lifestyles score was predicted by gender, grade, father's level of education, and type of institution; exercise behaviour was partially predicted by gender, grade, type of institution, and family monthly income; regular behaviour was modulated by gender, grade, type of institution, family monthly income, and father's educational level; nutrition behaviour was partially affected by type of institution, family monthly income, and father's educational level; health risk behaviour was modulated by gender, mother's level of education, and family monthly income; health responsibility was modulated by gender, grade, type of institution, and father's educational level; social support was modulated by gender, grade, and father's educational level; stress management was modulated by gender, grade, type of institution, and mother's education level; life appreciation was modulated by grade, type of institution, and mother's educational level. These influences should be taken into account in designing interventions for specific socio-demographic profiles that might be at higher risk for certain behaviours. PMID:23935418

The Contribution of Vocabulary Knowledge and Spelling to the Reading Comprehension of Adolescents Who Are and Are Not English Language Learners.

PubMed

Reed, Deborah K; Petscher, Yaacov; Foorman, Barbara R

2016-04-01

This study examined the contributions of vocabulary and spelling to the reading comprehension of students in grades 6-10 who were and were not classified as English language learners. Results indicate that vocabulary accounted for greater between-grade differences and unique variance (Δ R 2 = .11 to .31) in comprehension as compared to spelling (Δ R 2 = .01 to .09). However, the contribution of spelling to comprehension was higher in the upper grade levels included in this cross-sectional analysis and functioned as a mediator of the impact of vocabulary knowledge at all levels. The direct effect of vocabulary was strong but lower in magnitude at each successive grade level from .58 in grade 6 to .41 in grade 10 while the indirect effect through spelling increased in magnitude at each successive grade level from .09 in grade 6 to .16 in grade 10. There were no significant differences between the language groups in the magnitude of the indirect impact, suggesting both groups of students relied more on both sources of lexical information in higher grades as compared to students in lower grades.

The Contribution of Vocabulary Knowledge and Spelling to the Reading Comprehension of Adolescents Who Are and Are Not English Language Learners

PubMed Central

Reed, Deborah K.; Petscher, Yaacov; Foorman, Barbara R.

2016-01-01

This study examined the contributions of vocabulary and spelling to the reading comprehension of students in grades 6–10 who were and were not classified as English language learners. Results indicate that vocabulary accounted for greater between-grade differences and unique variance (ΔR2 = .11 to .31) in comprehension as compared to spelling (ΔR2 = .01 to .09). However, the contribution of spelling to comprehension was higher in the upper grade levels included in this cross-sectional analysis and functioned as a mediator of the impact of vocabulary knowledge at all levels. The direct effect of vocabulary was strong but lower in magnitude at each successive grade level from .58 in grade 6 to .41 in grade 10 while the indirect effect through spelling increased in magnitude at each successive grade level from .09 in grade 6 to .16 in grade 10. There were no significant differences between the language groups in the magnitude of the indirect impact, suggesting both groups of students relied more on both sources of lexical information in higher grades as compared to students in lower grades. PMID:27313395

An investigation of the development of the topological spatial structures in elementary school students

NASA Astrophysics Data System (ADS)

Everett, Susan Ann

1999-09-01

In this study the relationships among the topological spatial structures were examined in students in kindergarten, second, and fourth grades. These topological spatial structures are part of the three major types of spatial thinking: topological, projective, and Euclidean (as defined by Jean Piaget and associates). According to Piaget's model of spatial thinking, the spatial structures enable humans to think about spatial relationships at a conceptual or representational level rather than only at a simpler, perceptual level. The clinical interview technique was used to interact individually with 72 children to assess the presence of each of the different topological spatial structures. This was accomplished through the use of seven task protocols and simple objects which are familiar to young children. These task protocols allowed the investigator to interact with each child in a consistent manner. The results showed that most of the children in this study (97.2%) had not developed all of the topological spatial structures. The task scores, were analyzed using non-parametric statistical tests due to the ordinal nature of the data. From the data the following results were obtained: (1) the spatial structures did not develop in random order based on the task scores but developed in the sequence expected from Piaget's model, (2) task performance improved with grade level with fourth grade students outperforming second graders and kindergartners on each of the seven tasks, and (3) no significant differences on task performance due to gender were found. Based on these results, young elementary children are beginning to develop topological spatial thinking. This is critical since it provides the foundation for the other types of spatial thinking, projective and Euclidean. Since spatial thinking is not a "gift" but can be developed, educators need to provide more opportunities for students to increase their level of spatial thinking since it is necessary for conceptual understanding of many different topics in math and science.

Examining the progression and consistency of thermal concepts: a cross-age study

NASA Astrophysics Data System (ADS)

Adadan, Emine; Yavuzkaya, Merve Nur

2018-03-01

This cross-sectional study examined how the progression and consistency of students' understanding of thermal concepts in everyday contexts changes across the grade levels. A total of 656 Turkish students from Grade 8 (age 13-14), Grade 10 (age 15-16), and the first year of college (age 19-20) participated in the study. The data were analysed using statistical procedures (descriptive and inferential). Findings indicated a substantial progression in the students' scientific understanding of thermal concepts across grade levels. In addition, the students' alternative conceptions about thermal concepts generally decreased in frequency across grade levels, but certain alternative conceptions were observed in every grade level to a similar extent. Even though the number of students who consistently used scientific ideas increased across grade levels, the number of students who consistently used non-scientific ideas decreased across grade levels. However, the number of students who used scientific and non-scientific ideas inconsistently generally increased as they progressed in the science curriculum. These findings can be associated with either fragmentation or alternative conceptions that result from the gradual enrichment processes students experience when they try to integrate scientific concepts into their conceptual frameworks.

Stomach position in prediction of survival in left-sided congenital diaphragmatic hernia with or without fetoscopic endoluminal tracheal occlusion.

PubMed

Cordier, A-G; Jani, J C; Cannie, M M; Rodó, C; Fabietti, I; Persico, N; Saada, J; Carreras, E; Senat, M-V; Benachi, A

2015-08-01

To investigate the value of fetal stomach position in predicting postnatal outcome in left-sided congenital diaphragmatic hernia (CDH) with and without fetoscopic endoluminal tracheal occlusion (FETO). This was a retrospective review of CDH cases that were expectantly managed or treated with FETO, assessed from May 2008 to October 2013, in which we graded, on a scale of 1-4, stomach position on the four-chamber view of the heart with respect to thoracic structures. Logistic regression analysis was used to investigate the effect of management center (Paris, Brussels, Barcelona, Milan), stomach grading, observed-to-expected lung area-to-head circumference ratio (O/E-LHR), gestational age at delivery, birth weight in expectantly managed CDH, gestational ages at FETO and at removal and period of tracheal occlusion, on postnatal survival in CDH cases treated with FETO. We identified 67 expectantly managed CDH cases and 47 CDH cases that were treated with FETO. In expectantly managed CDH, stomach position and O/E-LHR predicted postnatal survival independently. In CDH treated with FETO, stomach position and gestational age at delivery predicted postnatal survival independently. In left-sided CDH with or without FETO, stomach position is predictive of postnatal survival. Copyright © 2014 ISUOG. Published by John Wiley & Sons Ltd.

Getting ahead of yourself: Parafoveal word expectancy modulates the N400 during sentence reading

DOE PAGES

Stites, Mallory C.; Payne, Brennan R.; Federmeier, Kara D.

2017-01-18

An important question in the reading literature regards the nature of the semantic information readers can extract from the parafovea (i.e., the next word in a sentence). Recent eye-tracking findings have found a semantic parafoveal preview benefit under many circumstances, and findings from event-related brain potentials (ERPs) also suggest that readers can at least detect semantic anomalies parafoveally. We use ERPs to ask whether fine-grained aspects of semantic expectancy can affect the N400 elicited by a word appearing in the parafovea. In an RSVP-with-flankers paradigm, sentences were presented word by word, flanked 2° bilaterally by the previous and upcoming words.more » Stimuli consisted of high constraint sentences that were identical up to the target word, which could be expected, unexpected but plausible, or anomalous, as well as low constraint sentences that were always completed with the most expected ending. Findings revealed an N400 effect to the target word when it appeared in the parafovea, which was graded with respect to the target’s expectancy and congruency within the sentence context. Moreover, when targets appeared at central fixation, this graded congruency effect was mitigated, suggesting that the semantic information gleaned from parafoveal vision functionally changes the semantic processing of those words when foveated.« less

Getting ahead of yourself: Parafoveal word expectancy modulates the N400 during sentence reading

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

Stites, Mallory C.; Payne, Brennan R.; Federmeier, Kara D.

An important question in the reading literature regards the nature of the semantic information readers can extract from the parafovea (i.e., the next word in a sentence). Recent eye-tracking findings have found a semantic parafoveal preview benefit under many circumstances, and findings from event-related brain potentials (ERPs) also suggest that readers can at least detect semantic anomalies parafoveally. We use ERPs to ask whether fine-grained aspects of semantic expectancy can affect the N400 elicited by a word appearing in the parafovea. In an RSVP-with-flankers paradigm, sentences were presented word by word, flanked 2° bilaterally by the previous and upcoming words.more » Stimuli consisted of high constraint sentences that were identical up to the target word, which could be expected, unexpected but plausible, or anomalous, as well as low constraint sentences that were always completed with the most expected ending. Findings revealed an N400 effect to the target word when it appeared in the parafovea, which was graded with respect to the target’s expectancy and congruency within the sentence context. Moreover, when targets appeared at central fixation, this graded congruency effect was mitigated, suggesting that the semantic information gleaned from parafoveal vision functionally changes the semantic processing of those words when foveated.« less

Readability of patient education materials on the American Orthopaedic Society for Sports Medicine website.

PubMed

Eltorai, Adam E M; Han, Alex; Truntzer, Jeremy; Daniels, Alan H

2014-11-01

The recommended readability of patient education materials by the American Medical Association (AMA) and National Institutes of Health (NIH) should be no greater than a sixth-grade reading level. However, online resources may be too complex for some patients to understand, and poor health literacy predicts inferior health-related quality of life outcomes. This study evaluated whether the American Orthopaedic Society for Sports Medicine (AOSSM) website's patient education materials meet recommended readability guidelines for medical information. We hypothesized that the readability of these online materials would have a Flesch-Kincaid formula grade above the sixth grade. All 65 patient education entries of the AOSSM website were analyzed for grade level readability using the Flesch-Kincaid formula, a widely used and validated tool to evaluate the text reading level. The average (standard deviation) readability of all 65 articles was grade level 10.03 (1.44); 64 articles had a readability score above the sixth-grade level, which is the maximum level recommended by the AMA and NIH. Mean readability of the articles exceeded this level by 4.03 grade levels (95% CI, 3.7-4.4; P < 0.0001). We found post-hoc that only 7 articles had a readability score ≤ an eighth-grade level, the average reading level of US adults. Mean readability of the articles exceeded this level by 2.03 grade levels (95% CI, 1.7-2.4; P < 0.0001). The readability of online AOSSM patient education materials exceeds the readability level recommended by the AMA and NIH, and is above the average reading level of the majority of US adults. This online information may be of limited utility to most patients due to a lack of comprehension. Our study provides a clear example of the need to improve the readability of specific education material in order to maximize the efficacy of multimedia sources.

Health Literacy: Readability of ACC/AHA Online Patient Education Material.

PubMed

Kapoor, Karan; George, Praveen; Evans, Matthew C; Miller, Weldon J; Liu, Stanley S

To determine whether the online patient education material offered by the American College of Cardiology (ACC) and the American Heart Association (AHA) is written at a higher level than the 6th-7th grade level recommended by the National Institute of Health (NIH). Online patient education material from each website was subjected to reading grade level (RGL) analysis using the Readability Studio Professional Edition. One-sample t testing was used to compare the mean RGLs obtained from 8 formulas to the NIH-recommended 6.5 grade level and 8th grade national mean. In total, 372 articles from the ACC website and 82 from the AHA were studied. Mean (±SD) RGLs for the 454 articles were 9.6 ± 2.1, 11.2 ± 2.1, 11.9 ± 1.6, 10.8 ± 1.6, 9.7 ± 2.1, 10.8 ± 0.8, 10.5 ± 2.6, and 11.7 ± 3.5 according to the Flesch-Kincaid grade level (FKGL), Simple Measure of Gobbledygook (SMOG Index), Coleman-Liau Index (CLI), Gunning-Fog Index (GFI), New Dale-Chall reading level formula (NDC), FORCAST, Raygor Readability Estimate (RRE), and Fry Graph (Fry), respectively. All analyzed articles had significantly higher RGLs than both the NIH-recommended grade level of 6.5 and the national mean grade level of 8 (p < 0.00625). Patient education material provided on the ACC and AHA websites is written above the NIH-recommended 6.5 grade level and 8th grade national mean reading level. Additional studies are required to demonstrate whether lowering the RGL of this material improves outcomes among patients with cardiovascular disease. © 2017 S. Karger AG, Basel.

Assessing Readability and Reliability of Online Patient Information Regarding Vestibular Schwannoma.

PubMed

Spiers, Harry; Amin, Nikul; Lakhani, Raj; Martin, Andrew J; Patel, Parag M

2017-12-01

The aim of this study is to objectively assess the quality and readability of websites related to vestibular schwannomas. Patients are increasingly seeking information on confirmed or suspected diagnoses through the Internet. Clinicians are often concerned regarding the accuracy, quality, and readability of web-based sites. Online information relating to vestibular schwannoma was searched using the three most popular search engines. The terms "acoustic neuroma" and "vestibular schwannoma" were used. The top 50 results from each site were assessed for readability using the Flesch-Kincaid Grade Level, Flesch Reading Ease Score, and the Gunning-Fog Index. Quality of website information was scored using the DISCERN tool. Of 300 search results analyzed, 58 separate appropriate websites were identified. The mean readability score using Flesch-Kincaid Grade Level was 10.27 (95% confidence interval [CI] 9.84-10.70). The mean Flesch Reading Ease Score was 48.75 (95% CI 46.57-50.92). The Gunning-Fog Index was 13.40 (95% CI 12.92-13.89). These scores equate to someone finishing secondary school/first year university student. DISCERN scores were highly variable but consistently demonstrated great variability in quality of information. Online patient information on vestibular schwannoma is highly variable in quality. Although there are a wide range of different websites easily available to patients on their condition and its treatment options, the information is written at a difficult level which may exceed the understanding level of many patients as it is written at a higher than average level of expected reading ability.

There were no differences in serum HBV DNA level between HBeAg-positive and HBeAg-negative chronic hepatitis B with same liver histological necroinflammation grade but differences among grades 1, 2, 3 and 4 apportioned by the same hepatic parenchyma cell volume.

PubMed

Ke, W-M; Xie, S-B; Li, X-J; Zhang, S-Q; Lai, J; Ye, Y-N; Gao, Z-L; Chen, P-J

2011-09-01

Hepatitis B virus (HBV) DNA levels and liver histological necroinflammation grades are correlated with the antiviral efficacy. It is necessary to clarify the relationship between HBV replication levels apportioned by the same hepatic parenchyma cell volume and severity of liver histological necroinflammation grades in both hepatitis B e antigen (HBeAg)-positive and HBeAg-negative chronic hepatitis B. The serum HBV DNA levels apportioned by the same hepatic parenchyma cell volume were compared between HBeAg-positive and HBeAg-negative chronic hepatitis B as well as among liver histological necroinflammation grades 1, 2, 3 and 4, respectively. There were no differences in the serum HBV DNA levels between HBeAg-positive and HBeAg-negative chronic hepatitis B as well as among liver histological necroinflammation grades 1, 2, 3 and 4. However, there were differences in the serum HBV DNA levels apportioned by the same hepatic parenchyma cell volume among liver histological necroinflammation grades 1, 2, 3 and 4 in both HBeAg-positive and HBeAg-negative chronic hepatitis B, respectively. There were no differences in HBV DNA levels with the same liver histological necroinflammation grade activated by HBV wild-type and variant strains. After the differences in hepatic parenchyma cell volume for HBV replication of the same liver histological necroinflammation grade accompanied by different hepatic fibrosis stages were adjusted, the serum HBV DNA level apportioned by the same hepatic parenchyma cell volume was correlated with the severity of liver histological necroinflammation grade. © 2011 Blackwell Publishing Ltd.

Prognostic relevance of Fédération Nationale des Centres de Lutte Contre le Cancer grade and MDM2 amplification levels in dedifferentiated liposarcoma: a study of 50 cases.

PubMed

Jour, George; Gullet, Ashley; Liu, Mingdong; Hoch, Benjamin L

2015-01-01

Dedifferentiated liposarcoma represents a form of liposarcoma composed of a non-lipogenic sarcoma associated with well-differentiated liposarcoma. The prognostic significance of histological grading of the dedifferentiated component remains to be elucidated due to vague grading criteria employed in previous studies. Molecular markers of tumor behavior, including amplification levels of murine double minute-2 (MDM2) and cyclin-dependent kinase-4 (CDK4) genes, have been explored in a limited number of cases. Here we investigate whether 'Fédération Nationale des Centres de Lutte Contre le Cancer' (FNCLCC) grade and MDM2 gene amplification levels have prognostic value in dedifferentiated liposarcoma in terms of local recurrence and disease-specific survival. Fifty cases were retrieved, reviewed and FNCLCC grade was scored for the dedifferentiated component. Testing for MDM2 gene amplification was performed by fluorescence in situ hybridization. Amplification was categorized as high level (≥20 copies) and as low level (<20 copies). Follow-up data was obtained through chart review. Log-rank test and Cox proportional hazard models were used to determine the effect of grade and level of MDM2 amplification on outcomes. Our series includes 50 patients (male n=28, female n=22) with an average age of 63 years (range, 28-88) and a median follow-up of 28 months (range, 2-120). Tumors were graded as grade 1 (6%), grade 2 (58%), and grade 3 (36%). When adjusted for age, sex, site, tumor size, and margin status, grade 3 patients had a higher recurrence rate than grades 1 and 2 (HR=2.07, 95% CI: 1.24, 7.62; P=0.015). Patients with high-level MDM2 amplification had higher recurrence rate on univariate analysis (P=0.028), but not on multivariate analysis (HR=1.69, 95% CI: 0.73, 3.94; P=0.221). FNCLCC grade 3 dedifferentiation confers a worse prognosis in dedifferentiated liposarcoma in terms of local recurrence. MDM2 amplification level remains a useful diagnostic tool in dedifferentiated liposarcoma, but has no prognostic value in terms of local recurrence.

Visual Arts Performance Standards at Grades 4, 8 and 12 for North Dakota Visual Art Standards and Benchmarks.

ERIC Educational Resources Information Center

Shaw-Elgin, Linda; Jackson, Jane; Kurkowski, Bob; Riehl, Lori; Syvertson, Karen; Whitney, Linda

This document outlines the performance standards for visual arts in North Dakota public schools, grades K-12. Four levels of performance are provided for each benchmark by North Dakota educators for K-4, 5-8, and 9-12 grade levels. Level 4 describes advanced proficiency; Level 3, proficiency; Level 2, partial proficiency; and Level 1, novice. Each…

[Injuries to car passengers protected by air bags].

PubMed

Sefrin, P; Kuhnigk, H; Koburg, R

2004-11-01

The air bag, like the seatbelt, is a further development of the inside protection of motorcar passengers. However, the airbag has also been made responsible for severe internal injuries. In a retrospective case control study, 394 accidents in which the air bag was released were analysed. At least medium severe injuries (Maximum Abbreviated Injury Scale: MAIS > or = 2) occurred in 69 cases. Three different patterns of injury were distinguished depending on the level of difficulty of diagnosis by the emergency physician. Damage to the vehicles was scored in five intensities or damage grades. Thoracic injury was most frequently diagnosed in the patients (in 61.5 % of cases), followed by injuries to the lower (50.8 %) and upper extremities (47.7 %). Single injuries with a grade of severity of 2 (MAIS) predominated (59.7 %). In most of the cases the injury was easy to diagnose (64.6 %) because of external signs, in 24.6 % internal injuries were assumed and in only 10.8 % were there no sings of damage to body cavities. Most frequent were occult injuries in the thoracic region (100 %) and in the abdomen (74.4 %). However, occult injuries did not always conform to the grade of deformation to the vehicle, since in 66.7 % the grade of damage was 3. This was not true for the remaining types of injury because external injuries increased with the grade of damage to the vehicle. After the release of the air bag, occult injuries of the body cavities have to be expected, even if there are no signs of external injury. Women under 35 years of age are particularly endangered. There exists no minimum velocity for the occurrence of injuries to the body cavities because harm can simply be a result of the release of the air bag.

Art. Elementary Teacher Resource, 1985.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

Designed to accompany the "Elementary Art Curriculum Guide," this resource is divided into 3 levels: level 1 grades 1-2, level 2 grades 3-4, and level 3 grades 5-6. The material is presented in a standardized format which includes four major components: reflection, depiction, composition, and expression. Once a concept has been chosen,…

School Violence and the Law.

ERIC Educational Resources Information Center

Kopecky, Frank

Organized around the theme of school violence, this booklet provides teachers and lawyers with classroom materials for elementary grades 4-6 (Level A), intermediate grades 6-8 (Level B), and high school grades 9-12 (Level C). In addition, each level contains pages for the lawyer (marked by the scales of justice), the teacher (an apple), and the…

Acute Toxicity After Image-Guided Intensity Modulated Radiation Therapy Compared to 3D Conformal Radiation Therapy in Prostate Cancer Patients

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

Wortel, Ruud C.; Incrocci, Luca; Pos, Floris J.

Purpose: Image-guided intensity modulated radiation therapy (IG-IMRT) allows significant dose reductions to organs at risk in prostate cancer patients. However, clinical data identifying the benefits of IG-IMRT in daily practice are scarce. The purpose of this study was to compare dose distributions to organs at risk and acute gastrointestinal (GI) and genitourinary (GU) toxicity levels of patients treated to 78 Gy with either IG-IMRT or 3D-CRT. Methods and Materials: Patients treated with 3D-CRT (n=215) and IG-IMRT (n=260) receiving 78 Gy in 39 fractions within 2 randomized trials were selected. Dose surface histograms of anorectum, anal canal, and bladder were calculated. Identical toxicitymore » questionnaires were distributed at baseline, prior to fraction 20 and 30 and at 90 days after treatment. Radiation Therapy Oncology Group (RTOG) grade ≥1, ≥2, and ≥3 endpoints were derived directly from questionnaires. Univariate and multivariate binary logistic regression analyses were applied. Results: The median volumes receiving 5 to 75 Gy were significantly lower (all P<.001) with IG-IMRT for anorectum, anal canal, and bladder. The mean dose to the anorectum was 34.4 Gy versus 47.3 Gy (P<.001), 23.6 Gy versus 44.6 Gy for the anal canal (P<.001), and 33.1 Gy versus 43.2 Gy for the bladder (P<.001). Significantly lower grade ≥2 toxicity was observed for proctitis, stool frequency ≥6/day, and urinary frequency ≥12/day. IG-IMRT resulted in significantly lower overall RTOG grade ≥2 GI toxicity (29% vs 49%, respectively, P=.002) and overall GU grade ≥2 toxicity (38% vs 48%, respectively, P=.009). Conclusions: A clinically meaningful reduction in dose to organs at risk and acute toxicity levels was observed in IG-IMRT patients, as a result of improved technique and tighter margins. Therefore reduced late toxicity levels can be expected as well; additional research is needed to quantify such reductions.« less

Growth of Islam. Seventh Grade Activity. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World.

ERIC Educational Resources Information Center

Houson, Judy

This seventh grade activity asks students to gather data that will help them understand and appreciate the Islamic way of life and to learn to feel comfortable living with a Muslim family in Syria during the second semester of the school year. The activity states each student will be interviewed by a Fulbright official, expected to keep a…

Increasing On-Task Behavior in Every Student in a Second-Grade Classroom during Transitions: Validating the Color Wheel System

ERIC Educational Resources Information Center

Fudge, Daniel L.; Skinner, Christopher H.; Williams, Jacqueline L.; Cowden, Dan; Clark, Janice; Bliss, Stacy L.

2008-01-01

A single-case (B-C-B-C) experimental design was used to evaluate the effects of the Color Wheel classroom management system (CWS) on on-task (OT) behavior in an intact, general-education, 2nd-grade classroom during transitions. The CWS included three sets of rules, posted cues to indicate the rules students are expected to be following at that…

Western redcedar lumber recovery from a western Washington sawmill.

Treesearch

E.E. Matson

1957-01-01

During the summer of 1956 a lumber-recovery study was made at E. C. Miller Lumber Company in Aberdeen, Wash. to determine the grades of lumber that can be expected from western redcedar logs. This sawmill is equipped with a 24-foot carriage, a 10-foot band headrig, a band pony headrig, and an edger. All of the upper grades of lumber are seasoned and then sent to the...

Factors in seventh grade academics associated with performance levels on the tenth grade biology end of course test in selected middle and high schools in northwest Georgia

NASA Astrophysics Data System (ADS)

Ward, Jennifer Henry

This study attempted to identify factors in seventh grade academics that are associated with overall success in tenth grade biology. The study addressed the following research questions: Are there significant differences in performance levels in seventh grade Criterion Referenced Competency Test (CRCT) scores in science, math, reading, and language arts associated with performance categories in tenth grade biology End of Course Test (EOCT) and the following demographic variables : gender, ethnicity, socioeconomic status, disability category, and English language proficiency level? Is there a relationship among the categorical variables on the tenth grade biology EOCT and the same five demographic variables? Retrospective causal comparative research was used on a representative sample from the middle schools in three North Georgia counties who took the four CRCTs in the 2006-2007 school year, and took the biology EOCT in the 2009-2010 school year. Chi square was used to determine the relationships of the various demographic variables on three biology EOCT performance categories. Twoway ANOVA determined relationships between the seventh grade CRCT scores of students in the various demographic groups and their performance levels on the biology EOCT. Students' performance levels on the biology EOCT matched their performance levels on the seventh grade CRCTs consistently. Females performed better than males on all seventh grade CRCTs. Black and Hispanic students did worse than White and Asian/Asian Indian students on the math CRCT. Students living in poverty did worse on reading and language arts CRCTs than students who were better off. Special education students did worse on science, reading, and language arts CRCTs than students not receiving special education services. English language learners did worse than native English speakers on all seventh grade CRCTs. These findings suggest that remedial measures may be taken in the seventh grade that could impact performance levels on the biology EOCT.

The effects of academic grouping on student performance in science

NASA Astrophysics Data System (ADS)

Scoggins, Sally Smykla

The current action research study explored how student placement in heterogeneous or homogeneous classes in seventh-grade science affected students' eighth-grade Science State of Texas Assessment of Academic Readiness (STAAR) scores, and how ability grouping affected students' scores based on race and socioeconomic status. The population included all eighth-grade students in the target district who took the regular eighth-grade science STAAR over four academic school years. The researcher ran three statistical tests: a t-test for independent samples, a one-way between subjects analysis of variance (ANOVA) and a two-way between subjects ANOVA. The results showed no statistically significant difference between eighth-grade Pre-AP students from seventh-grade Pre-AP classes and eighth-grade Pre-AP students from heterogeneous seventh-grade classes and no statistically significant difference between Pre-AP students' scores based on socioeconomic status. There was no statistically significant interaction between socioeconomic status and the seventh-grade science classes. The scores between regular eighth-grade students who were in heterogeneous seventh-grade classes were statistically significantly higher than the scores of regular eighth-grade students who were in regular seventh-grade classes. The results also revealed that the scores of students who were White were statistically significantly higher than the scores of students who were Black and Hispanic. Black and Hispanic scores did not differ significantly. Further results indicated that the STAAR Level II and Level III scores were statistically significantly higher for the Pre-AP eighth-grade students who were in heterogeneous seventh-grade classes than the STAAR Level II and Level III scores of Pre-AP eighth-grade students who were in Pre-AP seventh-grade classes.

The Assessment of Quality, Accuracy, and Readability of Online Educational Resources for Platelet-Rich Plasma.

PubMed

Ghodasra, Jason H; Wang, Dean; Jayakar, Rohit G; Jensen, Andrew R; Yamaguchi, Kent T; Hegde, Vishal V; Jones, Kristofer J

2018-01-01

To critically evaluate the quality, accuracy, and readability of readily available Internet patient resources for platelet-rich plasma (PRP) as a treatment modality for musculoskeletal injuries. Using the 3 most commonly used Internet search engines (Google, Bing, Yahoo), the search term "platelet rich plasma" was entered, and the first 50 websites from each search were reviewed. The website's affiliation was identified. Quality was evaluated using 25-point criteria based on guidelines published by the American Academy of Orthopaedic Surgeons, and accuracy was assessed with a previously described 12-point grading system by 3 reviewers independently. Readability was evaluated using the Flesch-Kincaid (FK) grade score. A total of 46 unique websites were identified and evaluated. The average quality and accuracy was 9.4 ± 3.4 (maximum 25) and 7.9 ± 2.3 (maximum 12), respectively. The average FK grade level was 12.6 ± 2.4, which is several grades higher than the recommended eighth-grade level for patient education material. Ninety-one percent (42/46) of websites were authored by physicians, and 9% (4/46) contained commercial bias. Mean quality was significantly greater in websites authored by health care providers (9.8 ± 3.1 vs 5.9 ± 4.7, P = .029) and in websites without commercial bias (9.9 ± 3.1 vs 4.5 ± 3.2, P = .002). Mean accuracy was significantly lower in websites authored by health care providers (7.6 ± 2.2 vs 11.0 ± 1.2, P = .004). Only 24% (11/46) reported that PRP remains an investigational treatment. The accuracy and quality of online patient resources for PRP are poor, and the information overestimates the reading ability of the general population. Websites authored by health care providers had higher quality but lower accuracy. Additionally, the majority of websites do not identify PRP as an experimental treatment, which may fail to provide appropriate patient understanding and expectations. Physicians should educate patients that many online patient resources have poor quality and accuracy and can be difficult to read. Copyright © 2017 Arthroscopy Association of North America. Published by Elsevier Inc. All rights reserved.

A Review of Commercial and Medical-Grade Physiological Monitoring Devices for Biofeedback-Assisted Quality of Life Improvement Studies.

PubMed

Nogueira, Pedro; Urbano, Joana; Reis, Luís Paulo; Cardoso, Henrique Lopes; Silva, Daniel Castro; Rocha, Ana Paula; Gonçalves, Joaquim; Faria, Brígida Mónica

2018-04-17

With the rise in wearable technology and "health culture", we are seeing an increasing interest and affordances in studying how to not only prolong life expectancy but also in how to improve individuals' quality of life. On the one hand, this attempts to give meaning to the increasing life expectancy, as living above a certain threshold of pain and lack of autonomy or mobility is both degrading and unfair. On the other hand, it lowers the cost of continuous care, as individuals with high quality of life indexes tend to have lower hospital readmissions or secondary complications, not to mention higher physical and mental health. In this paper, we evaluate the current state of the art in physiological therapy (biofeedback) along with the existing medical grade and consumer grade hardware for physiological research. We provide a quick primer on the most commonly monitored physiologic metrics, as well as a brief discussion on the current state of the art in biofeedback-assisted medical applications. We then go on to present a comparative analysis between medical and consumer grade biofeedback devices and discuss the hardware specifications and potential practical applications of each consumer grade device in terms of functionality and adaptability for controlled (laboratory) and uncontrolled (field) studies. We end this article with some empirical observations based on our study so that readers might use take them into consideration when arranging a laboratory or real-world experience, thus avoiding costly time delays and material expenditures.

Polytomous Differential Item Functioning and Violations of Ordering of the Expected Latent Trait by the Raw Score

ERIC Educational Resources Information Center

DeMars, Christine E.

2008-01-01

The graded response (GR) and generalized partial credit (GPC) models do not imply that examinees ordered by raw observed score will necessarily be ordered on the expected value of the latent trait (OEL). Factors were manipulated to assess whether increased violations of OEL also produced increased Type I error rates in differential item…

Does Political Socialization at Home Boost Adolescents' Expectation of Higher Education? An Analysis of Eighth-Grade Students in 35 Countries

ERIC Educational Resources Information Center

Lauglo, Jon

2016-01-01

This study uses comparative data to examine the impact of political socialization in the home on adolescents' expectations of university participation. The first part of the study is an international partial replication of design and findings of an earlier Norwegian study published in 2011. It examines, in socioculturally diverse countries, the…

How Do Parent Expectations Promote Child Academic Achievement in Early Elementary School? A Test of Three Mediators

ERIC Educational Resources Information Center

Loughlin-Presnal, John; Bierman, Karen L.

2017-01-01

Using a longitudinal mediation framework and a low-income sample, this study had 2 aims: (a) to model bidirectional associations between parent academic expectations and child academic outcomes from first through fifth grade, and (b) to explore 3 mediators of parental influence: parent involvement in child schooling, child learning behaviors, and…

Expectancy Theory as a Predictor of Grade-Point Averages, Satisfaction, and Participation in the College Environment. ASHE 1983 Annual Meeting Paper.

ERIC Educational Resources Information Center

Lincoln, Yvonna S.; And Others

The ability of Vroom's expectancy motivation theory to predict student satisfaction with the college environment, student participation at school, and student academic performance was studied. Specific objectives of the study were as follows: to test the ability of Vroom's valence model to predict student satisfaction, to test the ability of…

Adolescent Future Expectations of Work, Education, Family, and Community: Development of a New Measure

ERIC Educational Resources Information Center

McWhirter, Ellen Hawley; McWhirter, Benedict T.

2008-01-01

The development and validation of a measure of adolescent future expectations associated with work, education, family, health, and church/community participation is presented. The 25-item measure was administered to a sample of 389 7th- to 12th-grade urban poor and working-class Chilean students. Results of an exploratory principal axis factor…

Construction of Social Reality during Early Adolescence: Can Expecting Storm and Stress Increase Real or Perceived Storm and Stress?

ERIC Educational Resources Information Center

Buchanan, Christy M.; Hughes, Johna L.

2009-01-01

This study examines whether mothers' or adolescents' expectations concerning "storm and stress" behaviors at adolescence predict subsequent real or perceived adolescent behavior and attributes during the early years of adolescence. The study used a short-term longitudinal design. Participants were 6th- and 7th-grade adolescents and their mothers…

From Early Aspirations to Actual Attainment: The Effects of Economic Status and Educational Expectations on University Pursuit

ERIC Educational Resources Information Center

Wu, Ching-Ling; Bai, Haiyan

2015-01-01

This study investigated the effects of economic status and the educational expectations of significant others on early university aspirations and actual university attainment. The study analyzed two-wave longitudinal data collected from 1,595 Taiwanese students in their 9th grade in middle school and in their freshman year at universities. The…

Improvement of band gap profile in Cu(InGa)Se{sub 2} solar cells through rapid thermal annealing

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

Chen, D.S.; College of Mathematics and Physics, Shanghai University of Electric Power, Shanghai, 200090; Yang, J.

Highlights: • Proper RTA treatment can effectively optimize band gap profile to more expected level. • Inter-diffusion of atoms account for the improvement of the graded band gap profile. • The variation of the band gap profile created an absolute gain in the efficiency by 1.22%. - Abstract: In the paper, the effect of rapid thermal annealing on non-optimal double-graded band gap profiles was investigated by using X-ray photoelectron spectroscopy and capacitance–voltage measurement techniques. Experimental results revealed that proper rapid thermal annealing treatment can effectively improve band gap profile to more optimal level. The annealing treatment could not only reducemore » the values of front band gap and minimum band gap, but also shift the position of the minimum band gap toward front electrode and enter into space charge region. In addition, the thickness of Cu(InGa)Se{sub 2} thin film decreased by 25 nm after rapid thermal annealing treatment. All of these modifications were attributed to the inter-diffusion of atoms during thermal treatment process. Simultaneously, the variation of the band gap profile created an absolute gain in the efficiency by 1.22%, short-circuit current density by 2.16 mA/cm{sup 2} and filled factor by 3.57%.« less

Deflecting the trajectory and changing the narrative: how self-affirmation affects academic performance and motivation under identity threat.

PubMed

Sherman, David K; Hartson, Kimberly A; Binning, Kevin R; Purdie-Vaughns, Valerie; Garcia, Julio; Taborsky-Barba, Suzanne; Tomassetti, Sarah; Nussbaum, A David; Cohen, Geoffrey L

2013-04-01

To the extent that stereotype and identity threat undermine academic performance, social psychological interventions that lessen threat could buffer threatened students and improve performance. Two studies, each featuring a longitudinal field experiment in a mixed-ethnicity middle school, examined whether a values affirmation writing exercise could attenuate the achievement gap between Latino American and European American students. In Study 1, students completed multiple self-affirmation (or control) activities as part of their regular class assignments. Latino American students, the identity threatened group, earned higher grades in the affirmation than control condition, whereas White students were unaffected. The effects persisted 3 years and, for many students, continued into high school by lifting their performance trajectory. Study 2 featured daily diaries to examine how the affirmation affected psychology under identity threat, with the expectation that it would shape students' narratives of their ongoing academic experience. By conferring a big-picture focus, affirmation was expected to broaden construals, prevent daily adversity from being experienced as identity threat, and insulate academic motivation from identity threat. Indeed, affirmed Latino American students not only earned higher grades than nonaffirmed Latino American students but also construed events at a more abstract than concrete level and were less likely to have their daily feelings of academic fit and motivation undermined by identity threat. Discussion centers on how social-psychological processes propagate themselves over time and how timely interventions targeting these processes can promote well-being and achievement.

The Great Balancing Act. Nutrition Comes Alive. Level 4. Nutrition Educator's Guide and Work Sheets, Information Sheets, Story, Letters to Parents. Revised Edition.

ERIC Educational Resources Information Center

Waldron, Laurie

This guide offers a nutrition education program for students in Kindergarten through Grade 6. Activities span all grades as well as activities for the specific level. Nutrition education objectives are stated for each grade level: (1) grade four--students will explore how to balance food intake and energy output for overall health and physical…

A comparison of manual and quantitative elbow strength testing.

PubMed

Shahgholi, Leili; Bengtson, Keith A; Bishop, Allen T; Shin, Alexander Y; Spinner, Robert J; Basford, Jeffrey R; Kaufman, Kenton R

2012-10-01

The aim of this study was to compare the clinical ratings of elbow strength obtained by skilled clinicians with objective strength measurement obtained through quantitative testing. A retrospective comparison of subject clinical records with quantitative strength testing results in a motion analysis laboratory was conducted. A total of 110 individuals between the ages of 8 and 65 yrs with traumatic brachial plexus injuries were identified. Patients underwent manual muscle strength testing as assessed on the 5-point British Medical Research Council Scale (5/5, normal; 0/5, absent) and quantitative elbow flexion and extension strength measurements. A total of 92 subjects had elbow flexion testing. Half of the subjects clinically assessed as having normal (5/5) elbow flexion strength on manual muscle testing exhibited less than 42% of their age-expected strength on quantitative testing. Eighty-four subjects had elbow extension strength testing. Similarly, half of those displaying normal elbow extension strength on manual muscle testing were found to have less than 62% of their age-expected values on quantitative testing. Significant differences between manual muscle testing and quantitative findings were not detected for the lesser (0-4) strength grades. Manual muscle testing, even when performed by experienced clinicians, may be more misleading than expected for subjects graded as having normal (5/5) strength. Manual muscle testing estimates for the lesser strength grades (1-4/5) seem reasonably accurate.

Psychosocial, school, and parent factors associated with recent smoking among early-adolescent boys and girls.

PubMed

Simons-Morton, B; Crump, A D; Haynie, D L; Saylor, K E; Eitel, P; Yu, K

1999-02-01

Experimentation with smoking often begins during adolescence, but an adequate understanding of the factors associated with early initiation remains elusive. Sixth- to eighth-grade students (n = 4,263, 67.1% white, 23.5% black, 7.2% other) from seven middle schools were surveyed. The overall prevalence of recent smoking (past 30 days) of 10.4% was similar for boys and girls and by race, but increased from 3.7% in sixth to 17.8% in eighth grade. In multiple logistic regression analyses positive outcome expectations, high perceived prevalence, deviance acceptance, and trouble at school were independently associated with smoking for both boys and girls. Among boys, problem-behaving friends, peer pressure, authoritative parenting, and mother's education and among girls, self-control problems, knowledgeable parents, and grade were independently associated with smoking. This is one of the few studies to report an independent association between smoking and outcome expectations, the first study to report an independent effect for peer influences among boys only, and one of several to find a negative association between smoking and positive parenting behavior. These findings suggest that the effectiveness of preventive interventions might be improved by targeting parent, school, and student outcomes, including outcome expectations, deviance acceptance, and social norms for both boys and girls, peer influences among boys, and self-control among girls.

Using student motivation to design groups in a non-majors biology course for team-based collaborative learning: Impacts on knowledge, views, attitudes, and perceptions

NASA Astrophysics Data System (ADS)

Walters, Kristi L.

The importance of student motivation and its connection to other learning variables (i.e., attitudes, knowledge, persistence, attendance) is well established. Collaborative work at the undergraduate level has been recognized as a valuable tool in large courses. However, motivation and collaborative group work have rarely been combined. This project utilized student motivation to learn biology to place non-major biology undergraduates in collaborative learning groups at East Carolina University, a mid-sized southeastern American university, to determine the effects of this construct on student learning. A pre-test measuring motivation to learn biology, attitudes toward biology, perceptions of biology and biologists, views of science, and content knowledge was administered. A similar post-test followed as part of the final exam. Two sections of the same introductory biology course (n = 312) were used and students were divided into homogeneous and heterogeneous groups (based on their motivation score). The heterogeneous groups (n = 32) consisted of a mixture of different motivation levels, while the homogeneous groups (n = 32) were organized into teams with similar motivation scores using tiers of high-, middle-, and low-level participants. Data analysis determined mixed perceptions of biology and biologists. These include the perceptions biology was less intriguing, less relevant, less practical, less ethical, and less understandable. Biologists were perceived as being neat and slightly intelligent, but not very altruistic, humane, ethical, logical, honest, or moral. Content knowledge scores more than doubled from pre- to post-test. Half of the items measuring views of science were not statistically significantly different from pre- to post-test. Many of the factors for attitudes toward biology became more agreeable from pre- to post-test. Correlations between motivation scores, participation levels, attendance rates, and final course grades were examined at both the individual and group level. Motivation had low correlations with the other variables. Changes in group membership (i.e., attrition) were evaluated at the group level and showed the highest rates with the heterogeneous groups and the lowest with the homogeneous middle groups. Group gender ratios were examined, but showed no correlation with final course grade. Linear regression was utilized to identify any variables that might be useful in predicting the final course grade of each student. Only participation, attendance, and final exam grade were predictive, but as they were components of the final course grade, they were not useful for the model. Differences between the groups were also examined to determine if the group type was predictive of final course grade, but no significant difference was found. Results of the study are discussed in the context of the literature on student motivation to learn science. Implications of the study are discussed through the lens of the Millennial generation's perspectives on teaching and learning. Millennials often consider an education to be a commodity and may expect results with less effort. Millennials may be expressing a pseudo-intrinsic motivation in order to impress peers and instructors, while they may actually be more extrinsically motivated to succeed

The role of radiotherapy in the management of patients with diffuse low grade glioma: A systematic review and evidence-based clinical practice guideline.

PubMed

Ryken, Timothy C; Parney, Ian; Buatti, John; Kalkanis, Steven N; Olson, Jeffrey J

2015-12-01

(1) What is the optimal role of external beam radiotherapy in the management of adult patients with newly diagnosed low-grade glioma (LGG) in terms of improving outcome (i.e., survival, complications, seizure control or other reported outcomes of interest)? (2) Which radiation strategies (dose, timing, fractionation, stereotactic radiation, brachytherapy, chemotherapy) improve outcomes compared to standard external beam radiation therapy in the initial management of low grade gliomas in adults? (3) Do specific factors (e.g., age, volume, extent of resection, genetic subtype) identify subgroups with better outcomes following radiation therapy than the general population of adults with newly diagnosed low-grade gliomas? These recommendations apply to adults with newly diagnosed diffuse LGG. OUTCOMES IN ADULT PATIENTS WITH NEWLY DIAGNOSED LOW GRADE GLIOMA TREATED WITH RADIOTHERAPY: Level I Radiotherapy is recommended in the management of newly diagnosed low-grade glioma in adults to prolong progression free survival, irrespective of extent of resection. Level II Radiotherapy is recommended in the management of newly diagnosed low grade glioma in adults as an equivalent alternative to observation in preserving cognitive function, irrespective of extent of resection. Level III Radiotherapy is recommended in the management of newly diagnosed low grade glioma in adults to improve seizure control in patients with epilepsy and subtotal resection. Level III Radiotherapy is recommended in the management of newly diagnosed low-grade glioma in adults to prolong overall survival in patients with subtotal resection. Level III Consideration of the risk of radiation induced morbidity, including cognitive decline, imaging abnormalities, metabolic dysfunction and malignant transformation, is recommended when the delivery of radiotherapy is selected in the management of newly diagnosed low-grade glioma in adults. STRATEGIES OF RADIOTHERAPY IN ADULT PATIENTS WITH NEWLY DIAGNOSED LOW GRADE GLIOMA: Level I Lower dose radiotherapy is recommended as an equivalent alternative to higher dose immediate postoperative radiotherapy (45-50.4 vs. 59.4-64.8 Gy) in the management of newly diagnosed low-grade glioma in adults with reduced toxicity. Level III Delaying radiotherapy until recurrence or progression is recommended as an equivalent alternative to immediate postoperative radiotherapy in the management of newly diagnosed low-grade glioma in adults but may result in shorter time to progression. Level III The addition of chemotherapy to radiotherapy is not recommended over whole brain radiotherapy alone in the management of low-grade glioma, as it provides no additional survival benefit. Level III Limited-field radiotherapy is recommended over whole brain radiotherapy in the management of low-grade glioma. Level III Either stereotactic radiosurgery or brachytherapy are recommended as acceptable alternatives to external radiotherapy in selected patients. PROGNOSTIC FACTORS IN ADULT PATIENTS WITH NEWLY DIAGNOSED LOW GRADE GLIOMA TREATED WITH RADIOTHERAPY: Level II It is recommended that age greater than 40 years, astrocytic pathology, diameter greater than 6 cm, tumor crossing the midline and preoperative neurological deficit be considered as negative prognostic indicators when predicting overall survival in adult low grade glioma patients treated with radiotherapy. Level II It is recommended that smaller tumor size, extent of surgical resection and higher mini-mental status exam be considered as positive prognostic indicators when predicting overall survival and progression free survival in patients in adult low grade glioma patients treated with radiotherapy. Level III It is recommended that seizures at presentation, presence of oligodendroglial histological component and 1p19q deletion (along with additional relevant factors-see Table 1) be considered as positive prognostic indicators when predicting response to radiotherapy in adults with low grade gliomas. Level III It is recommended that increasing age, decreasing performance status, decreasing cognition, presence of astrocytic histological component (along with additional relevant factors (see Tables 1, 2) be considered as negative prognostic indicators when predicting response to radiotherapy.

Effects of an intervention in active strategies for text comprehension and recall.

PubMed

Elosúa, M Rosa; García-Madruga, Juan A; Gutiérrez, Francisco; Luque, Juan Luis; Gárate, Milagros

2002-11-01

The aim of this study was to investigate the effects of an intervention program to promote active text-processing strategies (main-idea identification and summarization) at two developmental levels (12- and 16-year-olds). The independent variables were training condition (experimental and control) and school level (7th and 10th grades). Several measures were taken as dependent variables: reading span, reading time, construction of macrostructure, and structural recall. The hypothesis claimed that training would increase comprehension and recall significantly. Furthermore, as a result of the training program, a reduction in developmental differences in the experimental groups at posttest was also expected. Results supported the predictions, showing a significant improvement in the experimental groups' reading comprehension and recall. These results are discussed in terms of the importance of active and self-controlled strategies for text comprehension and recall.

The Impact of School Environment and Grade Level on Student Delinquency: A Multilevel Modeling Approach

ERIC Educational Resources Information Center

Lo, Celia C.; Kim, Young S.; Allen, Thomas M.; Allen, Andrea N.; Minugh, P. Allison; Lomuto, Nicoletta

2011-01-01

Effects on delinquency made by grade level, school type (based on grade levels accommodated), and prosocial school climate were assessed, controlling for individual-level risk and protective factors. Data were obtained from the Substance Abuse Services Division of Alabama's state mental health agency and analyzed via hierarchical linear modeling,…

High Interest - Low Vocabulary Science Books, Reading Level Grades 1-4 (Prepared for the Remedial Reading Teacher).

ERIC Educational Resources Information Center

Gott, Margaret E., Comp.; Wailes, James R., Comp.

This booklist is intended for elementary school science students with high interest and low vocabulary skills. The Spache Readability Scale, Dale-Chall formula, sentence structure, paragraph flow, illustration, and diagram analysis or publishers stated grade level were used to determine grade level designations. The included interest level varies…

Variations in the Quality of Care at Large Public Hospitals in Beijing, China: A Condition-Based Outcome Approach.

PubMed

Xu, Ye; Liu, Yuanli; Shu, Ting; Yang, Wei; Liang, Minghui

2015-01-01

Public hospitals deliver over ninety percent of all outpatient and inpatient services in China. Their quality is graded into three levels (A, B, and C) largely based on structural resources, but empirical evidence on the quality of process and outcome of care is extremely scarce. As expectations for quality care rise with higher living standards and cost of care, such evidence is urgently needed and vital to improve care and to inform future health reforms. We compiled and analyzed a multicenter database of over 4 million inpatient discharge summary records to provide a comprehensive assessment of the level and variations in clinical outcomes of hospitalization at 39 tertiary hospitals in Beijing. We assessed six outcome measures of clinical quality: in-hospital mortality rates (RSMR) for AMI, stroke, pneumonia and CABG, post-procedural complication rate (RS-CR), and failure-to-rescue rate (RS-FTR). The measures were adjusted for pre-admission patient case-mix using indirect standardization method with hierarchical linear mixed models. We found good overall quality with large variations by hospital and condition (mean/range, in %): RSMR-AMI: 6.23 (2.37-14.48), RSMR-stroke: 4.18 (3.58-4.44), RSMR-pneumonia: 7.78 (7.20-8.59), RSMR-CABG: 1.93 (1.55-2.23), RS-CR: 11.38 (9.9-12.88), and RS-FTR: 6.41 (5.17-7.58). Hospital grade was not significantly associated with any risk-adjusted outcome measures. Going to a higher grade public hospital does not always lead to better patient outcome because hospital grade only contains information about hospital structural resources. A hospital report card with some outcome measures of quality would provide valuable information to patients in choosing providers, and for regulators to identify gaps in health care quality. Reducing the variations in clinical practice and patient outcome should be a focus for policy makers in the next round of health sector reforms in China.

5 CFR 330.1104 - Eligibility.

Code of Federal Regulations, 2011 CFR

2011-01-01

... any grade level, offered by the agency (whether competitive or excepted) when the employee applied and... without time limit in any Federal agency at any grade level; (4) When the DC DOC employee voluntarily... official inquiry of availability from the agency for a permanent appointment, at any grade level, offered...

In-service tests of the effectiveness of vibration control measures on the BART rail transit system

NASA Astrophysics Data System (ADS)

Saurenman, Hugh; Phillips, James

2006-06-01

This paper presents results of a number of vibration measurements of the different track forms used on the current San Francisco Bay Area Rapid Transit (BART) system including floating slab, resiliently supported half-ties and high-resilience direct fixation fasteners in subway and one section of floating slab used on at-grade track. The goal was to obtain data that would improve the predictions of future vibration levels and perhaps lead to more cost effective vibration mitigation strategies for the proposed BART extension to San Jose. The tests show that the floating slabs are performing much as designed, the resiliently supported half-ties are less effective than expected, and the high resilience track fasteners are probably performing as expected although the results are clouded because of severe rail corrugation in the area where the new fasteners were installed. One unanticipated result is the apparent interaction of the floating slab resonance, the wheel rotation frequency, the bogie dynamics, and vibration propagation characteristics of the ground.

Explaining academic-track boys' underachievement in language grades: Not a lack of aptitude but students' motivational beliefs and parents' perceptions?

PubMed

Heyder, Anke; Kessels, Ursula; Steinmayr, Ricarda

2017-06-01

Boys earn lower grades in languages than girls. The expectancy-value model by Eccles et al. (, A series of books in psychology. Achievement and achievement motives. Psychological and sociological approaches, W.H. Freeman, San Francisco, CA, 76) is a comprehensive theoretical model for explaining gender differences in educational outcomes. In the past, most studies have focused on girls' disadvantage in math and science and on the role of the students' motivational beliefs. We aimed to explain boys' lower language grades by applying the expectancy-value model while taking into account students' motivational beliefs as well as their aptitude, prior achievement, and socializers' beliefs. In addition, we aimed at exploring the incremental contribution of each potential mediator. Five hundred and twenty German students (age M = 17 years; 58% female) and 374 parents (age M = 47 years). Student-reported ability self-concept (ASC) and task values, parents' perceptions of students' ability, students' prior achievement as reported by schools, and students' verbal intelligence test scores were all tested as mediators of the effect of gender on grades in German while controlling for parents' socioeconomic status. Single-mediator models and a multiple-mediator model were estimated using structural equation modelling. All variables proved to be relevant for explaining boys' underachievement in language grades. Whereas students' ASC, task values, prior achievement, and parents' perceptions mediated the gender effect, verbal intelligence was identified as a suppressor variable increasing the gender effect. Our results challenge the stereotypic belief that boys' lower grades are due to lower verbal aptitude. Rather, students' motivational beliefs and parents' perceptions seem critical factors. Implications for both future research and practice are discussed. © 2017 The British Psychological Society.

Readability of websites containing information on dental implants.

PubMed

Jayaratne, Yasas S N; Anderson, Nina K; Zwahlen, Roger A

2014-12-01

It is recommended that health-related materials for patients be written at sixth grade level or below. Many websites oriented toward patient education about dental implants are available, but the readability of these sites has not been evaluated. To assess readability of patient-oriented online information on dental implants. Websites containing patient-oriented information on dental implants were retrieved using the Google search engine. Individual and mean readability/grade levels were calculated using standardized formulas. Readability of each website was classified as easy (≤ 6th-grade level) or difficult (≥ 10th grade level). Thirty nine websites with patient-oriented information on dental implant were found. The average readability grade level of these websites was 11.65 ± 1.36. No website scored at/below the recommended 6th grade level. Thirty four of 39 websites (87.18%) were difficult to read. The number of characters, words, and sentences on these sites varied widely. All patient-oriented websites on dental implants scored above the recommended grade level, and majority of these sites were "difficult" in their readability. There is a dire need to create patient information websites on implants, which the majority can read. © 2013 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

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

NASA Astrophysics Data System (ADS)

Twiest, Mark Gilbert

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

Phase I Results of Vinorelbine With Concurrent Radiotherapy in Elderly Patients With Unresectable, Locally Advanced Non-Small-Cell Lung Cancer: West Japan Thoracic Oncology Group (WJTOG3005-DI)

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

Harada, Hideyuki, E-mail: h.harada@scchr.jp; Seto, Takashi; Igawa, Satoshi

Purpose: To investigate the safety and efficacy of concurrent vinorelbine and thoracic radiotherapy in elderly patients with locally advanced non-small-cell lung cancer (NSCLC). Methods and Materials: Eligible patients were 71 years of age or older with unresectable Stage III NSCLC. Patients were treated with thoracic radiotherapy (60 Gy) and concurrent vinorelbine (20 mg/m{sup 2} in Level 1 and 25 mg/m{sup 2} in Level 2) on Days 1 and 8 every 3 weeks for two cycles, followed by adjuvant vinorelbine (25 mg/m{sup 2}) on Days 1 and 8 every 3 weeks for two cycles. Results: Four patients were enrolled at Levelmore » 1. One patient experienced Grade 3 febrile neutropenia at Level 1 and the dose was escalated to Level 2. At Level 2, 2 of 6 patients experienced dose-limiting toxicities (Grade 4 neutropenia in 1 patient and Grade 3 infection in another). Three of 6 patients developed late Grade 2 or 3 pneumonitis. Therefore, the dose was de-escalated to Level 1. An additional 6 patients were enrolled at Level 1, 4 of whom experienced dose-limiting toxicities (incomplete radiotherapy because of Grade 2 pneumonitis in 1 patient and Grade 3 infection in 1, Grade 3 febrile neutropenia in 1, and Grade 3 esophagitis in 1). Moreover, late Grade 3 pneumothorax and Grade 5 pneumonitis occurred in 1 and 1 patient, respectively. Overall, Grade 2, 3 and 5 pneumonitis occurred in 3, 3, and 1 among 16 patients, respectively. Conclusions: Concurrent vinorelbine and thoracic radiotherapy resulted in a high incidence of severe pneumonitis when the standard dose of this agent was used for elderly patients. We therefore recommend caution in the use of this regimen and schedule for elderly patients.« less

Predicting Third Grade Reading Achievement for Mexican-American Students from Lower Socioeconomic Levels.

ERIC Educational Resources Information Center

Stevens, Frances Ann Bennett

The purpose of this study was to determine if measures of first grade readiness, scholastic aptitude, and reading achievement were significant predictors of third grade reading achievement for Mexican-American students from two lower socioeconomic levels. The sample included 94 third grade students for whom the following measurements had been…

Asking the Right Questions: Developing Thinking Skills through Wisconsin's Grade Level Foundations

ERIC Educational Resources Information Center

Ratway, Beth

2008-01-01

In an attempt to deal with the problem of generating the thinking skills needed for the 21st century, this article discusses how a statewide of 30 teachers developed Grade Level Foundations. The core component of the Grade Level Foundations for Social Studies consists of a set of questions that are designed to stimulate higher level thinking about…

Impact of Leveled Reading Books on the Fluency and Comprehension Levels of First Grade Students

ERIC Educational Resources Information Center

Seals, Melissa Paige

2013-01-01

The purpose of this nonequivalent, control group, pretest-posttest design study was to evaluate the effectiveness of leveled book programs on first-grade students' oral reading fluency rates and comprehension levels. This study was conducted over a 10-week time span with four first-grade classes. All of the students in each class were given a…

The Short-Term Effect of Grade Retention on Peer Relations and Academic Performance of At-Risk First Graders

PubMed Central

Gleason, Katie A.; Kwok, Oi-man; Hughes, Jan N.

2010-01-01

Using latent variable structural equation modeling, we tested a theoretical model positing that grade retention has a positive effect on children’s teacher- and peer-rated academic competencies and on sociometric measures of peer acceptance. We also expected that the positive effect of grade retention on peer acceptance would be mediated by children’s ability to meet academic challenges in their classrooms. Participants were 350 (52.6% male) ethnically diverse and academically at-risk first graders attending 1 of 3 school districts in Texas. An individually administered test of academic achievement, teacher-report and peer-report measures of academic competence, and peer-report measures of peer acceptance were collected on children in first grade and 1 year later, at which time 63 children were repeating first grade and 287 were in second grade. The hypothesized model provided a good fit to the data. Children’s academic competencies, as perceived by peers and teachers, fully mediated the effect of retention on subsequent peer acceptance. PMID:20431696

IMMEDIATE AND SHORT-TERM EFFECTS OF THE 5TH GRADE VERSION OF THE keepin’ it REAL SUBSTANCE USE PREVENTION INTERVENTION*

PubMed Central

Hecht, Michael L.; Elek, Elvira; Wagstaff, David A.; Kam, Jennifer A.; Marsiglia, Flavio; Dustman, Patricia; Reeves, Leslie; Harthun, Mary

2010-01-01

This study assessed the immediate and short-term outcomes of adapting a culturally-grounded middle school program, keepin’ it REAL, for elementary school students. After curriculum adaptation, 10 schools were randomly assigned to the intervention in 5th grade with follow-up boosters in 6th grade; 13 schools were randomly assigned to the control condition, implementing the school’s pre-existing substance use prevention programming. Students (n = 1,566) completed a questionnaire prior to curriculum implementation and follow-up questionnaires toward the end of 5th and 6th grade. The 5th grade kiR curriculum generally appeared no more effective than the control schools’ programming in changing students’ resistance or decision-making skills; substance use intentions, expectancies, or normative beliefs; or lifetime and recent substance use. Such findings have implications for the age appropriateness of school-based programs. PMID:19157042

Using Positive Youth Development to Predict Contribution and Risk Behaviors in Early Adolescence: Findings from the First Two Waves of the 4-H Study of Positive Youth Development

ERIC Educational Resources Information Center

Jelicic, Helena; Bobek, Deborah L.; Phelps, Erin; Lerner, Richard M.; Lerner, Jacqueline V.

2007-01-01

Theories of positive youth development (PYD) regard such development as bases of both community contributions and lessened likelihood of risk/problem behaviors. Using data from the 4-H Study of PYD, we tested these expectations by examining if PYD in Grade 5 predicted both youth contributions and risk behaviors and depression in Grade 6. Results…

Women as Members of Communities. Third Grade Social Studies: Abigail Adams, Sarah Winnemucca, Helen Keller, Shirley Chisholm, March Fong Eu, [and] Carmen Delgado Votaw.

ERIC Educational Resources Information Center

National Women's History Project, Santa Rosa, CA.

Part of the National Women's History Project funded to promote the study of women in history, this unit will help third grade students learn about women's contributions to U.S. society. Equity cannot be achieved until equality is expected and until the contributions of all women are understood and accepted as a simple matter of fact. The unit…

The Impact of a Cooperative Learning Program on the Academic Achievement in Mathematics and Language in Fourth Grade Students and Its Relation to Cognitive Style

ERIC Educational Resources Information Center

Vega, Mery Luz; Hederich M., Christian

2015-01-01

This study is expected to determine the impact of a program based on the cooperative learning methodology. This, in comparison to a traditional learning situation in both mathematics and language achievement. The study was carried out on a group of fourth grade students of primary school. In addition, it tried to find the differential impact…

Television viewing and alcohol advertising with alcohol expectancies among school-aged children in Taiwan.

PubMed

Chen, Ying-Ying; Chiu, Yu-Chan; Ting, Te-Tien; Liao, Hsin-Yao; Chen, Wei J; Chen, Chuan-Yu

2016-05-01

This study is aimed to examine the strength of association between television watching and potential exposure to alcohol advertising with multidimensional alcohol expectancies in school-aged children. A total of 779 4th (age 10) and 768 6th (age 12) grade students were recruited from 17 public elementary schools in northern Taiwan in 2006, with two waves of follow-up at 6 months apart. Self-administered questionnaires were used to collect information concerning individual characteristics, parental attributes, past-week screen time, drinking behaviors, and alcohol expectancies. Data of aired alcohol advertisements at baseline were obtained from the Nielsen Media Research Advertising Information Services; parenting styles were ascertained from the 1st follow-up. Alcohol Expectancies Questionnaire-Children version was used to measure alcohol expectancies (AEs) at baseline and the 2nd follow-up. Nearly 27% of students reported watching television for more than two hours per day and 58% watching television after 9 p.m. Dimension-related heterogeneity exists in the relationship between TV viewing and alcohol advertising with AEs. With statistical adjustment for covariates, spending more than two hours watching TV per day was associated with increased levels of positive AEs "Promoting Relaxation or Tension Reduction [PRTR]" (β=1.52, 95% CI=0.92, 2.12; p<0.001); the exposure to alcohol advertising was associated with decline in negative AEs "Deteriorated Cognitive and Behavioral Function" (e.g., >8.0 ads: β=-1.06, 95% CI=-1.66, -0.47, p<0.01). Greater screen time is associated with elevated positive expectancies of PRTR and alcohol advertising exposure is linked with lowered negative expectancies in late childhood. School-based anti-underage drinking programs may consider integrating the media literacy curriculum. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Evaluating the quality and readability of Internet information sources regarding the treatment of swallowing disorders.

PubMed

O'Connell Ferster, Ashley P; Hu, Amanda

2017-03-01

The Internet has become a popular resource for patient education. The information it provides, however, is rarely peer-reviewed, and its quality may be a concern. Since the average American reads at an 8th grade level, the American Medical Association and the National Institutes of Health have recommended that health information be written at a 4th to 6th grade level. We performed a study to assess the quality and readability of online information regarding the treatment of swallowing disorders. A Google search for "swallowing treatment" was conducted. We studied the first 50 websites that appeared on the search engine's results with the use of the DISCERN quality index tool, the Flesch Ease of Reading Score (FRES), and the Flesch-Kincaid Grade Level (FKGL) readability test. DISCERN is a validated 16-item questionnaire used to assess the quality of written health information; FRES and FKGL are used to assess readability. We classified the websites as either patient-targeted or professional-targeted sites, as well as either major or minor. The overall DISCERN score was 1.61 ± 0.61 (range: 1 to 5), the overall FRES was 39.1 ± 19.0 (range: 1 to 100), and the overall FKGL was 11.8 ± 3.4 (range: 3 to 12). As would be expected, patient-targeted websites had significantly higher FRES and significantly lower FKGL scores than did the professional-targeted websites (p = 0.01 and p = 0.04, respectively); there was no significant difference between the two in DISCERN scores. The major websites had significantly higher DISCERN scores than did the minor sites (p = 0.002); there were no significant differences in FRES and FKGL scores. We conclude that online information sources regarding the treatment of swallowing disorders were of suboptimal quality in that information was written at a level too difficult for the average American to easily understand. Also, the patient-targeted websites were written at a lower reading level, and the major websites contained a higher quality of information.

Community-Level Measures of Stroke Knowledge among Children: Findings from Hip Hop Stroke.

PubMed

Simmons, Cailey; Noble, James M; Leighton-Herrmann, Ellyn; Hecht, Mindy F; Williams, Olajide

2017-01-01

Community-level determinants of stroke knowledge among children are unknown but could meaningfully impact public stroke education campaigns. We explored for associations between community- and school-level quality measures relative to baseline stroke knowledge among children participating in the Hip Hop Stroke program. Baseline stroke knowledge assessments were performed in 2839 fourth-, fifth-, and sixth-grade students (ages 9-11 years) from November 2005 to April 2014. Knowledge was assessed relative to school performance grade (SPG, graded A-F; a school-level measure determined by the New York City [NYC] Department of Education) and economic need index (ENI, range: 0-2; a community-level, within-school measure of subsidized housing and meals with higher scores indicating more socioeconomic distress). Schools studied included those with SPG = B (n = 196), SPG = C (n = 1590), and SPG = D (n = 1053) and mean ENI = .85 (standard deviation: .23). A composite assessment of knowledge, including 4 stroke symptoms (blurred vision, facial droop, sudden headache, and slurred speech), was conducted consistently since 2006. Overall, students correctly identified a mean of 1.74 stroke symptoms (95% confidence interval: 1.70-1.79; possible range: 0-4, expected value of chance response alone or no knowledge = 2). For quartiles of ENI, mean knowledge scores are as follows: ENI Q1  = 2.00, ENI Q2  = 2.09, ENI Q3  = 1.46, and ENI Q4  = 1.56 (ENI Q3 and ENI Q4 versus ENI Q1 , P < .001). For SPG, SPG = B schools: 2.09, SPG = C: 1.83, and SPG = D: 1.56 (SPG = C and SPG = D versus SPG = B schools, P ≤ .05). Children's stroke knowledge was lowest in NYC communities with greater economic need and lower school performance. These findings could guide stroke education campaign implementation strategies. Copyright © 2017 National Stroke Association. Published by Elsevier Inc. All rights reserved.

Preschool Phonological and Morphological Awareness As Longitudinal Predictors of Early Reading and Spelling Development in Greek.

PubMed

Diamanti, Vassiliki; Mouzaki, Angeliki; Ralli, Asimina; Antoniou, Faye; Papaioannou, Sofia; Protopapas, Athanassios

2017-01-01

Different language skills are considered fundamental for successful reading and spelling acquisition. Extensive evidence has highlighted the central role of phonological awareness in early literacy experiences. However, many orthographic systems also require the contribution of morphological awareness. The goal of this study was to examine the morphological and phonological awareness skills of preschool children as longitudinal predictors of reading and spelling ability by the end of first grade, controlling for the effects of receptive and expressive vocabulary skills. At Time 1 preschool children from kindergartens in the Greek regions of Attika, Crete, Macedonia, and Thessaly were assessed on tasks tapping receptive and expressive vocabulary, phonological awareness (syllable and phoneme), and morphological awareness (inflectional and derivational). Tasks were administered through an Android application for mobile devices (tablets) featuring automatic application of ceiling rules. At Time 2 one year later the same children attending first grade were assessed on measures of word and pseudoword reading, text reading fluency, text reading comprehension, and spelling. Complete data from 104 children are available. Hierarchical linear regression and commonality analyses were conducted for each outcome variable. Reading accuracy for both words and pseudowords was predicted not only by phonological awareness, as expected, but also by morphological awareness, suggesting that understanding the functional role of word parts supports the developing phonology-orthography mappings. However, only phonological awareness predicted text reading fluency at this age. Longitudinal prediction of reading comprehension by both receptive vocabulary and morphological awareness was already evident at this age, as expected. Finally, spelling was predicted by preschool phonological awareness, as expected, as well as by morphological awareness, the contribution of which is expected to increase due to the spelling demands of Greek inflectional and derivational suffixes introduced at later grades.

Readability of arthroscopy-related patient education materials from the American Academy of Orthopaedic Surgeons and Arthroscopy Association of North America Web sites.

PubMed

Yi, Paul H; Ganta, Abhishek; Hussein, Khalil I; Frank, Rachel M; Jawa, Andrew

2013-06-01

We sought to assess the readability levels of arthroscopy-related patient education materials available on the Web sites of the American Academy of Orthopaedic Surgeons (AAOS) and the Arthroscopy Association of North America (AANA). We identified all articles related to arthroscopy available in 2012 from the online patient education libraries of AAOS and AANA. After performing follow-up editing, we assessed each article with the Flesch-Kincaid (FK) readability test. Mean readability levels of the articles from the AAOS Web site and the AANA Web site were compared. We also determined the number of articles with readability levels at or below the eighth-grade level (the average reading ability of the US adult population) and sixth-grade level (the widely recommended level for patient education materials). Intraobserver reliability and interobserver reliability of FK grade assessment were evaluated. A total of 62 articles were reviewed (43 from AAOS and 19 from AANA). The mean overall FK grade level was 10.2 (range, 5.2 to 12). The AAOS articles had a mean FK grade level of 9.6 (range, 5.2 to 12), whereas the AANA articles had a mean FK grade level of 11.4 (range, 8.7 to 12); the difference was significant (P < .0001). Only 3 articles had a readability level at or below the eighth-grade level and only 1 was at or below the sixth-grade level; all were from AAOS. Intraobserver reliability and interobserver reliability were excellent (intraclass correlation coefficient of 1 for both). Online patient education materials related to arthroscopy from AAOS and AANA may be written at a level too difficult for a large portion of the patient population to comprehend. Copyright © 2013 Arthroscopy Association of North America. Published by Elsevier Inc. All rights reserved.

Relations among Teacher Expectancies, Student Perceptions of Teacher Oral Feedback, and Student Self-Concept: An Empirical Study in Taiwanese Elementary Schools.

ERIC Educational Resources Information Center

Chen, Yi-Hsin; Thompson, Marilyn S.

This research investigated the relationships among teacher expectancy, student perception, and student self-concept. A sample of 1,598 Taiwanese elementary school children in grades 3-6 were administered a school self-concept scale and a measure of their perceptions of teachers' positive and negative oral feedback in academic and nonacademic…

Information Science Instruction and Changes in Girls' and Boy's Expectancy and Value Beliefs: In Search of Gender-Equitable Pedagogical Practices

ERIC Educational Resources Information Center

Vekiri, Ioanna

2013-01-01

In this study, which was situated in the context of information science instruction, data were collected twice using student self-reports to examine the effects of pedagogical practices on changes in boys' and girls' expectancy and value beliefs about computing. Participants were 326 7th-grade students, enrolled in three middle schools that were…

Developmental Changes in Friendship Alliance and its Impact on Early Adolescent Cigarette and Alcohol Expectancies and Use. PSC CUNY 34 Final Report

ERIC Educational Resources Information Center

Malow-Iroff, Micheline S.

2005-01-01

The purpose of this grant funded investigation was to examine the impact of friendship alliance in an early adolescent population on cigarette and alcohol variables. Sixth, seventh and eighth grade students from two urban areas completed a survey that addressed cigarette and alcohol attitudes, practices, expectancies and intentions. Only those…

Examining the accuracy of students' self-reported academic grades from a correlational and a discrepancy perspective: Evidence from a longitudinal study.

PubMed

Sticca, Fabio; Goetz, Thomas; Bieg, Madeleine; Hall, Nathan C; Eberle, Franz; Haag, Ludwig

2017-01-01

The present longitudinal study examined the reliability of self-reported academic grades across three phases in four subject domains for a sample of 916 high-school students. Self-reported grades were found to be highly positively correlated with actual grades in all academic subjects and across grades 9 to 11 underscoring the reliability of self-reported grades as an achievement indicator. Reliability of self-reported grades was found to differ across subject areas (e.g., mathematics self-reports more reliable than language studies), with a slight yet consistent tendency to over-report achievement levels also observed across grade levels and academic subjects. Overall, the absolute value of over- and underreporting was low and these patterns were not found to differ between mathematics and verbal subjects. In sum, study findings demonstrate the consistent predictive utility of students' self-reported achievement across grade levels and subject areas with the observed tendency to over-report academic grades and slight differences between domains nonetheless warranting consideration in future education research.

Examining the accuracy of students’ self-reported academic grades from a correlational and a discrepancy perspective: Evidence from a longitudinal study

PubMed Central

Goetz, Thomas

2017-01-01

The present longitudinal study examined the reliability of self-reported academic grades across three phases in four subject domains for a sample of 916 high-school students. Self-reported grades were found to be highly positively correlated with actual grades in all academic subjects and across grades 9 to 11 underscoring the reliability of self-reported grades as an achievement indicator. Reliability of self-reported grades was found to differ across subject areas (e.g., mathematics self-reports more reliable than language studies), with a slight yet consistent tendency to over-report achievement levels also observed across grade levels and academic subjects. Overall, the absolute value of over- and underreporting was low and these patterns were not found to differ between mathematics and verbal subjects. In sum, study findings demonstrate the consistent predictive utility of students’ self-reported achievement across grade levels and subject areas with the observed tendency to over-report academic grades and slight differences between domains nonetheless warranting consideration in future education research. PMID:29112979

Plasma Levels of Glucose and Insulin in Patients with Brain Tumors

PubMed Central

ALEXANDRU, OANA; ENE, L.; PURCARU, OANA STEFANA; TACHE, DANIELA ELISE; POPESCU, ALISA; NEAMTU, OANA MARIA; TATARANU, LIGIA GABRIELA; GEORGESCU, ADA MARIA; TUDORICA, VALERICA; ZAHARIA, CORNELIA; DRICU, ANICA

2014-01-01

In the last years there were many authors that suggest the existence of an association between different components of metabolic syndrome and various cancers. Two important components of metabolic syndrome are hyperglycemia and hyperinsulinemia. Both of them had already been linked with the increased risk of pancreatic, breast, endometrial or prostate cancer. However the correlation of the level of the glucose and insulin with various types and grades of brain tumors remains unclear. In this article we have analysed the values of plasma glucose and insulin in 267 patients, consecutively diagnosed with various types of brain tumors. Our results showed no correlation between the glycemia and brain tumor types or grades. High plasma levels of insulin were found in brain metastasis and astrocytomas while the other types of brain tumors (meningiomas and glioblastomas) had lower levels of the peptide. The levels of insulin were also higher in brain metastasis and grade 3 brain tumors when compared with grade 1, grade 2 and grade 4 brain tumors. PMID:24791202

34 CFR 300.309 - Determining the existence of a specific learning disability.

Code of Federal Regulations, 2012 CFR

2012-07-01

... State-approved grade-level standards in one or more of the following areas, when provided with learning experiences and instruction appropriate for the child's age or State-approved grade-level standards: (i) Oral... solving. (2)(i) The child does not make sufficient progress to meet age or State-approved grade-level...

34 CFR 300.311 - Specific documentation for the eligibility determination.

Code of Federal Regulations, 2012 CFR

2012-07-01

... does not achieve adequately for the child's age or to meet State-approved grade-level standards...-approved grade-level standards consistent with § 300.309(a)(2)(i); or (B) The child exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to age, State-approved grade level...

34 CFR 300.311 - Specific documentation for the eligibility determination.

Code of Federal Regulations, 2014 CFR

2014-07-01

... adequately for the child's age or to meet State-approved grade-level standards consistent with § 300.309(a)(1); and (ii)(A) The child does not make sufficient progress to meet age or State-approved grade-level... weaknesses in performance, achievement, or both, relative to age, State-approved grade level standards or...

34 CFR 300.311 - Specific documentation for the eligibility determination.

Code of Federal Regulations, 2013 CFR

2013-07-01

... does not achieve adequately for the child's age or to meet State-approved grade-level standards...-approved grade-level standards consistent with § 300.309(a)(2)(i); or (B) The child exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to age, State-approved grade level...

34 CFR 300.309 - Determining the existence of a specific learning disability.

Code of Federal Regulations, 2014 CFR

2014-07-01

... State-approved grade-level standards in one or more of the following areas, when provided with learning experiences and instruction appropriate for the child's age or State-approved grade-level standards: (i) Oral... solving. (2)(i) The child does not make sufficient progress to meet age or State-approved grade-level...

34 CFR 300.309 - Determining the existence of a specific learning disability.

Code of Federal Regulations, 2013 CFR

2013-07-01

... State-approved grade-level standards in one or more of the following areas, when provided with learning experiences and instruction appropriate for the child's age or State-approved grade-level standards: (i) Oral... solving. (2)(i) The child does not make sufficient progress to meet age or State-approved grade-level...

Why Go Modular? A Review of Modular A-Level Mathematics.

ERIC Educational Resources Information Center

Taverner, Sally; Wright, Martin

1997-01-01

Attitudes, academic intentions, and attainment of students gaining a grade in A-level (Advanced level) mathematics were compared for those who followed a modular course and those assessed at the end of two years of study. Overall, the final grades of those assessed modularly were half a grade higher. (JOW)

Gender and Grade-Level Comparisons in the Structure of Problem Behaviors among Adolescents

ERIC Educational Resources Information Center

Chun, Heejung; Mobley, Michael

2010-01-01

Based on Jessor's theory (1987) the comparability of a second-order problem behavior model (SPBM) was investigated across gender and grade-level among adolescents. In addition, gender and grade-level differences in problem behavior engagement were addressed examining latent mean differences. Using a sample of 6504 adolescents drawn from the…

Grade-Level Retention in Texas Public Schools, 2015-16

ERIC Educational Resources Information Center

Texas Education Agency, 2017

2017-01-01

This annual report provides information for the 2015-16 school year on grade-level retention in the Texas public school system. Data on retention are provided by student characteristics, including grade level; race/ethnicity; gender; degree of English proficiency; and economic, at-risk, immigrant, migrant, and overage statuses. Data also are…

Readability of Self-Report Alcohol Misuse Measures

PubMed Central

McHugh, R Kathryn; Sugarman, Dawn E; Kaufman, Julia S; Park, Sara; Weiss, Roger D; Greenfield, Shelly F

2014-01-01

Objective: Self-report measures of alcohol misuse and alcohol use disorders are valuable assessment tools for both research and clinical practice settings. However, readability is often overlooked when establishing the validity of these measures, which may result in measures written at a reading-grade level that is higher than the ability level of many potential respondents. The aim of the current study was to estimate the reading-grade level of validated measures of alcohol misuse and associated problems. Method: A total of 45 measures were identified, and reading-grade level was calculated using three validated readability formulas. Results: The majority of measures were written above the recommended reading-grade level for patient materials (5th–6th grade), with particularly poor readability for measure instructions. Conclusions: Given that many self-report alcohol misuse measures are written at a high reading-grade level, the consideration of readability is important when selecting measures for use in research and practice settings. Moreover, the development or modification of measures to target low-literacy populations may facilitate the broader applicability of these instruments. PMID:24650827

Signal transduction molecules in gliomas of all grades.

PubMed

Ermoian, Ralph P; Kaprealian, Tania; Lamborn, Kathleen R; Yang, Xiaodong; Jelluma, Nannette; Arvold, Nils D; Zeidman, Ruth; Berger, Mitchel S; Stokoe, David; Haas-Kogan, Daphne A

2009-01-01

To interrogate grade II, III, and IV gliomas and characterize the critical effectors within the PI3-kinase pathway upstream and downstream of mTOR. Experimental design Tissues from 87 patients who were treated at UCSF between 1990 and 2004 were analyzed. Twenty-eight grade II, 17 grade III glioma, 26 grade IV gliomas, and 16 non-tumor brain specimens were analyzed. Protein levels were assessed by immunoblots; RNA levels were determined by polymerase chain reaction amplification. To address the multiple comparisons, first an overall analysis was done comparing the four groups using Spearman's Correlation Coefficient. Only if this analysis was statistically significant were individual pairwise comparisons done. Multiple comparison analyses revealed a significant correlation with grade for all variables examined, except phosphorylated-S6. Expression of phosphorylated-4E-BP1, phosphorylated-PKB/Akt, PTEN, TSC1, and TSC2 correlated with grade (P < 0.01 for all). We extended our analyses to ask whether decreases in TSC proteins levels were due to changes in mRNA levels, or due to changes in post-transcriptional alterations. We found significantly lower levels of TSC1 and TSC2 mRNA in GBMs than in grade II gliomas or non-tumor brain (P < 0.01). Expression levels of critical signaling molecules upstream and downstream of mTOR differ between non-tumor brain and gliomas of any grade. The single variable whose expression did not differ between non-tumor brain and gliomas was phosphorylated-S6, suggesting that other protein kinases, in addition to mTOR, contribute significantly to S6 phosphorylation. mTOR provides a rational therapeutic target in gliomas of all grades, and clinical benefit may emerge as mTOR inhibitors are combined with additional agents.

Indirect scaling methods for testing quantitative emotion theories.

PubMed

Junge, Martin; Reisenzein, Rainer

2013-01-01

Two studies investigated the utility of indirect scaling methods, based on graded pair comparisons, for the testing of quantitative emotion theories. In Study 1, we measured the intensity of relief and disappointment caused by lottery outcomes, and in Study 2, the intensity of disgust evoked by pictures, using both direct intensity ratings and graded pair comparisons. The stimuli were systematically constructed to reflect variables expected to influence the intensity of the emotions according to theoretical models of relief/disappointment and disgust, respectively. Two probabilistic scaling methods were used to estimate scale values from the pair comparison judgements: Additive functional measurement (AFM) and maximum likelihood difference scaling (MLDS). The emotion models were fitted to the direct and indirect intensity measurements using nonlinear regression (Study 1) and analysis of variance (Study 2). Both studies found substantially improved fits of the emotion models for the indirectly determined emotion intensities, with their advantage being evident particularly at the level of individual participants. The results suggest that indirect scaling methods yield more precise measurements of emotion intensity than rating scales and thereby provide stronger tests of emotion theories in general and quantitative emotion theories in particular.

Comparison between the Strength Levels of Baseline Nuclear-Grade Graphite and Graphite Irradiated in AGC-2

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

Carroll, Mark Christopher

2015-07-01

This report details the initial comparison of mechanical strength properties between the cylindrical nuclear-grade graphite specimens irradiated in the second Advanced Graphite Creep (AGC-2) experiment with the established baseline, or unirradiated, mechanical properties compiled in the Baseline Graphite Characterization program. The overall comparative analysis will describe the development of an appropriate test protocol for irradiated specimens, the execution of the mechanical tests on the AGC-2 sample population, and will further discuss the data in terms of developing an accurate irradiated property distribution in the limited amount of irradiated data by leveraging the considerably larger property datasets being captured in themore » Baseline Graphite Characterization program. Integrating information on the inherent variability in nuclear-grade graphite with more complete datasets is one of the goals of the VHTR Graphite Materials program. Between “sister” specimens, or specimens with the same geometry machined from the same sub-block of graphite from which the irradiated AGC specimens were extracted, and the Baseline datasets, a comprehensive body of data will exist that can provide both a direct and indirect indication of the full irradiated property distributions that can be expected of irradiated nuclear-grade graphite while in service in a VHTR system. While the most critical data will remain the actual irradiated property measurements, expansion of this data into accurate distributions based on the inherent variability in graphite properties will be a crucial step in qualifying graphite for nuclear use as a structural material in a VHTR environment.« less

Affix Meaning Knowledge in First Through Third Grade Students.

PubMed

Apel, Kenn; Henbest, Victoria Suzanne

2016-04-01

We examined grade-level differences in 1st- through 3rd-grade students' performance on an experimenter-developed affix meaning task (AMT) and determined whether AMT performance explained unique variance in word-level reading and reading comprehension, beyond other known contributors to reading development. Forty students at each grade level completed an assessment battery that included measures of phonological awareness, receptive vocabulary, word-level reading, reading comprehension, and affix meaning knowledge. On the AMT, 1st-grade students were significantly less accurate than 2nd- and 3rd-grade students; there was no significant difference in performance between the 2nd- and 3rd-grade students. Regression analyses revealed that the AMT accounted for 8% unique variance of students' performance on word-level reading measures and 6% unique variance of students' performance on the reading comprehension measure, after age, phonological awareness, and receptive vocabulary were explained. These results provide initial information on the development of affix meaning knowledge via an explicit measure in 1st- through 3rd-grade students and demonstrate that affix meaning knowledge uniquely contributes to the development of reading abilities above other known literacy predictors. These findings provide empirical support for how students might use morphological problem solving to read unknown multimorphemic words successfully.

Choosing the Adequate Level of Graded Readers--Preliminary Study

ERIC Educational Resources Information Center

Prtljaga, Jelena; Palinkaševic, Radmila; Brkic, Jovana

2015-01-01

Graded readers have been used as second language teaching material since the end of the Second World War. They are an important source of simplified material which provides comprehensible input on all levels. It is of crucial importance for a successful usage of graded readers in the classroom and in studies which focus on graded readers, that an…

Factors Influencing Children's Moral Evaluations of Aggressive Behavior.

ERIC Educational Resources Information Center

Bath, Kent; And Others

The purpose of this study was to examine the extent to which children's moral judgment of aggressive acts varies by grade level, sex, race, and two dimentions of situational context -- namely, the type of aggression and the presence and type of mitigation. Subjects were 24 first grade and 24 sixth grade students. Within each grade level there were…

Relationships between Grade Levels, Personal Factors, and Instructional Variation among 4th-12th Grade Teachers

ERIC Educational Resources Information Center

White, Jacquelyn M.

2011-01-01

The purpose of this quantitative correlational study was to investigate relationships between grade levels, personal factors of teachers, and instructional variety used by 4th-12th grade teachers in Kern County, California. The population under investigation included 2,844 teachers. 235 elementary, middle school/junior high, and secondary teachers…

Cross-Grade Comparison of Students' Understanding of Energy Concepts

ERIC Educational Resources Information Center

Saglam-Arslan, Aysegul

2010-01-01

The aims of this cross-grade study were (1) to determine the level of understanding of energy concepts of students at different academic grades and the differences in understanding between these grades and (2) to analyse the conceptual development of these students. Two hundred and forty-three students at 3 different levels (high school,…

Emergence of Mixed-Sex Friendship Groups during Adolescence: Developmental Associations with Substance Use & Delinquency

PubMed Central

Molloy, Lauren E.; Gest, Scott D.; Feinberg, Mark E.; Osgood, D. Wayne

2015-01-01

Prospective longitudinal data from over 14,000 youth residing in 28 communities in the rural U.S. were analyzed to examine the emergence of mixed-sex friendship groups in early adolescence. Youth were surveyed on five occasions between fall of 6th grade and spring of 9th grade. At each assessment, youth reported the names of up to seven same-grade friends and described patterns of alcohol use, cigarette use and delinquency. Approximately 800 – 900 friendship groups (Mean = 10.5 members) were identified at each assessment and categorized in terms of gender composition (all-girl, mostly-girl, mixed-sex, mostly-boy, all-boy). The proportion of groups categorized as mixed-sex increased with grade level (10% in 6th grade, 22% in 9th grade), but gender-homogenous groups predominated at all grade levels (76% in 6th grade, 51% in 9th grade). Mixed-sex groups were slightly larger than all-girl groups but the same size as all-boy groups. All-girl groups had the highest levels of tightknittedness (i.e., density, reciprocity and transitivity), with mixed-sex groups having the lowest levels and all-boy groups having intermediate levels. After controlling for demographic factors, future mixed-sex group membership was predicted by lower popularity, higher levels of delinquency and lower levels of alcohol use; and mixed-sex friendship group membership was associated with increased likelihood of cigarette use. Results are partially consistent with Dunphy’s classic account of the emergence of mixed-sex groups in adolescence, but suggest that in early adolescence, mixed-sex group affiliation is significantly associated with deviant behavior and peripheral social status, not with popularity. PMID:25221839

Exercise economy in African American and European American women

PubMed Central

McCarthy, John P.; Bamman, Marcas M.; Larson-Meyer, D. Enette; Fisher, Gordon; Newcomer, Bradley R.

2011-01-01

We have previously shown that Achilles tendon length is related to walking economy on the flat, presumably because of increased stretch–shortening cycle elastic energy savings. In addition, greater walking economy in African American (AA) women compared to European American (EA) women is explained by longer Achilles tendons in AA women. The purposes of this study were to determine whether economy while walking up a grade and during isometric plantar flexion, two tasks expected to produce proportionately less energy savings from elastic savings are different between AA and EA women. We evaluated walking economy at 4.8 km/h at 0 and 2.5% grade in 48 AA and 48 EA premenopausal women. Plantar flexor muscle metabolic economy (force/ATP) was also evaluated using 31 phosphate magnetic resonance spectroscopy (31P-MRS). AA women walked on the flat more economically (net VO2, AA 8.3 and EA 8.9 ml kg−1 min−1, P = 0.04). No significant ethnic differences were observed while walking up a 2.5% grade or in 31P-MRS determined plantar flexor muscle metabolic economy. These data support our previous study’s suggestion that AA women are more economical while walking on the flat. On the other hand, in activities in which stretch–shortening cycle elastic energy savings would be expected to be reduced (grade walking and isometric force production), no differences in economy during grade walking or isometric force production were observed suggesting that biomechanical, i.e. stretch–shortening cycle elastic energy savings differences rather biochemical differences contribute to the better flat walking economy observed in AA women. PMID:21229260

Exercise economy in African American and European American women.

PubMed

Hunter, Gary R; McCarthy, John P; Bamman, Marcas M; Larson-Meyer, D Enette; Fisher, Gordon; Newcomer, Bradley R

2011-08-01

We have previously shown that Achilles tendon length is related to walking economy on the flat, presumably because of increased stretch-shortening cycle elastic energy savings. In addition, greater walking economy in African American (AA) women compared to European American (EA) women is explained by longer Achilles tendons in AA women. The purposes of this study were to determine whether economy while walking up a grade and during isometric plantar flexion, two tasks expected to produce proportionately less energy savings from elastic savings are different between AA and EA women. We evaluated walking economy at 4.8 km/h at 0 and 2.5% grade in 48 AA and 48 EA premenopausal women. Plantar flexor muscle metabolic economy (force/ATP) was also evaluated using (31) phosphate magnetic resonance spectroscopy ((31)P-MRS). AA women walked on the flat more economically (net VO(2), AA 8.3 and EA 8.9 ml kg(-1) min(-1), P = 0.04). No significant ethnic differences were observed while walking up a 2.5% grade or in (31)P-MRS determined plantar flexor muscle metabolic economy. These data support our previous study's suggestion that AA women are more economical while walking on the flat. On the other hand, in activities in which stretch-shortening cycle elastic energy savings would be expected to be reduced (grade walking and isometric force production), no differences in economy during grade walking or isometric force production were observed suggesting that biomechanical, i.e. stretch-shortening cycle elastic energy savings differences rather biochemical differences contribute to the better flat walking economy observed in AA women.

Predictors of Six-month Change in the Voice Handicap Index in a Treatment-seeking Population.

PubMed

Moore, Jaime; Greenberg, Caprice; Thibeault, Susan L

2017-01-01

To evaluate predictors of longitudinal change in patient-perceived voice impact as determined by the Voice Handicap Index (VHI). Prospective, survey study. Patients consented to the University of Wisconsin Voice and Swallow Clinics Outcomes Database with voice, concerns with a baseline clinic visit from November 2012 to January 2014 were eligible for the study. The VHI was sent to patients 6 months post clinic visit to determine change in voice handicap from baseline. General health was screened using the 12-item Short Form Health Survey, using physical component summary and mental component summary scores. Predictor variables included treatment (medical and/or behavioral); dysphonia sub-diagnosis; grade, roughness, breathiness, asthenia, and strain rating; age; sex; socioeconomic factors; smoking history; and comorbidity score. Two hundred thirty-seven patients met study criteria and were followed longitudinally. Eighty-two patients returned 6-month surveys. The VHI was significantly correlated with mental component summary scores. Patients with a higher grade in baseline grade, roughness, breathiness, asthenia, and strain score were more likely to receive voice intervention (P = 0.04). Six-month improvement in VHI score was associated with both higher initial VHI score and higher educational level in both univariate (P < 0.01, P = 0.04) and multivariate analyses (P < 0.01, P = 0.02). Voice treatment (medical and/or behavioral) was not a significant factor for improvement in VHI score. Our results suggest that it is important to consider baseline self-perceived voice impact measures and educational level in setting expectations for voice treatment. Future studies examining the relationship between treatment patterns and voice-related patient outcomes are warranted. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

Food safety in food services in Lombardy: proposal for an inspection-scoring model.

PubMed

Balzaretti, Claudia M; Razzini, Katia; Ziviani, Silvia; Ratti, Sabrina; Milicevic, Vesna; Chiesa, Luca M; Panseri, Sara; Castrica, Marta

2017-10-20

The purpose of this study was to elaborate a checklist with an inspection scoring system at national level in order to assess compliance with sanitary hygiene requirements of food services. The inspection scoring system was elaborated taking into account the guidelines drawn up by NYC Department of Food Safety and Mental Hygiene. Moreover the checklist was used simultaneously with the standard inspection protocol adopted by Servizio Igiene Alimenti Nutrizione ( Servizio Igiene Alimenti Nutrizione - Ss. I.A.N) and defined by D.G.R 6 March 2017 - n. X/6299 Lombardy Region. Ss. I.A.N protocol consists of a qualitative response according to which we have generated a new protocol with three different grading: A, B and C. The designed checklist was divided into 17 sections. Each section corresponds to prerequisites to be verified during the inspection. Every section includes the type of conformity to check and the type of violation: critical or general. Moreover, the failure to respect the expected compliance generates 4 severity levels that correspond to score classes. A total of 7 food services were checked with the two different inspection methods. The checklist results generated a food safety score for each food service that ranged from 0.0 (no flaws observed) to 187.2, and generates three grading class: A (0.0-28.0); B (29.0-70.0) and C (>71.00). The results from the Ss. I. A. N grading method and the checklist show positive correlation ( r =0.94, P>0.01) suggesting that the methods are comparable. Moreover, our scoring checklist is an easy and unique method compared to standard and allows also managers to perform effective surveillance programs in food service.

Food safety in food services in Lombardy: proposal for an inspection-scoring model

PubMed Central

Balzaretti, Claudia M.; Razzini, Katia; Ziviani, Silvia; Ratti, Sabrina; Milicevic, Vesna; Chiesa, Luca M.; Panseri, Sara; Castrica, Marta

2017-01-01

The purpose of this study was to elaborate a checklist with an inspection scoring system at national level in order to assess compliance with sanitary hygiene requirements of food services. The inspection scoring system was elaborated taking into account the guidelines drawn up by NYC Department of Food Safety and Mental Hygiene. Moreover the checklist was used simultaneously with the standard inspection protocol adopted by Servizio Igiene Alimenti Nutrizione (Servizio Igiene Alimenti Nutrizione - Ss. I.A.N) and defined by D.G.R 6 March 2017 – n. X/6299 Lombardy Region. Ss. I.A.N protocol consists of a qualitative response according to which we have generated a new protocol with three different grading: A, B and C. The designed checklist was divided into 17 sections. Each section corresponds to prerequisites to be verified during the inspection. Every section includes the type of conformity to check and the type of violation: critical or general. Moreover, the failure to respect the expected compliance generates 4 severity levels that correspond to score classes. A total of 7 food services were checked with the two different inspection methods. The checklist results generated a food safety score for each food service that ranged from 0.0 (no flaws observed) to 187.2, and generates three grading class: A (0.0-28.0); B (29.0-70.0) and C (>71.00). The results from the Ss. I. A. N grading method and the checklist show positive correlation (r=0.94, P>0.01) suggesting that the methods are comparable. Moreover, our scoring checklist is an easy and unique method compared to standard and allows also managers to perform effective surveillance programs in food service. PMID:29564236

Differences Between Japanese and U.S. Children's Performance on "Zoo U": A Game-Based Social Skills Assessment.

PubMed

Craig, Ashley B; DeRosier, Melissa E; Watanabe, Yayoi

2015-08-01

The purpose of this study was to test whether and how performance on a digital game-based social skills assessment tool, "Zoo U" (3C Institute, Durham, NC), differed for children in the United States and Japan across six core social skills. "Zoo U" was administered to 497 third and fourth grade children from the United States and Japan (46 percent Japanese) by teachers and researchers, respectively. U.S. children received the original version of "Zoo U," and Japanese children received a fully translated Japanese version of the program. Scoring of each of the six social skills is built into the "Zoo U" software, with specific scoring algorithms for each grade level that provide both a continuous scale score and cutoffs for three distinct performance categories: high, average, and low. A multivariate analysis of variance (MANOVA) was conducted to assess differences by cultural group on each of the six continuous social skill scores, controlling for gender and grade level. Results revealed significant differences on four of the six skills in expected directions. Chi-squared and odds ratios analyses were then conducted on the assignment of children into each of the performance categories by cultural group, revealing additional nuance to the cultural differences identified in the MANOVA consistent with existing literature. We were able to replicate known cultural differences between U.S. and Japanese children with a simple direct translation of a Web-based social skills assessment game, "Zoo U." Our results provide preliminary support for the potential of game-based assessment methods to provide efficient and valid social skill assessments to children around the world.

Measurement of the levels anxiety, self-perception of preparation and expectations for success using an objective structured clinical examination, a written examination, and a preclinical preparation test in Kerman dental students.

PubMed

Kalantari, Mahsa; Zadeh, Nazila Lashkari; Agahi, Raha Habib; Navabi, Nader; Hashemipour, Maryam Alsadat; Nassab, Amir Hossein Gandjalikhan

2017-01-01

Examinations have an important role in evaluating students' learning outcomes and their mastery of a subject. Passing or failing an examination can have far-reaching consequences for the students. Therefore, it is not surprising that international studies consistently show that dental students report examinations and grades among the highest ranking stressors in dental schools. The aim of this research was to measure the levels of anxiety, self-perception of preparation and expectations for success using an objective structured clinical examination (OSCE), a written examination and a preclinical preparation test, and to examine the effects of the three predictive variables on the outcomes of assessments. The present research is a cross-sectional study. The population under consideration was students of Kerman Dental School in 2013. Examination anxiety was measured with Spielberger's state anxiety inventory. Preparation for the assessment (I am fully prepared = 4, I am prepared = 3, I'm not prepared = 2, I'm not fully prepared = 1) and expectation to succeed (I am quite successful = 4, I am successful = 3, I'm not successful = 2, I'm not quite successful = 1) were quantified with Likert scale. The questionnaire was completed during an OSCE, a written examination, a preclinical crown and bridge preparation test and a nonexamination situation. The study population consisted of 138 4 th , 5 th , and 6 th year Kerman dental students (65 males and 73 females). The results showed that all the assessment methods induced a significant increase in state anxiety compared to baseline levels with the highest anxiety levels reported during an OSCE (62.4 ± 8.1, P = 0.04) and a written examination (48.8 ± 9.2, P = 0.04). The preparation levels in females were significantly higher than those in males in OSCE ( P = 0.03) and written ( P = 0.04). State anxiety was high in all the three assessment methods. OSCE induced more anxiety than other assessment formats. However, anxiety was not predictive of performance outcomes in contrast to preparation and expectation to succeed, which were good predictors of the outcome scores. Also, this study showed that despite a better answer to the assessment of (I prepared myself well for the test), the students showed high levels of state anxiety.

Instructional and behavior management practices implemented by elementary general education teachers.

PubMed

Reddy, Linda A; Fabiano, Gregory A; Dudek, Christopher M; Hsu, Louis

2013-12-01

This investigation examined 317 general education kindergarten through fifth-grade teachers' use of instructional and behavioral management strategies as measured by the Classroom Strategy Scale (CSS)-Observer Form, a multidimensional tool for assessing classroom practices. The CSS generates frequency of strategy use and discrepancy scores reflecting the difference between recommended and actual frequencies of strategy use. Hierarchical linear models (HLMs) suggested that teachers' grade-level assignment was related to their frequency of using instructional and behavioral management strategies: Lower grade teachers utilized more clear 1 to 2 step commands, praise statements, and behavioral corrective feedback strategies than upper grade teachers, whereas upper grade teachers utilized more academic monitoring and feedback strategies, content/concept summaries, student focused learning and engagement, and student thinking strategies than lower grade teachers. Except for the use of praise statements, teachers' usage of instructional and behavioral management strategies was not found to be related to years of teaching experience or to the interaction of years of teaching experience and grade-level assignment. HLMs suggested that teachers' grade level was related to their discrepancy scores of some instructional and behavioral management strategies: Upper grade teachers had higher discrepancy scores in academic performance feedback, behavioral feedback, and praise than lower grade teachers. Teachers' discrepancy scores of instructional and behavioral management strategies were not found to be related to years of teaching experience or to the interaction of years of teaching experience and grade-level assignment. Implications of results for school psychology practice are outlined. © 2013.

Women as Members of Groups. Second Grade Social Studies: Elizabeth Cady Stanton, Elizabeth Blackwell, M.D., Annie Wauneka, Rosa Parks, Dolores Huerta, [and] Shirley Cachola, M.D.

ERIC Educational Resources Information Center

National Women's History Project, Santa Rosa, CA.

Part of the National Women's History Project funded to promote the study of women in history, this unit will help second grade students learn about women's contributions to U.S. society. Equity cannot be achieved until equality is expected and until the contributions of all women are understood and accepted as a simple matter of fact. The unit…

Art. Elementary Curriculum Guide 1985.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

The elementary art program level 1 (grades 1 and 2), level 2 (grades 3 and 4), and level 3 (grades 5 and 6) is a unified, sequential course which focuses on 4 major concepts of visual learning. The concepts are: reflection--the response to visual forms in nature, designed objects and artworks; depiction--the development of imagery based on…

Relationship between Legible Handwriting and Level of Success of Third Grade Students in Written Expression

ERIC Educational Resources Information Center

Bayat, Seher; Küçükayar, Hasan

2016-01-01

This study aims to identify third-grade students' performance levels for written expression and handwriting and to find the relationship between these performances. The study is based on relational screening model. It is carried out with 110 third grade students. Students' levels of success in handwriting and in written expression are evaluated…

The Analysis of Reading Skills and Visual Perception Levels of First Grade Turkish Students

ERIC Educational Resources Information Center

Memis, Aysel; Sivri, Diler Ayvaz

2016-01-01

In this study, primary school first grade students' reading skills and visual perception levels were investigated. Sample of the study, which was designed with relational scanning model, consisted of 168 first grade students studying at three public primary schools in Kozlu, Zonguldak, in 2013-2014 education year. Students' reading level, reading…