High School Longitudinal Study of 2009 (HSLS:09): Base-Year Data File Documentation. NCES 2011-328

ERIC Educational Resources Information Center

Ingels, Steven J.; Pratt, Daniel J.; Herget, Deborah R.; Burns, Laura J.; Dever, Jill A.; Ottem, Randolph; Rogers, James E.; Jin, Ying; Leinwand, Steve

2011-01-01

The High School Longitudinal Study of 2009 (HSLS:09) is the fifth in a series of National Center for Education Statistics (NCES) secondary longitudinal studies. The core research questions for HSLS:09 explore secondary to postsecondary transition plans and the evolution of those plans; the paths into and out of science, technology, engineering,…

Longitudinal Study of Students Entering High School in 1979: The Relationship between First Term Performance and School Completion.

ERIC Educational Resources Information Center

Troob, Charles

A longitudinal analysis of students who entered New York City high schools in 1979 supports the perception that most future dropouts can be identified at the beginning of their high school careers. This study examined the records of more than a quarter of the 1979 entering class at New York City high schools. Analyses were performed on attendance,…

Becoming (Less) Scientific: A Longitudinal Study of Students' Identity Work from Elementary to Middle School Science

ERIC Educational Resources Information Center

Carlone, Heidi B.; Scott, Catherine M.; Lowder, Cassi

2014-01-01

Students' declining science interest in middle school is often attributed to psychological factors like shifts of motivational values, decrease in self-efficacy, or doubts about the utility of schooling in general. This paper adds to accounts of the middle school science problem through an ethnographic, longitudinal case study of three…

A Comparison of Single-Sex and Coeducational Catholic Secondary Schooling: Evidence from the National Educational Longitudinal Study of 1988.

ERIC Educational Resources Information Center

LePore, Paul C.; Warren, John Robert

1997-01-01

Results from a comparison of single-sex and coeducational Catholic secondary schools using data from the National Educational Longitudinal Study of 1988 suggest that single-sex Catholic high schools are not especially favorable academic settings, and that any advantages of the schools only benefited boys. Pre-enrollment differences may explain…

A longitudinal study of school belonging and academic motivation across high school.

PubMed

Neel, Cari Gillen-O'; Fuligni, Andrew

2013-01-01

This longitudinal study examined how school belonging changes over the years of high school, and how it is associated with academic achievement and motivation. Students from Latin American, Asian, and European backgrounds participated (N = 572; age span = 13.94-19.15 years). In ninth grade, girls' school belonging was higher than boys'. Over the course of high school, however, girls' school belonging declined, whereas boys' remained stable. Within-person longitudinal analyses indicated that years in which students had higher school belonging were also years in which they felt that school was more enjoyable and more useful, above and beyond their actual level of achievement. Results highlight the importance of belonging for maintaining students' academic engagement during the teenage years. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

Rates of Bullying Perpetration and Victimisation: A Longitudinal Study of Secondary School Students in Victoria, Australia

ERIC Educational Resources Information Center

Hemphill, Sheryl A.; Tollit, Michelle; Kotevski, Aneta

2012-01-01

Bullying perpetration and victimisation are common issues confronting schools. To understand the extent of bullying in schools and differences in the experiences of boys and girls, longitudinal studies of different subtypes of bullying perpetration and victimisation are essential. The current study aims to describe the rates of bullying…

[A school-level longitudinal study of clinical performance examination scores].

PubMed

Park, Jang Hee

2015-06-01

This school-level longitudinal study examined 7 years of clinical performance data to determine differences (effects) in students and annual changes within a school and between schools; examine how much their predictors (characteristics) influenced the variation in student performance; and calculate estimates of the schools' initial status and growth. A school-level longitudinal model was tested: level 1 (between students), level 2 (annual change within a school), and level 3 (between schools). The study sample comprised students who belonged to the CPX Consortium (n=5,283 for 2005~2008 and n=4,337 for 2009~2011). Despite a difference between evaluation domains, the performance outcomes were related to individual large-effect differences and small-effect school-level differences. Physical examination, clinical courtesy, and patient education were strongly influenced by the school effect, whereas patient-physician interaction was not affected much. Student scores are influenced by the school effect (differences), and the predictors explain the variation in differences, depending on the evaluation domain.

Friendship Quality and School Achievement: A Longitudinal Analysis during Primary School

ERIC Educational Resources Information Center

Zucchetti, Giulia; Candela, Filippo; Sacconi, Beatrice; Rabaglietti, Emanuela

2015-01-01

This study examined the longitudinal relationship between friendship quality (positive and negative) and school achievement among 228 school-age children (51% girls, M = 8.09, SD = 0.41). A three-wave cross-lagged analysis was used to determine the direction of influence between these domains across school years. Findings revealed that: (a) school…

College Applications of 2009 High School Freshmen: Differences by Race/Ethnicity. Data Point. NCES 2017-013

ERIC Educational Resources Information Center

National Center for Education Statistics, 2017

2017-01-01

The High School Longitudinal Study of 2009 (HSLS:09) is a nationally representative, longitudinal study of over 23,000 9th-graders from 944 public and private schools in 2009. This study follows students throughout their secondary and postsecondary years, examining student trajectories, major/career paths, and STEM interest. The study's Base Year…

Understanding Student Stress and Coping in Elementary School: A Mixed-Method, Longitudinal Study

ERIC Educational Resources Information Center

Sotardi, Valerie A.

2016-01-01

This mixed-method, longitudinal study examined daily school stress and coping strategies of elementary schoolchildren in the United States. Students (n = 65) between the ages of 7 and 11 years reported daily school stress measures for 8 weeks and completed individual stress and coping interviews. Results highlight critical relations between…

Transitioning to College and Career: Interim Findings of the LAMP Longitudinal Study.

ERIC Educational Resources Information Center

MacAllum, Keith; Worgs, Donn; Bozick, Robert; McDonald, Deanne

The Lansing Area Manufacturing Partnership (LAMP) is an academically rigorous, business/labor-driven school-to-career program in Lansing, Michigan, that includes business, union, school, and parent partners. The effects of participation in LAMP on transitions from school to higher education and work were examined in a longitudinal study that…

Classroom Climate, Parental Educational Involvement, and Student School Functioning in Early Adolescence: A Longitudinal Study

ERIC Educational Resources Information Center

Kaplan Toren, Nurit; Seginer, Rachel

2015-01-01

In this 2-year longitudinal study, we examine the effects of perceived classroom climate and two aspects of parental educational involvement (home-based and school-based) on junior high school students' self-evaluation and academic achievement. Our main hypothesis was that perceived parental educational involvement mediates students' perceived…

High School Longitudinal Study of 2009 (HSLS:09). 2013 Update and High School Transcript Study: A First Look at Fall 2009 Ninth-Graders in 2013. NCES 2015-037rev

ERIC Educational Resources Information Center

Dalton, Ben; Ingels, Steven J.; Fritch, Laura

2016-01-01

This report provides a first look at selected findings from 1) the 2013 Update and 2) the High School Transcript Study of the High School Longitudinal Study of 2009 (HSLS:09). HSLS:09 is a nationally representative study of a cohort of students who were ninth-graders in fall 2009. The study focuses on understanding students' trajectories from the…

A Longitudinal Study of Post-School Provision for Irish School-Leavers with Intellectual Disability

ERIC Educational Resources Information Center

McConkey, Roy; Kelly, Fionnola; Craig, Sarah; Keogh, Fiona

2017-01-01

Background: In recent years, efforts have been made to improve the transition of pupils with intellectual disabilities to adult services and to offer a wider range of choices. However, there have been few longitudinal studies to monitor the services provided to young adults post-school. This case study in the Republic of Ireland identified the…

The Role of Arts Participation in Students' Academic and Nonacademic Outcomes: A Longitudinal Study of School, Home, and Community Factors

ERIC Educational Resources Information Center

Martin, Andrew J.; Mansour, Marianne; Anderson, Michael; Gibson, Robyn; Liem, Gregory A. D.; Sudmalis, David

2013-01-01

This longitudinal study draws on positive youth development frameworks and ecological models to examine the role of school-, home- and community-based arts participation in students' academic (e.g., motivation, engagement) and nonacademic (e.g., self-esteem, life satisfaction) outcomes. The study is based on 643 elementary and high school students…

The Psychological Effects of Unemployment and Unsatisfactory Employment on Young Adults: Findings from a 10-Year Longitudinal Study.

PubMed

Winefield, Anthony H; Delfabbro, Paul H; Winefield, Helen R; Duong, David; Malvaso, Catia

2017-01-01

The purpose of the present study was to extend the external validity of an earlier longitudinal study of school leavers by including participants from a representative sample of secondary schools. Questionnaires were administered annually to a sample of South Australian school leavers over a 10-year period. At Time 1 participants were in the last compulsory year of high school aged around 15 years and at Time 10 they were aged around 25 years. Results confirmed those from an earlier longitudinal study showing that the transition from school to satisfactory employment was associated with significant improvements in psychological well-being, whereas transition from school to unemployment or unsatisfactory employment showed no change in psychological well-being. The current findings extended the external validity of the earlier study because whereas participants in the earlier study were sampled from co-educational metropolitan public high schools, the current study included participants from every kind of high school: single sex as well as co-educational, rural as well as metropolitan, and private as well as public.

What Happens after They Graduate? Results from a Longitudinal Study of STC Graduates.

ERIC Educational Resources Information Center

MacAllum, Keith; Bozick, Robert

The Lansing Area Manufacturing Partnership (LAMP) is an academically rigorous, business/labor-driven school-to-career (STC) program in Lansing, Michigan, that includes business, union, school, and parent partners. The effects of participation in LAMP on transitions from school to higher education and work were examined in a longitudinal study of…

School Achievement and Initial Education and Labour Market Outcomes. Longitudinal Surveys of Australian Youth. Research Report.

ERIC Educational Resources Information Center

Lamb, Stephen

A study explored relationships between literacy and numeracy achievement (measured at age 14 in junior secondary school) and education, training, and labor market outcomes (measured at age 19). Data were from the Australian Youth Survey, a longitudinal survey of youth interviewed annually on school experiences, post-school education and training…

School Sector Differences in Student Achievement in Australian Primary and Secondary Schools: A Longitudinal Analysis

ERIC Educational Resources Information Center

Marks, Gary N.

2015-01-01

This article examines school sector differences in student performance Years 3, 5, and 7 in numeracy, reading, writing, spelling and grammar using data from the Longitudinal Study of Australian Children and the national testing program (NAPLAN). At each of the 3 Year levels, there are sizable school sector differences with students from…

The Children Born in 2001 at Kindergarten Entry: First Findings from the Kindergarten Data Collections of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B). First Look. NCES 2010-005

ERIC Educational Resources Information Center

Flanagan, Kristin Denton; McPhee, Cameron

2009-01-01

Using data from the final two rounds of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), a longitudinal study begun in 2001, this First Look provides a snapshot of the demographic characteristics, reading and mathematics knowledge, fine motor skills, school characteristics, and before- and after-school care arrangements of the cohort…

Changes in Weight over the School Year and Summer Vacation: Results of a 5-Year Longitudinal Study

ERIC Educational Resources Information Center

Moreno, Jennette P.; Johnston, Craig A.; Woehler, Deborah

2013-01-01

Background: Evidence suggests that children gain more weight during the summer months compared with the school year. To examine the impact of the school and summer environment on children's weight further, we conducted a 5-year longitudinal study examining changes in standardized BMI (zBMI) of students entering kindergarten. Methods: Heights and…

Shyness-Sensitivity and Social, School, and Psychological Adjustment in Urban Chinese Children: A Four-Wave Longitudinal Study

ERIC Educational Resources Information Center

Yang, Fan; Chen, Xinyin; Wang, Li

2015-01-01

This study examined reciprocal contributions between shyness-sensitivity and social, school, and psychological adjustment in urban Chinese children. Longitudinal data were collected once a year from Grade 3 to Grade 6 (ages 9-12 years) for 1,171 children from multiple sources. Shyness-sensitivity positively contributed to social, school, and…

Exploring the Evolution of a Teacher Professional Learning Community: A Longitudinal Case Study at a Taiwanese High School

ERIC Educational Resources Information Center

Chen, Peiying; Wang, Ting

2015-01-01

This article presents findings of a longitudinal case study conducted at a Taiwanese high school from 2006 to 2010. This school participated in the 'High Scope Programme' (HSP), which was sponsored by the Taiwanese National Science Council to promote curricular innovation in science education. Utilising interview data with 11 participating…

A Longitudinal Study of Psychological Functioning and Academic Attainment at the Transition to Secondary School

ERIC Educational Resources Information Center

Riglin, Lucy; Frederickson, Norah; Shelton, Katherine H.; Rice, Frances

2013-01-01

This longitudinal study of adolescents in the first year of secondary school, examined the relationship between psychological functioning at the beginning of year 7 (mean age 11.25 years) with attainment at the end of year 7 (mean age 11.78 years). Depressive symptoms, school liking and conduct problems predicted lower attainment across time…

The Role of Social, Emotional and Mental Wellbeing on Bullying Victimisation and Perpetration of Secondary School Boarders

ERIC Educational Resources Information Center

Lester, Leanne; Mander, David

2015-01-01

This study investigated the social, emotional and mental wellbeing predictors of bullying victimisation and perpetration for boarding students following the transition from primary school to secondary boarding school. Longitudinal data on 76 male and 74 female boarding students in Grades 7, 8 and 9 was used from a larger longitudinal study of…

The Longitudinal Association of Childhood School Engagement with Adult Educational and Occupational Achievement: Findings from an Australian National Study

ERIC Educational Resources Information Center

Abbott-Chapman, Joan; Martin, Kara; Ollington, Nadia; Venn, Alison; Dwyer, Terry; Gall, Seana

2014-01-01

The research investigated the association between school engagement and adult education and occupation outcomes, within the context of a 1985 Australian longitudinal national cohort study of the factors affecting children's long-term health and well-being. School engagement may be more modifiable than other factors related to academic success,…

National Longitudinal Study of the High School Class of 1972: A Capsule Description of First Followup Survey Data.

ERIC Educational Resources Information Center

Research Triangle Inst., Durham, NC.

As part of the National Longitudinal Study of the High School Class of 1972 (NLS), this report summarizes some descriptive information about participation in postsecondary education and participation in jobs since leaving high school based on the analysis of responses to the First Follow-Up Questionnaire. Its purpose is only to highlight and…

Participation Patterns of Korean Adolescents in School-Based Career Exploration Activities

ERIC Educational Resources Information Center

Rojewski, Jay W.; Lee, In Heok; Hill, Roger B.

2014-01-01

Variations in the school-based career exploration activities of Korean high school students were examined. Data represented 5,227 Korean adolescents in Grade 11 contained in the Korean Education Longitudinal Study of 2005, a nationally representative longitudinal database administered by the Korean Educational Development Institute. Latent class…

76 FR 78906 - Notice of Submission for OMB Review

Federal Register 2010, 2011, 2012, 2013, 2014

2011-12-20

... assessment in algebraic skills, reasoning, and problem solving and, like past studies, will survey students... Education Sciences Type of Review: Revision. Title of Collection: High School Longitudinal Study of 2009... Estimated Annual Burden Hours: 24,607. Abstract: The High School Longitudinal Study of 2009 (HSLS: 09) is a...

75 FR 62806 - Notice of Proposed Information Collection Requests

Federal Register 2010, 2011, 2012, 2013, 2014

2010-10-13

... math courses, majors, and careers. This study includes a new student assessment in algebraic skills... Review: Revision. Title of Collection: High School Longitudinal Study of 2009 (HSLS:09) First Follow-up.... Total Estimated Number of Annual Burden Hours: 615. Abstract: The High School Longitudinal Study of 2009...

School Climate, Discrimination, and Depressive Symptoms among Asian American Adolescents

ERIC Educational Resources Information Center

Wang, Cixin; Atwal, Kavita

2015-01-01

The current study examined a multidimensional, developmental, and transactional model for depressive symptoms among Asian American adolescents using longitudinal data from 1,664 Asian American adolescents in the Children of Immigrants Longitudinal Study (CILS). Specifically, the relationships among school climate, acculturation, perceived…

Concurrent and Longitudinal Predictors of Self-Esteem in Elementary and Middle School Girls

ERIC Educational Resources Information Center

Kutob, Randa M.; Senf, Janet H.; Crago, Marjorie; Shisslak, Catherine M.

2010-01-01

Background: The purpose of this study was to analyze the effects of factors related to self-esteem, both cross-sectionally and longitudinally, among 2 cohorts of girls over a period of 4 years, from elementary through middle school. Methods: A multiethnic sample of 656 elementary school girls recruited from 13 schools in Hayward, CA, and Tucson,…

Sustaining School Improvement in a High-Need School: Longitudinal Analysis of Robbins Elementary School (USA) from 1993 to 2015

ERIC Educational Resources Information Center

Okilwa, Nathern; Barnett, Bruce

2017-01-01

Purpose: The purpose of this paper is to examine how Robbins ES has sustained high academic performance over almost 20 years despite several changes in principals. Design/methodology/approach: The paper analyzed longitudinal data based on: state-level academic and demographic data; two earlier studies of the school; and recent interviews with…

National prevalence rates of bully victimization among students with disabilities in the United States.

PubMed

Blake, Jamilia J; Lund, Emily M; Zhou, Qiong; Kwok, Oi-Man; Benz, Michael R

2012-12-01

This study examined the prevalence rates of bully victimization and risk for repeated victimization among students with disabilities using the Special Education Elementary Longitudinal Study and the National Longitudinal Transition Study-2 longitudinal datasets. Results revealed that a prevalence rate ranging from 24.5% in elementary school to 34.1% in middle school. This is one to one and a half times the national average for students without disabilities. The rate of bully victimization was highest for students with emotional disturbance across school levels. Findings from this study also indicated that students with disabilities who were bullied once were at high risk of being bullied repeatedly. Elementary and middle school students with autism and high school students with orthopedic impairments were at the greatest risk of experiencing repeated victimization. Implications of the findings are discussed. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Effects of High School Work Experience a Decade Later: Evidence from the National Longitudinal Survey.

ERIC Educational Resources Information Center

Wright, James D.; Carr, Rhoda

Using a data sample from the National Longitudinal Survey of Youth that included all youths enrolled in high school who were aged 16-19 in 1979, a study tracked the youths' labor force attachment and earnings 12 years later. The study found that students who worked while in high school show increased rates of labor force participation along with…

Sport Involvement and Educational Outcomes of High School Students: A Longitudinal Study

ERIC Educational Resources Information Center

Hwang, Seunghyun; Feltz, Deborah L.; Kietzmann, Laura A.; Diemer, Matthew A.

2016-01-01

This study examined the relations among sport involvement and social and personal influences on high school students' educational expectations and attainment, using National Education Longitudinal Survey-88. Athletic engagement, educational expectations of significant others, peer support for academics, parental involvement in academics, and…

Models Matter--The Final Report of the National Longitudinal Evaluation of Comprehensive School Reform

ERIC Educational Resources Information Center

Aladjem, Daniel K.; LeFloch, Kerstin Carlson; Zhang, Yu; Kurki, Anja; Boyle, Andrea; Taylor, James E.; Herrmann, Suzannah; Uekawa, Kazuaki; Thomsen, Kerri; Fashola, Olatokunbo

2006-01-01

The National Longitudinal Evaluation of Comprehensive School Reform (NLECSR) is a quantitative and qualitative study of behavior, decisions, processes, and outcomes. It employs a quasi-experimental design with matched treatment and comparison schools. NLECSR seeks to determine the effects of CSR models on student achievement in about 650…

Concurrent and Short-Term Longitudinal Associations between Peer Victimization and School and Recess Liking during Middle Childhood

ERIC Educational Resources Information Center

Boulton, Michael J.; Chau, Cam; Whitehand, Caroline; Amataya, Kishori; Murray, Lindsay

2009-01-01

Background: Prior studies outside of the UK have shown that peer victimization is negatively associated with school adjustment. Aims: To examine concurrent and short-term longitudinal associations between peer victimization (physical, malicious teasing, deliberate social exclusion, and malicious gossiping) and two measures of school adjustment…

Latino Parental Involvement in Kindergarten: Findings from the Early Childhood Longitudinal Study

ERIC Educational Resources Information Center

Durand, Tina M.

2011-01-01

Parental involvement in children's schooling is an important component of children's early school success. Few studies have examined this construct exclusively among Latino families. Using data from the Early Childhood Longitudinal Study (ECLS-K), the present investigation (N = 2,051) explored relations between Latino parents' home and school…

Preparing the Next Generation for Electoral Engagement: Social Studies and the School Context

ERIC Educational Resources Information Center

Callahan, Rebecca M.; Muller, Chandra; Schiller, Kathryn S.

2010-01-01

In an era of accountability focused primarily on academic outcomes, it may be useful to reconsider the other original aim of U.S. schools: citizenship development. Using longitudinal, nationally representative data (Adolescent Health and Academic Achievement Study [AHAA] and the National Longitudinal Study of Adolescent Health [Add Health]), we…

Lewis Terman: Genetic Study of Genius--Elementary School Students

ERIC Educational Resources Information Center

Jolly, Jennifer L.

2008-01-01

Although the field of gifted education generally recognizes the foundational work of Lewis Terman, rarely does one stop to examine the details of his longitudinal study and their connection to present-day gifted education. This article reexamines the beginnings of Terman's longitudinal study with a focus on elementary-school-aged children.…

The Relationship between Social Activities and School Performance for Secondary Students with Learning Disabilities. Findings from the National Longitudinal Transition Study of Special Education Students.

ERIC Educational Resources Information Center

Newman, Lynn

This study used data from the National Longitudinal Transition Study of Special Education Students to examine whether social activities had an impact on the academic performance of 832 youth with learning disabilities. More than one-third of the high-school youth were reported to see friends outside of school 6 or 7 days a week. These students had…

School-Based Early Intervention and Child Well-Being in the Chicago Longitudinal Study.

ERIC Educational Resources Information Center

Reynolds, Arthur J.; Temple, Judy A.; Ou, Suh-Ruu

2003-01-01

Analyzed Chicago Longitudinal Study data to determine correlates of preschool participation. Found that participation was associated with significantly higher levels of school readiness, achievement, and educational attainment, and with lower rates of child maltreatment, juvenile delinquency, special education placement, and grade retention.…

A Longitudinal Study of Junior High School Students' Conceptions of the Structure of Materials

ERIC Educational Resources Information Center

Margel, Hannah; Eylon, Bat-Sheva; Scherz, Zahava

2008-01-01

This longitudinal study investigated the progression in junior high school (JHS) students' conceptions of the structure of matter while studying a new instructional approach dealing with "Materials." In particular, we studied the progression of students' learning along two dimensions: (a) the conceptual model; and (b) the context of application.…

Disadvantaged Children and Their First School Experiences: ETS-Head Start Longitudinal Study: Structure and Development of Cognitive Competencies and Styles Prior to School Entry.

ERIC Educational Resources Information Center

Shipman, Virginia C.; And Others

In a continuing description of a Head Start longitudinal study, analyses are presented of the interrelationships among individual measures of the child's performances prior to school entry, accompanied by brief descriptions of the tasks and the scores used. Despite the size and extensiveness of the data base, the findings are considered tentative…

A longitudinal analysis of the impact of childhood stress on weight status among Chinese youth.

PubMed

Tanenbaum, H C; Li, Y; Felicitas-Perkins, J Q; Zhang, M; Palmer, P; Johnson, C A; Xie, B

2017-05-01

Limited research has explored longitudinal impact of stress on negative health outcomes, including overweight and obesity in Asian societies. Using data from a longitudinal school-based health promotion study conducted in Wuhan, China from 1999 to 2004, this study investigated the longitudinal effects of childhood stress exposure, including stressors related to school, family, peers, violence and health on overweight, and obesity risk during the transition to adolescence among 2179 Chinese adolescents. Results showed that health stressors were consistently related to higher BMI Z score for both boys and girls baseline, it also predicted higher likelihood of overweight status over time for girls. This finding highlights a particularly challenging time period for girls, suggesting a particular challenging time they face at the intersection of puberty and demanding school environment.

Associations between Violence in School and at Home and Education Outcomes in Rural Malawi: A Longitudinal Analysis

ERIC Educational Resources Information Center

Psaki, Stephanie R.; Mensch, Barbara S.; Soler-Hampejsek, Erica

2017-01-01

Growing evidence of the prevalence of school-related gender-based violence (SRGBV) has raised concerns about negative effects on education. Previous quantitative research on this topic has been limited by descriptive and cross-sectional data. Using longitudinal data from the Malawi Schooling and Adolescent Study, we investigate associations…

A Longitudinal Assessment of the Effectiveness of a School-Based Mentoring Program in Middle School

ERIC Educational Resources Information Center

Nunez, Jose Carlos; Rosario, Pedro; Vallejo, Guillermo; Gonzalez-Pienda, Julio Antonio

2013-01-01

This work assessed the efficacy of a middle-school-based mentoring program designed to increase student use of self-regulated learning (SRL) strategies, self-efficacy for and the perceived usefulness of SRL as well as mathematics and language achievement. A longitudinal cluster randomized trial study design obtained evidence that found…

A Longitudinal Analysis of Sex Differences in Math and Spatial Skills in Primary School Age Children

ERIC Educational Resources Information Center

Lachance, Jennifer A.; Mazzocco, Michele M. M.

2006-01-01

We report on a longitudinal study designed to assess possible sex differences in math achievement, math ability, and math-related tasks during the primary school age years. Participants included over 200 children from one public school district. Annual assessments included measures of math ability, math calculation achievement scores, rapid naming…

Special Education Services Received by Students with Autism Spectrum Disorders from Preschool through High School

PubMed Central

Wei, Xin; Wagner, Mary; Christiano, Elizabeth R.A.; Shattuck, Paul; Yu, Jennifer W.

2014-01-01

Little is known about how special education services received by students with Autism Spectrum Disorders (ASDs) differ by age, disability severity, and demographic characteristics. Using three national datasets, the Pre-Elementary Education Longitudinal Study (PEELS), the Special Education Elementary Longitudinal Study (SEELS), and the National Longitudinal Transition Study-2 (NLTS2), this study examined the age trends in special education services received by students with ASDs from preschool through high school. Elementary-school students with ASDs had higher odds of receiving adaptive physical education, specialized computer software or hardware, and special transportation, but lower odds of receiving learning strategies/study skills support than their preschool peers. Secondary-school students had lower odds of receiving speech/language or occupational therapy and of having a behavior management program, but higher odds of receiving mental health or social work services than their elementary-school peers. Both disability severity and demographic characteristics were associated with differences in special education service receipt rates. PMID:25419002

Special Education Services Received by Students with Autism Spectrum Disorders from Preschool through High School.

PubMed

Wei, Xin; Wagner, Mary; Christiano, Elizabeth R A; Shattuck, Paul; Yu, Jennifer W

2014-11-01

Little is known about how special education services received by students with Autism Spectrum Disorders (ASDs) differ by age, disability severity, and demographic characteristics. Using three national datasets, the Pre-Elementary Education Longitudinal Study (PEELS), the Special Education Elementary Longitudinal Study (SEELS), and the National Longitudinal Transition Study-2 (NLTS2), this study examined the age trends in special education services received by students with ASDs from preschool through high school. Elementary-school students with ASDs had higher odds of receiving adaptive physical education, specialized computer software or hardware, and special transportation, but lower odds of receiving learning strategies/study skills support than their preschool peers. Secondary-school students had lower odds of receiving speech/language or occupational therapy and of having a behavior management program, but higher odds of receiving mental health or social work services than their elementary-school peers. Both disability severity and demographic characteristics were associated with differences in special education service receipt rates.

Attitudes and Aspirations of Female Adolescents: A Longitudinal Study-in-Progress.

ERIC Educational Resources Information Center

Shmurak, Carole B.

This paper describes a longitudinal study which followed a group of young women through high school and college. The purpose of this study was to determine the relationship between: (1) aspirations and achievement of young women; (2) the relative influence of high school and college on career choice in young women; and (3) the interactions between…

Vocational & Social Outcomes with Mentally Handicapped Adults: A Longitudinal Study. Final Report.

ERIC Educational Resources Information Center

Keystone Area Education, Elkader, IA.

This final report concentrates on conclusions and recommendations from a three-year longitudinal study of 48 mentally retarded adults who were graduates or dropouts from senior high schools in six rural Iowa school districts during academic years 1976-1982. Using data from structured interviews, the study sought to assess social and vocational…

Mathematics: Self-Efficacy, Identity, and Achievement among African American Males from the High School Longitudinal Study

ERIC Educational Resources Information Center

Briggs, Calvin

2014-01-01

The purpose of this study was to determine if a relationship existed between mathematics self-efficacy and mathematics identity to mathematics achievement among African American males from High School Longitudinal Study of 2009 (HSLS:09). Subsequently, the extent to which mathematics self-efficacy and mathematics identity accounted for low and…

Characterising the Development of the Understanding of Human Body Systems in High-School Biology Students--A Longitudinal Study

ERIC Educational Resources Information Center

Snapir, Zohar; Eberbach, Catherine; Ben-Zvi-Assaraf, Orit; Hmelo-Silver, Cindy; Tripto, Jaklin

2017-01-01

Science education today has become increasingly focused on research into complex natural, social and technological systems. In this study, we examined the development of high-school biology students' systems understanding of the human body, in a three-year longitudinal study. The development of the students' system understanding was evaluated…

Language Learning at Key Stage 2: Findings from a Longitudinal Study

ERIC Educational Resources Information Center

Cable, Carrie; Driscoll, Patricia; Mitchell, Rosamond; Sing, Sue; Cremin, Teresa; Earl, Justine; Eyres, Ian; Holmes, Bernardette; Martin, Cynthia; Heins, Barbara

2012-01-01

This paper discusses some of the findings from a 3-year longitudinal study of language learning in the upper stage of English primary schools, i.e. at Key Stage 2. This largely qualitative study (commissioned by the then Department for Children, Schools and Families) was designed to explore and document developing provision and practice in a…

Self-Perception of Gifts and Talents among Adults in a Longitudinal Study of Academically Talented High-School Graduates

ERIC Educational Resources Information Center

Perrone, Kristin M.; Perrone, Philip A.; Ksiazak, Tracy M.; Wright, Stephen L.; Jackson, Z. Vance

2007-01-01

Definitions of giftedness and self-perceptions of abilities were examined among adults who have been participating in a longitudinal study of academically talented students since their high-school graduation in 1988. For the present study, participants answered open-ended questions and completed scales measuring adult giftedness and adult…

Longitudinal Changes and Predictors of Adolescents' Enjoyment in Physical Education

ERIC Educational Resources Information Center

Lagestad, Pål

2017-01-01

Longitudinal studies on adolescents' enjoyment in physical education (PE) are lacking. This study examined students' self-reported enjoyment and predictors of enjoyment in PE in school among students from age 14 to 19, using questionnaires and interviews. From the results, enjoyment in PE increases among girls during high school, while students…

A Longitudinal Study of Laterality Expression and Teacher Evaluation of Elementary School Children

ERIC Educational Resources Information Center

Van Camp, Sarah S.

1978-01-01

A three-year longitudinal study conducted to assess the incidence of mixed laterality in elementary school children showed that thirty-seven percent of the eighty-two subjects had mixed laterality. No relationship was found between perceptual motor and academic achievement as measured by teacher ratings and mixed laterality. (MF)

Assessing CLIL at Primary School: A Longitudinal Study

ERIC Educational Resources Information Center

Serra, Cecilia

2007-01-01

This paper presents aspects of a longitudinal study assessing integrative bilingual learning based on Content and Language Integrated Learning (CLIL), implemented in three Swiss primary schools. From Grades 1 to 6, three classes of German-speaking pupils were taught 50% of the curriculum, notably mathematics, in Italian or in Romansh as a second…

The Post-High School Outcomes of Young Adults with Disabilities up to 8 Years after High School: A Report from the National Longitudinal Transition Study-2 (NLTS2). NCSER 2011-3005

ERIC Educational Resources Information Center

Newman, Lynn; Wagner, Mary; Knokey, Anne-Marie; Marder, Camille; Nagle, Katherine; Shaver, Debra; Wei, Xin

2011-01-01

The National Longitudinal Transition Study-2 (NLTS2) funded by the National Center for Special Education Research at the Institute of Education Sciences, U.S. Department of Education, provides a unique source of information to help in developing an understanding of the experiences of secondary school students with disabilities nationally as they…

The National Longitudinal Study of the High School Class of 1972 (NLS-72), Fifth Follow-Up (1986) Data File [machine-readable data file].

ERIC Educational Resources Information Center

National Center for Education Statistics (ED), Washington, DC.

This machine-readable data file (MDRF) contains information from the fifth follow-up survey of the National Longitudinal Survey of the High School Class of 1972. The survey was carried out along with the third survey of the High School and Beyond Study. The fifth follow-up data file consists of 12,841 records. The data tape contains information on…

High School Longitudinal Study of 2009 (HSLS:09) Second Follow-Up: A First Look at Fall 2009 Ninth-Graders in 2016. NCES 2018-139

ERIC Educational Resources Information Center

Radford, Alexandria Walton; Fritch, Laura Burns; Leu, Katherine; Duprey, Michael

2018-01-01

This report presents selected findings from the second follow-up of the High School Longitudinal Study of 2009 (HSLS:09). HSLS:09 follows a nationally representative sample of students who were ninth-graders in fall 2009 from the beginning of high school into higher education and the workforce. Key research topics for HSLS:09 include secondary to…

The Post-High School Outcomes of Young Adults with Disabilities up to 6 Years after High School: Key Findings from the National Longitudinal Transition Study-2 (NLTS2). NCSER 2011-3004

ERIC Educational Resources Information Center

Sanford, Christopher; Newman, Lynn; Wagner, Mary; Cameto, Renee; Knokey, Anne-Marie; Shaver, Debra

2011-01-01

The National Longitudinal Transition Study-2 (NLTS2) provides a unique source of information to help in developing an understanding of the experiences of secondary school students with disabilities nationally as they go through their early adult years. NLTS2 addresses questions about youth with disabilities in transition by providing information…

Addressing Selection Bias Using Partial Longitudinal Data: A Demonstration Using Recent and Past School Movers

ERIC Educational Resources Information Center

Grigg, Jeffrey

2015-01-01

The United States is a mobile society, and many children are caught up in currents of residential and school mobility. According to the Early Childhood Longitudinal Study, 31% of eighth grade students in 2007 had changed schools three or more times since the beginning of kindergarten. Mobile students offer potential insight into the influences of…

National Longitudinal Study Planning Conference, October 1-3, 1975. Final Paper from the Panel.

ERIC Educational Resources Information Center

Howard, Walter R.

This planning conference was one in a series of such conferences aimed at providing continuous guidance for the development of the National Longitudinal Study of the High School Class of 1972 (NLS) a study designed to discover what happens to young adults after they leave high school, and to relate this information to earlier educational…

Longitudinal Examination of Aggression and Study Skills from Middle to High School: Implications for Dropout Prevention

ERIC Educational Resources Information Center

Orpinas, Pamela; Raczynski, Katherine; Hsieh, Hsien-Lin; Nahapetyan, Lusine; Horne, Arthur M.

2018-01-01

Background: High school completion provides health and economic benefits. The purpose of this study is to describe dropout rates based on longitudinal trajectories of aggression and study skills using teacher ratings. Methods: The sample consisted of 620 randomly selected sixth graders. Every year from Grade 6 to 12, a teacher completed a…

Computer Assisted English Language Learning in Costa Rican Elementary Schools: An Experimental Study

ERIC Educational Resources Information Center

Alvarez-Marinelli, Horacio; Blanco, Marta; Lara-Alecio, Rafael; Irby, Beverly J.; Tong, Fuhui; Stanley, Katherine; Fan, Yinan

2016-01-01

This study presents first-year findings of a 25-week longitudinal project derived from a two-year longitudinal randomized trial study at the elementary school level in Costa Rica on effective computer-assisted language learning (CALL) approaches in an English as a foreign language (EFL) setting. A pre-test-post-test experimental group design was…

Academic motivation, self-concept, engagement, and performance in high school: key processes from a longitudinal perspective.

PubMed

Green, Jasmine; Liem, Gregory Arief D; Martin, Andrew J; Colmar, Susan; Marsh, Herbert W; McInerney, Dennis

2012-10-01

The study tested three theoretically/conceptually hypothesized longitudinal models of academic processes leading to academic performance. Based on a longitudinal sample of 1866 high-school students across two consecutive years of high school (Time 1 and Time 2), the model with the most superior heuristic value demonstrated: (a) academic motivation and self-concept positively predicted attitudes toward school; (b) attitudes toward school positively predicted class participation and homework completion and negatively predicted absenteeism; and (c) class participation and homework completion positively predicted test performance whilst absenteeism negatively predicted test performance. Taken together, these findings provide support for the relevance of the self-system model and, particularly, the importance of examining the dynamic relationships amongst engagement factors of the model. The study highlights implications for educational and psychological theory, measurement, and intervention. Copyright © 2012 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Classroom Music Experiences of U.S. Elementary School Children: An Analysis of the Early Childhood Longitudinal Study of 1998-1999

ERIC Educational Resources Information Center

Miksza, Peter; Gault, Brent M.

2014-01-01

The primary purpose of this study was to describe the music experiences elementary school children in the United States receive in the academic classroom setting. The data were drawn from the Early Childhood Longitudinal Study of the Kindergarten Class of 1998-1999 (ECLS-K), a nationally representative study that followed kindergarteners through…

Emotional Intelligence throughout Portuguese Secondary School: A Longitudinal Study Comparing Performance and Self-Report Measures

ERIC Educational Resources Information Center

Costa, Ana; Faria, Luísa

2016-01-01

This study examines the developmental trajectories of ability and trait emotional intelligence (EI) in the Portuguese secondary school. Within a three-wave longitudinal design, 395 students (M[subscript age] = 15.4; SD = 0.74) completed both the Emotional Skills and Competence Questionnaire (ESCQ) and the Vocabulary of Emotions Test (VET). Results…

The Longitudinal Effects of Adolescent Volunteering on Secondary School Completion and Adult Volunteering

ERIC Educational Resources Information Center

Moorfoot, Nicholas; Leung, Rachel K.; Toumbourou, John W.; Catalano, Richard F.

2015-01-01

This study explores the longitudinal effect of adolescent volunteering behaviour on young adult volunteering and the completion of secondary school. Utilising data from the Australian sample of the International Youth Development Study, frequency of volunteering in Grade 9 (mean age = 15 years) and in young adulthood (mean age = 21 years), and…

Using Evidence in L2 Argumentative Writing: A Longitudinal Case Study across High School and University

ERIC Educational Resources Information Center

Kibler, Amanda K.; Hardigree, Christine

2017-01-01

This 8-year longitudinal case study of Fabiola, a Spanish-English bilingual, investigated her argumentative writing development, focusing on her use of evidence to support and develop arguments over time from high school through university. Data sources included 36 writing samples. Texts across grade levels and course types were analyzed to…

Strong Genetic Contribution to Peer Relationship Difficulties at School Entry: Findings from a Longitudinal Twin Study

ERIC Educational Resources Information Center

Boivin, Michel; Brendgen, Mara; Vitaro, Frank; Dionne, Ginette; Girard, Alain; Perusse, Daniel; Tremblay, Richard E.

2013-01-01

This study assessed the genetic and environmental contributions to peer difficulties in the early school years. Twins' peer difficulties were assessed longitudinally in kindergarten (796 twins, "M"[subscript age] = 6.1 years), Grade 1 (948 twins, "M"[subscript age] = 7.1 years), and Grade 4 (868 twins, "M"[subscript…

Moving Forward: College and Career Transitions of LAMP Graduates. Findings from the LAMP Longitudinal Study.

ERIC Educational Resources Information Center

MacAllum, Keith; Yoder, Karla; Kim, Scott; Bozick, Robert

A longitudinal study examined the college and career transitions of graduates of the Lansing Area Manufacturing Partnership (LAMP) program, which is a school-to-career (STC) program sponsored by the United Auto Workers, General Motors Corporation, and Michigan's Ingham County Intermediate School District. The progress of three cohorts of LAMP…

Does Alcohol Use during High School Affect Educational Attainment?: Evidence from the National Education Longitudinal Study

ERIC Educational Resources Information Center

Chatterji, Pinka

2006-01-01

This paper uses data from the National Education Longitudinal Study to estimate the association between high school alcohol use and educational attainment measured around age 26. Initially, the effect of alcohol use on educational attainment is estimated using baseline probit models, which ignore the possibility that unmeasured determinants of…

Head Start Participation and School Readiness: Evidence from the Early Childhood Longitudinal Study-Birth Cohort

ERIC Educational Resources Information Center

Lee, RaeHyuck; Zhai, Fuhua; Brooks-Gunn, Jeanne; Han, Wen-Jui; Waldfogel, Jane

2014-01-01

Using data from the Early Childhood Longitudinal Study-Birth Cohort (n ˜ 6,950), a nationally representative sample of children born in 2001, we examined school readiness (academic skills and socioemotional well-being) at kindergarten entry for children who attended Head Start compared with those who experienced other types of child care…

Pre-K Longitudinal Study: Findings from the 1999-2000 School Year.

ERIC Educational Resources Information Center

Henry, Gary T.; Gordon, Craig S.; Mashburn, Andrew; Ponder, Bentley D.

The Georgia Prekindergarten Program was established in 1993 to provide the state's 4-year-olds with high-quality preschool experiences. A five-year, longitudinal study examined the ways in which differences in prekindergarten services received by 3,639 Pre-K 4-year-olds affected them during their first 3 years of elementary school and assessed the…

Home Language and Language Proficiency; A Large-Scale Longitudinal Study in Dutch Primary Schools.

ERIC Educational Resources Information Center

Driessen, Geert; van der Slik, Frans; De Bot, Kees

2002-01-01

Reports on a large-scale longitudinal study into the development of language proficiency of Dutch primary school children aged 7-10. Data on language proficiency and a range of background variables were analyzed. Results suggest that while immigrant children develop their language skill in Dutch considerably over 2 years, they are nonetheless…

The Effects of Preschool Attendance & Kindergarten Schedule: Kindergarten through Grade Four. A Longitudinal Research Study.

ERIC Educational Resources Information Center

Ohio State Dept. of Education, Columbus. Div. of Early Childhood Education.

This longitudinal study examined the effects on children of three kindergarten schedules: half day, alternate day, and full day. A secondary purpose was to examine the relationship between preschool attendance and subsequent school performance. Two additional variables thought to be related to school success were also explored: children's gender,…

Changes over Time in the Secondary School Experiences of Students with Disabilities. A Report of Findings from the National Longitudinal Transition Study (NLTS) and the National Longitudinal Transition Study-2 (NLTS2)

ERIC Educational Resources Information Center

Wagner, Mary; Newman, Lynn; Cameto, Renee

2004-01-01

Background: Since the early 1980s there have been extensive federal, state, and local efforts to improve schools for all students, including broad policy initiatives intended to change the school experiences of students with disabilities. These efforts have had significant impacts on policy and practice at all levels of the education system,…

Public School Teacher Attrition and Mobility in the First Five Years: Results from the First through Fifth Waves of the 2007-08 Beginning Teacher Longitudinal Study. First Look. NCES 2015-337

ERIC Educational Resources Information Center

Gray, Lucinda; Taie, Soheyla

2015-01-01

This First Look report provides selected findings from all five waves of the Beginning Teacher Longitudinal Study (BTLS) along with data tables and methodological information. The BTLS follows a sample of public elementary and secondary school teachers who participated in the 2007-08 Schools and Staffing Survey (SASS), and whose first year of…

Co-occurrences Between Adolescent Substance Use and Academic Performance: School Context Inuences a Multilevel-Longitudinal Perspective

PubMed Central

Andrade, Fernando H.

2014-01-01

A growing body of literature has linked substance use and academic performance exploring substance use as a predictor of academic performance or vice versa. This study uses a different approach conceptualizing substance use and academic performance as parallel outcomes and exploring two topics: its multilevel-longitudinal association and school contextual effects on both outcomes. Using multilevel Confirmatory Factor Analysis and multilevel-longitudinal analyses, the empirical estimates relied on 7843 students nested in 114 schools (Add Health study). The main finding suggests that the correlation between substance use and academic performance was positive at the school level in contraposition to the negative relationship at the individual level. Additional findings suggest a positive effect of a school risk factor on substance use and a positive effect of academic pressure on academic performance. These findings represent a contribution to our understanding of how schools could affect the relationship between academic performance and substance use. PMID:25057764

Longitudinal Invariance of the Center for Epidemiologic Studies-Depression Scale among Girls and Boys in Middle School

ERIC Educational Resources Information Center

Motl, Robert W.; Dishman, Rod K.; Birnbaum, Amanda S.; Lytle, Leslie A.

2005-01-01

This study tested the longitudinal factorial invariance of a theoretically consistent, higher-order model for Center for Epidemiologic Studies-Depression (CES-D) scores among adolescent girls and boys in middle school. Data were collected from 2,416 adolescents who completed a survey containing the CES-D in the fall of 1998, spring of 1999, and…

Beyond Terman: Contemporary Longitudinal Studies of Giftedness and Talent.

ERIC Educational Resources Information Center

Subotnik, Rena F., Ed.; Arnold, Karen D., Ed.

This volume presents 16 papers describing recent longitudinal studies of giftedness. Papers have the following titles and authors: (1) "Longitudinal Study of Giftedness and Talent" (Rena F. Subotnik and Karen D. Arnold); (2) "The Illinois Valedictorian Project: Early Adult Careers of Academically Talented Male High School Students" (Karen D.…

Predictors of Adolescent Breakfast Consumption: Longitudinal Findings from Project EAT

ERIC Educational Resources Information Center

Bruening, Meg; Larson, Nicole; Story, Mary; Neumark-Sztainer, Dianne; Hannan, Peter

2011-01-01

Objective: To identify predictors of breakfast consumption among adolescents. Methods: Five-year longitudinal study Project EAT (Eating Among Teens). Baseline surveys were completed in Minneapolis-St. Paul schools and by mail at follow-up by youth (n = 800) transitioning from middle to high school. Linear regression models examined associations…

Longitudinal Predictors of High School Completion

ERIC Educational Resources Information Center

Barry, Melissa; Reschly, Amy L.

2012-01-01

This longitudinal study examined predictors of dropout assessed in elementary school. Student demographic data, achievement, attendance, and ratings of behavior from the Behavior Assessment System for Children were used to predict dropout and completion. Two models, which varied on student sex and race, predicted dropout at rates ranging from 75%…

77 FR 51788 - Notice of Submission for OMB Review; Institute of Education Sciences; Education Longitudinal...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-08-27

...; Education Longitudinal Study 2002 (ELS:2002) Third Follow-Up Postsecondary Transcripts (ELS:2002 PETS) and Financial Aid Feasibility Study (ELS:2002 FAFS) SUMMARY: The Education Longitudinal Study of 2002 (ELS:2002) is a nationally representative study of two high school grade cohorts (spring 2002 tenth-graders and...

Transition into and out of Special Education Services by Young Australian School Children between 2006 and 2010

ERIC Educational Resources Information Center

Dempsey, Ian

2014-01-01

The extent to which school students continue to receive special education services over time is largely unknown because longitudinal studies are rare in this area. The present study examined a large Australian longitudinal database to track the status of children who received special education support in 2006 and whether they continued to access…

National Longitudinal Study of the High School Class of 1972: Critical Data Base. 22U-884.

ERIC Educational Resources Information Center

Talbert, Robin

The National Longitudinal Study of the High School Class of 1972 (NLS) critical data base contains 151 items (plus background information) from the base year and followup questionnaires; about thirty-seven percent of all items. This set of critical items consists of: (1) basic demographic variables; (2) items necessary for defining activity states…

Experienced Junior-High-School Teachers' PCK in Light of a Curriculum Change: "The Cell Is to Be Studied Longitudinally"

ERIC Educational Resources Information Center

Cohen, Rachel; Yarden, Anat

2009-01-01

In the new science and technology junior-high-school curriculum in Israel, it is recommended that the cell topic be taught "longitudinally in conjunction with other study contents". This recommendation confers a change in teaching the cell topic and provides an opportunity to form meaningful relationships between biological phenomena at…

Protective Factors Interrupting the Continuity from School Bullying to Later Internalizing and Externalizing Problems: A Systematic Review of Prospective Longitudinal Studies

ERIC Educational Resources Information Center

Ttofi, Maria M.; Bowes, Lucy; Farrington, David P.; Lösel, Friedrich

2014-01-01

A systematic review is presented, based on prospective longitudinal studies, on protective factors that interrupt the continuity from bullying perpetration at school to externalizing problem behaviors later in life; and from bullying victimization to later internalizing problems. Some common factors were established, which seem to interrupt the…

Correlates of change in student reported parent involvement in schooling: a new look at the National Education Longitudinal Study of 1988.

PubMed

Stone, Susan

2006-10-01

Using a subsample (2174 students, 174 schools) from the National Education Longitudinal Study of 1988 (NELS), this study drew on Eccles and Harold's (1996) framework of parent involvement in schooling to estimate the relative influence of key child, family, and school characteristics on change in three types of student-reported parent involvement in schooling between eighth and tenth grades: home communication about school, monitoring, and direct interactions with schools. It also examines relationships between changes in involvement, change in grade point average (GPA), and dropout. Overall, measured school effects accounted for a small proportion of the variation in changes in home communication and direct parent interactions with schools. Sustained home communication related to higher grades and lower likelihood of dropout, although the size of effects was small. (c) 2007 APA, all rights reserved

Does Growth in Private Schooling Contribute to Education for All? Evidence from a Longitudinal, Two Cohort Study in Andhra Pradesh, India

ERIC Educational Resources Information Center

Woodhead, Martin; Frost, Melanie; James, Zoe

2013-01-01

This paper informs debates about the potential role for low-fee private schooling in achieving Education for All goals in India. It reports "Young Lives" longitudinal data for two cohorts (2906 children) in the state of Andhra Pradesh. Eight year olds uptake of private schooling increased from 24 per cent (children born in 1994-5) to 44…

Transfer, Lead, Look Inward: Further Study of Preservice School Librarians' Development

ERIC Educational Resources Information Center

Mardis, Marcia A.

2013-01-01

School librarianship is affected by the widespread challenges affecting schools and changing notions of school libraries' relevancy. The purpose of this study was to ascertain how these societal trends influenced educators' decisions to be school librarians. In this second phase of a longitudinal qualitative study, five school library program…

School belongingness and mental health functioning across the primary-secondary transition in a mainstream sample: multi-group cross-lagged analyses.

PubMed

Vaz, Sharmila; Falkmer, Marita; Parsons, Richard; Passmore, Anne Elizabeth; Parkin, Timothy; Falkmer, Torbjörn

2014-01-01

The relationship between school belongingness and mental health functioning before and after the primary-secondary school transition has not been previously investigated in students with and without disabilities. This study used a prospective longitudinal design to test the bi-directional relationships between these constructs, by surveying 266 students with and without disabilities and their parents, 6-months before and after the transition to secondary school. Cross-lagged multi-group analyses found student perception of belongingness in the final year of primary school to contribute to change in their mental health functioning a year later. The beneficial longitudinal effects of school belongingness on subsequent mental health functioning were evident in all student subgroups; even after accounting for prior mental health scores and the cross-time stability in mental health functioning and school belongingness scores. Findings of the current study substantiate the role of school contextual influences on early adolescent mental health functioning. They highlight the importance for primary and secondary schools to assess students' school belongingness and mental health functioning and transfer these records as part of the transition process, so that appropriate scaffolds are in place to support those in need. Longer term longitudinal studies are needed to increase the understanding of the temporal sequencing between school belongingness and mental health functioning of all mainstream students.

School Belongingness and Mental Health Functioning across the Primary-Secondary Transition in a Mainstream Sample: Multi-Group Cross-Lagged Analyses

PubMed Central

Vaz, Sharmila; Falkmer, Marita; Parsons, Richard; Passmore, Anne Elizabeth; Parkin, Timothy; Falkmer, Torbjörn

2014-01-01

The relationship between school belongingness and mental health functioning before and after the primary-secondary school transition has not been previously investigated in students with and without disabilities. This study used a prospective longitudinal design to test the bi-directional relationships between these constructs, by surveying 266 students with and without disabilities and their parents, 6-months before and after the transition to secondary school. Cross-lagged multi-group analyses found student perception of belongingness in the final year of primary school to contribute to change in their mental health functioning a year later. The beneficial longitudinal effects of school belongingness on subsequent mental health functioning were evident in all student subgroups; even after accounting for prior mental health scores and the cross-time stability in mental health functioning and school belongingness scores. Findings of the current study substantiate the role of school contextual influences on early adolescent mental health functioning. They highlight the importance for primary and secondary schools to assess students’ school belongingness and mental health functioning and transfer these records as part of the transition process, so that appropriate scaffolds are in place to support those in need. Longer term longitudinal studies are needed to increase the understanding of the temporal sequencing between school belongingness and mental health functioning of all mainstream students. PMID:24967580

Confrontation Naming and Reading Abilities at Primary School: A Longitudinal Study

PubMed Central

Savelli, Enrico; Termine, Cristiano

2015-01-01

Background. Confrontation naming tasks are useful in the assessment of children with learning and language disorders. Objectives. The aims of this study were (1) providing longitudinal data on confrontation naming; (2) investigating the role of socioeconomic status (SES), intelligence, age, and gender in confrontation naming; (3) identifying relationship between confrontation naming and reading abilities (fluency, accuracy, and comprehension). Method. A five-year longitudinal investigation of confrontation naming (i.e., the Boston Naming Test (BNT)) in a nonclinical sample of Italian primary school children was conducted (n = 126), testing them at the end of each school year, to assess nonverbal intelligence, confrontation naming, and reading abilities. Results. Performance on the BNT emerged as a function of IQ and SES. Significant correlations between confrontation naming and reading abilities, especially comprehension, were found; BNT scores correlated better with reading fluency than with reading accuracy. Conclusions. The longitudinal data obtained in this study are discussed with regard to reading abilities, intelligence, age, gender, and socioeconomic status. PMID:26124541

National Prevalence Rates of Bully Victimization among Students with Disabilities in the United States

ERIC Educational Resources Information Center

Blake, Jamilia J.; Lund, Emily M.; Zhou, Qiong; Kwok, Oi-man; Benz, Michael R.

2012-01-01

This study examined the prevalence rates of bully victimization and risk for repeated victimization among students with disabilities using the Special Education Elementary Longitudinal Study and the National Longitudinal Transition Study-2 longitudinal datasets. Results revealed that a prevalence rate ranging from 24.5% in elementary school to…

"Development in Reverse?" A Longitudinal Analysis of Armed Conflict, Fragility and School Enrolment

ERIC Educational Resources Information Center

Shields, Robin; Paulson, Julia

2015-01-01

This paper presents a longitudinal analysis of cross-national data on armed conflict, state fragility, and enrolment in primary and secondary schooling. The study is motivated by questions raised in the 2012 "Human Security Report," which challenges the widely held assumption that conflict is necessarily detrimental to educational…

The Use of Longitudinal Analysis to Identify More and Less Effective Schools.

ERIC Educational Resources Information Center

Goldberg, Zandra S.; Spartz, James L.

Three longitudinal studies of student achievement test data were conducted to examine the extent to which the variation in student achievement can be explained by differences in student background (including socioeconomic and prior achievement data) and school resources. This model assumes that achievement test performance may be predicted by…

Prognosis and Continuity of Child Mental Health Problems from Preschool to Primary School: Results of a Four-Year Longitudinal Study

ERIC Educational Resources Information Center

Beyer, Thomas; Postert, Christian; Muller, Jorg M.; Furniss, Tilman

2012-01-01

In a four-year longitudinal study, changes in and continuity of behavioral and emotional problems were examined in 814 subjects from kindergarten to primary school. Mental health problems were assessed by means of the Child Behavior Checklist (CBCL). The distribution of the CBCL broadband groups revealed a high level of continuity of internalizing…

Longitudinal Study Using a Standardized Test Battery as Predictors of Student Outcomes in a Rural County School System.

ERIC Educational Resources Information Center

Twale, Darla J.; Thompson, Mary J.

This longitudinal study focused on predicting student outcomes through multiple test scores and vocational preferences using standardized instruments and self-reports of career plans. A total of 444 students in the class of 1986 were enrolled in either a non-vocational or vocational curriculum at one of 4 high schools in a small, rural,…

How the Curriculum Guideline "The Cell Is to Be Studied Longitudinally" Is Expressed in Six Israeli Junior-High-School Textbooks

ERIC Educational Resources Information Center

Cohen, Rachel; Yarden, Anat

2010-01-01

The most recent science and technology curriculum for junior high school in Israel contains a new guideline stating that the cell topic is to be taught "longitudinally in conjunction with other study contents." This guideline confers a change in teaching the cell topic and provides an opportunity to form meaningful relationships between…

Do reciprocal relationships between academic workload and self-regulated learning predict medical freshmen's achievement? A longitudinal study on the educational transition from secondary school to medical school.

PubMed

Barbosa, Joselina; Silva, Álvaro; Ferreira, Maria Amélia; Severo, Milton

2018-04-16

One of the most important factors that makes the transition from secondary school to medical school challenging is the inability to put in the study time that a medical school curriculum demands. The implementation of regulated learning is essential for students to cope with medical course environment and succeed. This study aimed to investigate the reciprocal relationships between self-regulated learning skills (SRLS) and academic workload (AW) across secondary school to medical school transition. Freshmen enrolled in medical school (N = 102) completed questionnaires at the beginning and at the end of their academic year, assessing AW (measured as study time hours and perceived workload), SRLS (planning and strategies for learning assessment, motivation and action to learning and self-directedness) and academic achievement. An exploratory factor analysis (EFA) and a longitudinal path analysis were performed. According to the EFA, study time and perceived workload revealed two factors of AW: students who had a high perceived workload also demonstrated increased study time (tandem AW); and those who had a low perceived workload also demonstrated increased study time (inverse AW). Only a longitudinal relationship between SRLS and AW was found in the path analysis: prior self-directedness was related to later tandem AW. Moreover, success during the first year of medical school is dependent on exposure to motivation, self-directedness and high study time without overload during secondary school and medical school, and prior academic achievement. By better understanding these relationships, teachers can create conditions that support academic success during the first year medical school.

Co-occurrences between adolescent substance use and academic performance: school context influences a multilevel-longitudinal perspective.

PubMed

Andrade, Fernando H

2014-08-01

A growing body of literature has linked substance use and academic performance exploring substance use as a predictor of academic performance or vice versa. This study uses a different approach conceptualizing substance use and academic performance as parallel outcomes and exploring two topics: its multilevel-longitudinal association and school contextual effects on both outcomes. Using multilevel Confirmatory Factor Analysis and multilevel-longitudinal analyses, the empirical estimates relied on 7843 students nested in 114 schools (Add Health study). The main finding suggests that the correlation between substance use and academic performance was positive at the school level in contraposition to the negative relationship at the individual level. Additional findings suggest a positive effect of a school risk factor on substance use and a positive effect of academic pressure on academic performance. These findings represent a contribution to our understanding of how schools could affect the relationship between academic performance and substance use. Copyright © 2014 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

School Attendance Problems and Youth Psychopathology: Structural Cross-Lagged Regression Models in Three Longitudinal Datasets

PubMed Central

Wood, Jeffrey J.; Lynne, Sarah D.; Langer, David A.; Wood, Patricia A.; Clark, Shaunna L.; Eddy, J. Mark; Ialongo, Nicholas

2011-01-01

This study tests a model of reciprocal influences between absenteeism and youth psychopathology using three longitudinal datasets (Ns= 20745, 2311, and 671). Participants in 1st through 12th grades were interviewed annually or bi-annually. Measures of psychopathology include self-, parent-, and teacher-report questionnaires. Structural cross-lagged regression models were tested. In a nationally representative dataset (Add Health), middle school students with relatively greater absenteeism at study year 1 tended towards increased depression and conduct problems in study year 2, over and above the effects of autoregressive associations and demographic covariates. The opposite direction of effects was found for both middle and high school students. Analyses with two regionally representative datasets were also partially supportive. Longitudinal links were more evident in adolescence than in childhood. PMID:22188462

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

ERIC Educational Resources Information Center

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

2007-01-01

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

Principal Turnover: Upheaval and Uncertainty in Charter Schools?

ERIC Educational Resources Information Center

Ni, Yongmei; Sun, Min; Rorrer, Andrea

2015-01-01

Purpose: Informed by literature on labor market and school choice, this study aims to examine the dynamics of principal career movements in charter schools by comparing principal turnover rates and patterns between charter schools and traditional public schools. Research Methods/Approach: This study uses longitudinal data on Utah principals and…

A Longitudinal Model of School Climate, Social Justice Orientation, and Academic Outcomes among Latina/o Students

ERIC Educational Resources Information Center

Pérez-Gualdrón, Leyla, M.; Helms, Janet E.

2017-01-01

Background: Social justice orientation (SJO) is the motivation to promote justice and equity among all in society. Researchers argue that students of Color with high SJO can resist structural racism in their schools/society and have positive academic outcomes. Purpose: In the present study, a longitudinal model of cultural and environmental…

Accolades and Recommendations: A Longitudinal Analysis of Monitoring Reports for Two Charter Schools Serving Native American Students

ERIC Educational Resources Information Center

Anderson, Derek L.; Holder, K. C.

2012-01-01

This longitudinal case study examines 10 years' worth of annual monitoring reports for two rural Native American Charter Schools. Using data from multiple sources including interviews, site visits, and document analyses, the authors used provisional coding and constant comparison analysis to categorize the accolades and recommendations embedded in…

Substance Use as a Longitudinal Predictor of the Perpetration of Teen Dating Violence

ERIC Educational Resources Information Center

Temple, Jeff R.; Shorey, Ryan C.; Fite, Paula; Stuart, Gregory L.; Le, Vi Donna

2013-01-01

The prevention of teen dating violence is a major public health priority. However, the dearth of longitudinal studies makes it difficult to develop programs that effectively target salient risk factors. Using a school-based sample of ethnically diverse adolescents, this longitudinal study examined whether substance use (alcohol, marijuana, and…

A Longitudinal Study of Children's Social Behaviors and Their Causal Relationship to Reading Growth

ERIC Educational Resources Information Center

Lim, Hyo Jin; Kim, Junyeop

2011-01-01

This paper aims at investigating the causal effects of social behaviors on subsequent reading growth in elementary school, using the "Early Childhood Longitudinal Study-Kindergarten" ("ECLS-K") data. The sample was 8,869 subjects who provided longitudinal measures of reading IRT scores from kindergarten (1998-1999) to fifth…

Exploring the Impact of Phonological Awareness, Visual-Spatial Working Memory, and Preschool Quantity--Number Competencies on Mathematics Achievement in Elementary School: Findings from a 3-year Longitudinal Study

ERIC Educational Resources Information Center

Krajewski, Kristin; Schneider, Wolfgang

2009-01-01

This longitudinal study explored the importance of kindergarten measures of phonological awareness, working memory, and quantity-number competencies (QNC) for predicting mathematical school achievement in third graders (mean age 8 years 8 months). It was found that the impact of phonological awareness and visual-spatial working memory, assessed at…

The Education and Work Plans of Public High School Students. Data Point. NCES 2017-005

ERIC Educational Resources Information Center

Oymak, Ceylan

2017-01-01

This report uses data from the High School Longitudinal Study of 2009 (HSLS:09). HSLS:09 is a nationally representative, longitudinal study of more than 23,000 students who were first surveyed in fall 2009, when they were in the ninth grade, and then again in spring 2012, when most were in the eleventh grade. Students who had been held back and…

Eighth Grade: First Findings from the Final Round of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). First Look. NCES 2008-088

ERIC Educational Resources Information Center

Walston, Jill; Rathbun, Amy; Hausken, Elvira Germino

2008-01-01

This report uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to describe the middle school experiences of the cohort. The ECLS-K followed the educational, socioemotional, and physical development of a nationally representative sample of kindergartners in public and private schools in the United States…

High School Longitudinal Study of 2009 (HSLS:09) Base Year to First Follow-Up Data File Documentation. Appendixes. NCES 2014-361

ERIC Educational Resources Information Center

Ingels, Steven J.; Pratt, Daniel J.; Herget, Deborah R.; Dever, Jill A.; Fritch, Laura Burns; Ottem, Randolph; Rogers, James E.; Kitmitto, Sami; Leinwand, Steve

2013-01-01

The manual that accompanies these appendices was produced to familiarize data users with the design, and the procedures followed for data collection and processing, in the base year and first follow-up of the High School Longitudinal Study of 2009 (HSLS:09), with emphasis on the first follow-up. It also provides the necessary documentation for use…

Education Longitudinal Study of 2002 (ELS:2002): A First Look at 2002 High School Sophomores 10 Years Later. First Look. NCES 2014-363

ERIC Educational Resources Information Center

Lauff, Erich; Ingels, Steven J.

2014-01-01

The Education Longitudinal Study of 2002 (ELS:2002) tracks the educational and developmental experiences of a nationally representative sample of high school sophomores in the United States. This First Look report provides a descriptive portrait of these 2002 tenth-graders a decade later, when most were about 26 years old and had been out of high…

Findings from the Third-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011): First Look. NCES 2016-094

ERIC Educational Resources Information Center

Mulligan, Gail M.; McCarroll, Jill Carlivati; Flanagan, Kristin Denton; Potter, Daniel

2016-01-01

The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011), is collecting information about the early educational experiences of a nationally representative sample of children who were in kindergarten or who were of kindergarten age in ungraded classrooms or schools in the 2010-11 school year. The data collection began in…

Public High School Students' Use of Graduation, Career, or Education Plans. Data Point. NCES 2017-111

ERIC Educational Resources Information Center

Hudson, Lisa

2017-01-01

This report uses data from the High School Longitudinal Study of 2009 (HSLS:09). HSLS:09 is a nationally representative, longitudinal study of more than 23,000 students who were first surveyed in fall 2009, when they were in the ninth grade, and then again in spring 2012, when most were in the eleventh grade. The 2012 administration also included…

High School Longitudinal Study of 2009 (HSLS:09) Base Year to First Follow-Up Data File Documentation. NCES 2014-361

ERIC Educational Resources Information Center

Ingels, Steven J.; Pratt, Daniel J.; Herget, Deborah R.; Dever, Jill A.; Fritch, Laura Burns; Ottem, Randolph; Rogers, James E.; Kitmitto, Sami; Leinwand, Steve

2013-01-01

This manual has been produced to familiarize data users with the design, and the procedures followed for data collection and processing, in the base year and first follow-up of the High School Longitudinal Study of 2009 (HSLS:09), with emphasis on the first follow-up. It also provides the necessary documentation for use of the public-use data…

Dimensions of integration, continuity and longitudinality in clinical clerkships.

PubMed

Ellaway, Rachel H; Graves, Lisa; Cummings, Beth-Ann

2016-09-01

Over the past few decades, longitudinal integrated clerkships (LICs) have been proposed to address many perceived short-coming of traditional block clerkships. This growing interest in LICs has raised broader questions regarding the role of integration, continuity and longitudinality in medical education. A study with complementary theoretical and empirical dimensions was conducted to derive a more precise way of defining these three underlying concepts within the design of medical education curricula. The theoretical dimension involved a thematic review of the literature on integration, continuity and longitudinality in medical education. The empirical dimension surveyed all 17 Canadian medical schools on how they have operationalised integration, continuity and longitudinality in their undergraduate programmes. The two dimensions were iteratively synthesised to explore the meaning and expression of integration, continuity and longitudinality in medical education curriculum design. Integration, continuity and longitudinality were expressed in many ways and forms, including: integration of clinical disciplines, combined horizontal integration and vertical integration, and programme-level integration. Types of continuity included: continuity of patients, continuity of teaching, continuity of location and peer continuity. Longitudinality focused on connected or repeating episodes of training or on connecting activities, such as encounter logging across educational episodes. Twelve of the 17 schools were running an LIC of some kind, although only one school had a mandatory LIC experience. An ordinal scale of uses of integration, continuity and longitudinality during clerkships was developed, and new definitions of these concepts in the clerkship context were generated. Different clerkship designs embodied different forms and levels of integration, continuity and longitudinality. A dichotomous view of LICs and rotation-based clerkships was found not to represent current practices in Canada, which instead tended to fall along a continuum of integration, continuity and longitudinality. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Alienation from School

ERIC Educational Resources Information Center

Hascher, Tina; Hagenauer, Gerda

2010-01-01

Two studies aimed at understanding the time course of alienation from school and school factors that may influence alienation from school during early adolescence. In Study 1, 434 students from grade 5-8 participated (cross-sectional design). In Study 2, we followed 356 students from grade 6-7 (longitudinal design). The results confirm the…

The Effect of School Inspections on School Improvement

ERIC Educational Resources Information Center

Gaertner, Holger; Wurster, Sebastian; Pant, Hans Anand

2014-01-01

This study uses a school-level longitudinal control-group design to examine how teachers and principals of inspected versus uninspected schools perceive school improvement at their schools. During the phasing in of school inspections in the states of Berlin and Brandenburg (Germany), both inspected and uninspected schools were surveyed with…

School Social Fragmentation, Economic Deprivation and Social Cohesion and Adolescent Physical Inactivity: A Longitudinal Study

PubMed Central

Pabayo, Roman; Janosz, Michel; Bisset, Sherri; Kawachi, Ichiro

2014-01-01

Objectives To examine the independent influence of school economic deprivation, social fragmentation, and social cohesion on the likelihood of participating in no physical activity among students. Methods Data are from a large-scale longitudinal study of schools based in disadvantaged communities in Quebec, Canada. Questionnaires were administered every year between 2002 and 2008 among n = 14,924 students aged 12 to 18 from a sample of 70 schools. Cross-sectional and longitudinal analyses were conducted. Multilevel modeling was utilized to account for the clustering of students within schools. Schools were categorized as being low, moderate or high economic deprivation, social fragmentation and social cohesion. Those who indicated that they do no participate in any physical activity during the week were identified as being physically inactive. Results In baseline multilevel cross-sectional analyses, adolescents attending schools in the highest (compared to the lowest) levels of socioeconomic deprivation and social fragmentation were more likely to be physically inactive (OR = 1.33, 95% CI = 1.03, 1.72; and OR = 1.24, 95% CI = 0.98, 1.56, respectively). Conversely, students attending schools with the highest cohesion were less likely to be physically inactive (OR = 0.78, 95% CI = 0.61, 0.99). In longitudinal analysis, physically active students who attended schools with the highest social fragmentation were more likely to become physically inactive over two years (OR = 1.65, 95% CI = 1.09, 2.51). Conclusion The school socioeconomic environment appears to be an important contextual influence on participation in no physical activity among adolescents. Following adolescents beyond two years is necessary to determine if these environments have a lasting effect on physical activity behavior. PMID:24932679

School social fragmentation, economic deprivation and social cohesion and adolescent physical inactivity: a longitudinal study.

PubMed

Pabayo, Roman; Janosz, Michel; Bisset, Sherri; Kawachi, Ichiro

2014-01-01

To examine the independent influence of school economic deprivation, social fragmentation, and social cohesion on the likelihood of participating in no physical activity among students. Data are from a large-scale longitudinal study of schools based in disadvantaged communities in Quebec, Canada. Questionnaires were administered every year between 2002 and 2008 among n = 14,924 students aged 12 to 18 from a sample of 70 schools. Cross-sectional and longitudinal analyses were conducted. Multilevel modeling was utilized to account for the clustering of students within schools. Schools were categorized as being low, moderate or high economic deprivation, social fragmentation and social cohesion. Those who indicated that they do no participate in any physical activity during the week were identified as being physically inactive. In baseline multilevel cross-sectional analyses, adolescents attending schools in the highest (compared to the lowest) levels of socioeconomic deprivation and social fragmentation were more likely to be physically inactive (OR = 1.33, 95% CI = 1.03, 1.72; and OR = 1.24, 95% CI = 0.98, 1.56, respectively). Conversely, students attending schools with the highest cohesion were less likely to be physically inactive (OR = 0.78, 95% CI = 0.61, 0.99). In longitudinal analysis, physically active students who attended schools with the highest social fragmentation were more likely to become physically inactive over two years (OR = 1.65, 95% CI = 1.09, 2.51). The school socioeconomic environment appears to be an important contextual influence on participation in no physical activity among adolescents. Following adolescents beyond two years is necessary to determine if these environments have a lasting effect on physical activity behavior.

The Predictive Validity of Four Intelligence Tests for School Grades: A Small Sample Longitudinal Study

PubMed Central

Gygi, Jasmin T.; Hagmann-von Arx, Priska; Schweizer, Florine; Grob, Alexander

2017-01-01

Intelligence is considered the strongest single predictor of scholastic achievement. However, little is known regarding the predictive validity of well-established intelligence tests for school grades. We analyzed the predictive validity of four widely used intelligence tests in German-speaking countries: The Intelligence and Development Scales (IDS), the Reynolds Intellectual Assessment Scales (RIAS), the Snijders-Oomen Nonverbal Intelligence Test (SON-R 6-40), and the Wechsler Intelligence Scale for Children (WISC-IV), which were individually administered to 103 children (Mage = 9.17 years) enrolled in regular school. School grades were collected longitudinally after 3 years (averaged school grades, mathematics, and language) and were available for 54 children (Mage = 11.77 years). All four tests significantly predicted averaged school grades. Furthermore, the IDS and the RIAS predicted both mathematics and language, while the SON-R 6-40 predicted mathematics. The WISC-IV showed no significant association with longitudinal scholastic achievement when mathematics and language were analyzed separately. The results revealed the predictive validity of currently used intelligence tests for longitudinal scholastic achievement in German-speaking countries and support their use in psychological practice, in particular for predicting averaged school grades. However, this conclusion has to be considered as preliminary due to the small sample of children observed. PMID:28348543

Indivisible. Good Schools=Health Economy. Poor Academic Achievement=Increased Unemployment. A Longitudinal Pilot Study on the Relationship between Job Growth and School Performance in 15 of Illinois' Largest Counties. A Report to Cook County Assessor Thomas Hynes.

ERIC Educational Resources Information Center

Kyle, Charles L.; Sufritz, Erica

This longitudinal study indicates that educational reform and economic performance are indivisible. The first part of the study examines job growth or decline by type of job between 1972 and 1985 by county and ranks the counties based on their performance during the 13-year period. The second part of the study examines the relationship between the…

Transitions in the Swedish school system and the impact on student's positive self-reported-health.

PubMed

Holmström, Malin Rising; Olofsson, Niclas; Asplund, Kenneth; Kristiansen, Lisbeth

2014-10-07

To explore three school based transitions and their impact on positive self-reported-health (SRH), pre-school to elementary school (6-10 y), elementary school to junior high school (10-13 y), and junior high school to upper secondary school/high school (13-16 y), in a long-term longitudinal population based study. The study followed three cohorts through one school transition each. A longitudinal study with data from 6693 Health Dialogue questionnaires were used. Data were collected in the middle of Sweden during 2007-2012 with school children age 6-16 years old. Several significant factors were identified with an impact for a positive self-reported-health among children age 6-16 y; not feeling sad or depressed, afraid or worried, positive school environment (schoolyard and restrooms), not bullied, good sleep, daily physical activity and ability to concentrate. There was no single factor identified, the factors differed according to gender and age. The study have identified several gender and age specific factors for successful school transitions relevant for a positive SRH. This is valuable information for school staff, parents and school children and provides a possibility to provide support and assistance when needed.

Longitudinal effects of student mobility on three dimensions of elementary school engagement.

PubMed

Gruman, Diana H; Harachi, Tracy W; Abbott, Robert D; Catalano, Richard F; Fleming, Charles B

2008-01-01

Working within the developmental science research framework, this study sought to capture a dynamic and complex view of student mobility. Second- through fifth-grade data (N = 1,003, predominantly Caucasian) were drawn from a longitudinal study, and growth curve analyses allowed for the examination of mobility effects within the context of other factors that put children at risk, including behavior problems and family stress. School changes predicted declines in academic performance and classroom participation but not positive attitude toward school. Time-varying factors such as peer acceptance and teacher support had a positive influence on the growth trajectories of child outcomes. Additionally, teacher support had a particularly strong influence on positive attitudes toward school among children who had more school changes.

Longitudinal Effects of Student Mobility on Three Dimensions of Elementary School Engagement

PubMed Central

Gruman, Diana H.; Harachi, Tracy W.; Abbott, Robert D.; Catalano, Richard F.; Fleming, Charles B.

2013-01-01

Working within the developmental science research framework, this study sought to capture a dynamic and complex view of student mobility. Second- through fifth-grade data (N = 1,003, predominantly Caucasian) were drawn from a longitudinal study, and growth curve analyses allowed for the examination of mobility effects within the context of other factors that put children at risk, including behavior problems and family stress. School changes predicted declines in academic performance and classroom participation but not positive attitude toward school. Time-varying factors such as peer acceptance and teacher support had a positive influence on the growth trajectories of child outcomes. Additionally, teacher support had a particularly strong influence on positive attitudes toward school among children who had more school changes. PMID:19037953

Higher Weight, Lower Education: A Longitudinal Association between Adolescents' Body Mass Index and Their Subsequent Educational Achievement Level?

ERIC Educational Resources Information Center

Larsen, Junilla K.; Kleinjan, Marloes; Engels, Rutger C. M. E.; Fisher, Jennifer O.; Hermans, Roel

2014-01-01

Background: The purpose of this study was to examine the association between adolescents' body mass index (BMI) z-scores and their subsequent level of schooling, extending previous longitudinal research by using objectively measured weight and height data. Methods: A longitudinal study with 3 study waves (1-year intervals) involving 1248 Dutch…

School Stratification in New and Established Latino Destinations

ERIC Educational Resources Information Center

Dondero, Molly; Muller, Chandra

2012-01-01

The growth and geographic diversification of the school-age Latino population suggest that schools in areas that previously had very few Latinos now serve many of these students. This study uses the 1999-2000 Schools and Staffing Survey and the Education Longitudinal Study of 2002 to compare public high schools in new and established Latino…

Researchers Supporting Schools to Improve Health: Influential Factors and Outcomes of Knowledge Brokering in the COMPASS Study

ERIC Educational Resources Information Center

Brown, Kristin M.; Elliott, Susan J.; Leatherdale, Scott T.

2018-01-01

Background: Although schools are considered opportune settings for youth health interventions, a gap between school health research and practice exists. COMPASS, a longitudinal study of Ontario and Alberta secondary students and schools (2012-2021), used integrated knowledge translation to enhance schools' uptake of research findings. Schools…

Measuring Knowledge Integration Learning of Energy Topics: A two-year longitudinal study

NASA Astrophysics Data System (ADS)

Liu, Ou Lydia; Ryoo, Kihyun; Linn, Marcia C.; Sato, Elissa; Svihla, Vanessa

2015-05-01

Although researchers call for inquiry learning in science, science assessments rarely capture the impact of inquiry instruction. This paper reports on the development and validation of assessments designed to measure middle-school students' progress in gaining integrated understanding of energy while studying an inquiry-oriented curriculum. The assessment development was guided by the knowledge integration framework. Over 2 years of implementation, more than 4,000 students from 4 schools participated in the study, including a cross-sectional and a longitudinal cohort. Results from item response modeling analyses revealed that: (a) the assessments demonstrated satisfactory psychometric properties in terms of reliability and validity; (b) both the cross-sectional and longitudinal cohorts made progress on integrating their understanding energy concepts; and (c) among many factors (e.g. gender, grade, school, and home language) associated with students' science performance, unit implementation was the strongest predictor.

From Pre-Service to In-Service Teachers: A Longitudinal Investigation of the Professional Development of English Language Teachers in Secondary Schools

ERIC Educational Resources Information Center

Gu, Mingyue Michelle

2013-01-01

This study reports on a longitudinal inquiry into professional identity construction among six novice cross-border English language teachers from mainland China, who completed their pre-service teacher education in Hong Kong (HK) and began their teaching practice in local HK schools. The findings indicate that the participants navigated obstacles…

A Longitudinal Examination of the Remediation of Learning Disabilities: IQ, Age at Diagnosis, School SES and Voluntary Transfer

ERIC Educational Resources Information Center

Vandenberg, Brian; Emery, Debra

2009-01-01

This three year longitudinal study examined the effects of IQ, age of diagnosis, school socioeconomic status (SES) and participation in desegregation programs on the remediation of learning disabilities. Participants included 176 children who were diagnosed with a learning disability, 44 of whom were participants in a voluntary transfer program.…

Grades and Graduation: A Longitudinal Risk Perspective to Identify Student Dropouts

ERIC Educational Resources Information Center

Bowers, Alex J.

2010-01-01

Studies of student risk of school dropout have shown that present predictors of at-risk status do not accurately identify a large percentage of students who eventually drop out. Through the analysis of the entire Grade 1-12 longitudinal cohort-based grading histories of the class of 2006 for two school districts in the United States, the author…

A Longitudinal View of Educational Outcomes for "Preschool for All" Participants in Redwood City School District. Issue Brief

ERIC Educational Resources Information Center

Sanchez, Monika

2014-01-01

This report is a longitudinal examination of "Preschool for All" (PFA) participants, tracking students' experiences across their first four years in elementary school. It builds upon a 2009 study that found that PFA graduates in San Mateo County were better prepared for kindergarten than their classmates who had not attended preschool…

Longitudinal Receptive American Sign Language Skills across a Diverse Deaf Student Body

ERIC Educational Resources Information Center

Beal-Alvarez, Jennifer S.

2016-01-01

This article presents results of a longitudinal study of receptive American Sign Language (ASL) skills for a large portion of the student body at a residential school for the deaf across four consecutive years. Scores were analyzed by age, gender, parental hearing status, years attending the residential school, and presence of a disability (i.e.,…

Direct and Extended Friendship Effects on Minority and Majority Children's Interethnic Attitudes: A Longitudinal Study

ERIC Educational Resources Information Center

Feddes, Allard R.; Noack, Peter; Rutland, Adam

2009-01-01

Longitudinal direct and extended cross-ethnic friendship effects on out-group evaluations among German (majority status, N = 76) and Turkish (minority status, N = 73) children (age 7-11 years) in ethnically heterogeneous elementary schools were examined at the beginning and end of the school year (time lag: 7 months). The results showed that among…

Transition planning for youth with traumatic brain injury: findings from the National Longitudinal Transition Survey-2.

PubMed

Wehman, Paul; Chen, Chin-Chih; West, Michael; Cifu, Gabriella

2014-01-01

Despite of a growing body of research on vocational and educational difficulties for students with traumatic brain injury (TBI), only limited empirical studies specifically examined how school transition services facilitate later employment outcomes. This exploratory, prospective longitudinal study examined the prevalence of employment and characteristics of transition planning practices that promoted positive school-to-work transition for students with TBI. The participants (n = 200) was drawn from the National Longitudinal Transition Study-2 (NLTS-2), a ten-year study which followed a large nationally representative sample of youth with disabilities through secondary education in into young adulthood. Logistic regression was used to investigate the associations between student, school, and collaborative engagement in the planning process and employment outcomes up to 8 years after high school. Among youth with TBI, 51% held current employment at the time of interview and 73% had been employed at any time after high school. Findings showed that students with TBI who had transition goals for postsecondary education were more likely to be employed at some point since leaving high school. The findings also support active student engagement and leadership in the transition planning process, and the inclusion of outside organizations and individuals. Findings indicate the impact of student, school and adult service agency engagement in transition planning processes. Implications for educational practices and future research are discussed.

Principals' Reactions to Feedback Received by School Inspection: A Longitudinal Study

ERIC Educational Resources Information Center

Behnke, Kristin; Steins, Gisela

2017-01-01

This article presents the results of a follow-up study on the attitudes of German principals towards receiving feedback from school inspections. In a first study, we explored the attitudes of 50 principals towards feedback from school inspections [Quality Analysis (QA) in North Rhine-Westphalia] before school inspections took place at these…

Relegation and Reversion: Longitudinal Analysis of School Turnaround and Decline

ERIC Educational Resources Information Center

Hochbein, Craig

2012-01-01

School turnaround has become a popular strategy for improvement of chronically low-performing schools. Research related to school turnaround has relied substantially upon case studies. These case studies often focus on successful turnarounds and report immediate outcomes, failing to provide information about the sustainability of the results. In…

An Analysis of Pedagogical Moves for Facilitating the Development of In-Service Middle-School Mathematics Teachers' Recognition of Reasoning

ERIC Educational Resources Information Center

Cipriani, Phyllis J.

2017-01-01

A constructivist approach for teaching and learning mathematics was the foundation for a longitudinal study at Rutgers University in 1987 (Maher, 2011). One of the objectives of the longitudinal study was to provide an environment where students solve problems in collaborative groups (Maher, 2011). Videos from the longitudinal study are stored in…

Characteristics of At-Risk Students in NELS:88. National Education Longitudinal Study of 1988. Statistical Analysis Report. Contractor Report. NCES 92-042

ERIC Educational Resources Information Center

Kaufman, Phillip; Bradbury, Denise

1992-01-01

The National Education Longitudinal Study of 1988 (NELS:88) is a large-scale, national longitudinal study designed and sponsored by the National Center for Education Statistics (NCES), with support from other government agencies. Beginning in the spring of 1988 with a cohort of eighth graders (25,000) attending public and private schools across…

Does the Sale of Sweetened Beverages at School Affect Children’s Weight?

PubMed Central

Cunningham, Solveig A.; Zavodny, Madeline

2011-01-01

In response to the increase in children’s weight in recent decades, many states, school districts, and schools in the United States have limited or eliminated the sale of sweetened beverages at school. These policies are promoted for their potential to reduce childhood overweight and obesity, but their effectiveness has not been evaluated. Using a large nationally representative longitudinal dataset, the Early Childhood Longitudinal Study-Kindergarten (ECLS-K), this study explores the relationship between children’s access to sweetened beverages at school in 5th and 8th grade, their purchases and total consumption of these beverages, and their weight. We find almost no evidence that availability of sweetened beverages for sale at school leads to heavier weight or greater risk of overweight or obesity among children. We also find limited evidence that availability of sweetened beverages for sale at school leads to higher total consumption of these beverages. PMID:21907477

Does the sale of sweetened beverages at school affect children's weight?

PubMed

Cunningham, Solveig A; Zavodny, Madeline

2011-11-01

In response to the increase in children's weight in recent decades, many states, school districts, and schools in the United States have limited or eliminated the sale of sweetened beverages at school. These policies are promoted for their potential to reduce childhood overweight and obesity, but their effectiveness has not been evaluated. Using a large nationally representative longitudinal dataset, the Early Childhood Longitudinal Study-Kindergarten (ECLS-K), this study explores the relationship between children's access to sweetened beverages at school in 5th and 8th grade, their purchases and total consumption of these beverages, and their weight. We find almost no evidence that availability of sweetened beverages for sale at school leads to heavier weight or greater risk of overweight or obesity among children. We also find limited evidence that availability of sweetened beverages for sale at school leads to higher total consumption of these beverages. Copyright © 2011 Elsevier Ltd. All rights reserved.

A systematic review of the status of children's school access in low- and middle-income countries between 1998 and 2013: using the INDEPTH Network platform to fill the research gaps.

PubMed

Kamanda, Mamusu; Sankoh, Osman

2015-01-01

The framework for expanding children's school access in low- and middle-income countries (LMICs) has been directed by universal education policies as part of Education for All since 1990. In measuring progress to universal education, a narrow conceptualisation of access which dichotomises children's participation as being in or out of school has often been assumed. Yet, the actual promise of universal education goes beyond this simple definition to include retention, progression, completion, and learning. Our first objective was to identify gaps in the literature on children's school access using the zones of exclusion of the Consortium for Research on Educational Access, Transition, and Equity as a framework. Second, we gave consideration to how these gaps can be met by using longitudinal and cross-country data from Health and Demographic Surveillance System (HDSS) sites within the International Network for the Demographic Evaluation of Population and Their Health (INDEPTH) in LMICs. Using Web of Science, we conducted a literature search of studies published in international peer-reviewed journals between 1998 and 2013 in LMICs. The phrases we searched included six school outcomes: school enrolment, school attendance, grade progression, school dropout, primary to secondary school transition, and school completion. From our search, we recorded studies according to: 1) school outcomes; 2) whether longitudinal data were used; and 3) whether data from more than one country were analysed. The area of school access most published is enrolment followed by attendance and dropout. Primary to secondary school transition and grade progression had the least number of publications. Of 132 publications which we found to be relevant to school access, 33 made use of longitudinal data and 17 performed cross-country analyses. The majority of studies published in international peer-reviewed journals on children's school access between 1998 and 2013 were focused on three outcomes: enrolment, attendance, and dropout. Few of these studies used data collected over time or data collected from more than one country for comparative analyses. The contribution of the INDEPTH Network in helping to address these gaps in the literature lies in the longitudinal design of HDSS surveys and in the diversity of countries within the network.

A systematic review of the status of children's school access in low- and middle-income countries between 1998 and 2013: using the INDEPTH Network platform to fill the research gaps

PubMed Central

Kamanda, Mamusu; Sankoh, Osman

2015-01-01

Background The framework for expanding children's school access in low- and middle-income countries (LMICs) has been directed by universal education policies as part of Education for All since 1990. In measuring progress to universal education, a narrow conceptualisation of access which dichotomises children's participation as being in or out of school has often been assumed. Yet, the actual promise of universal education goes beyond this simple definition to include retention, progression, completion, and learning. Objective Our first objective was to identify gaps in the literature on children's school access using the zones of exclusion of the Consortium for Research on Educational Access, Transition, and Equity as a framework. Second, we gave consideration to how these gaps can be met by using longitudinal and cross-country data from Health and Demographic Surveillance System (HDSS) sites within the International Network for the Demographic Evaluation of Population and Their Health (INDEPTH) in LMICs. Design Using Web of Science, we conducted a literature search of studies published in international peer-reviewed journals between 1998 and 2013 in LMICs. The phrases we searched included six school outcomes: school enrolment, school attendance, grade progression, school dropout, primary to secondary school transition, and school completion. From our search, we recorded studies according to: 1) school outcomes; 2) whether longitudinal data were used; and 3) whether data from more than one country were analysed. Results The area of school access most published is enrolment followed by attendance and dropout. Primary to secondary school transition and grade progression had the least number of publications. Of 132 publications which we found to be relevant to school access, 33 made use of longitudinal data and 17 performed cross-country analyses. Conclusions The majority of studies published in international peer-reviewed journals on children's school access between 1998 and 2013 were focused on three outcomes: enrolment, attendance, and dropout. Few of these studies used data collected over time or data collected from more than one country for comparative analyses. The contribution of the INDEPTH Network in helping to address these gaps in the literature lies in the longitudinal design of HDSS surveys and in the diversity of countries within the network. PMID:26562137

Changes over Time in the Early Postschool Outcomes of Youth with Disabilities. A Report of Findings from the National Longitudinal Transition Study (NLTS) and the National Longitudinal Transition Study-2 (NLTS2)

ERIC Educational Resources Information Center

Wagner, Mary; Newman, Lynn; Cameto, Renee; Levine, Phyllis

2005-01-01

Background: Since the early 1980s, when A Nation at Risk sounded a clear warning about the condition of American education, there have been extensive federal, state, and local efforts to improve schools for all students, including broad policy initiatives intended to change the school experiences of students with disabilities and improve their…

Disadvantaged Children and Their First School Experiences. ETS-Head Start Longitudinal Study: Preliminary Description of the Initial Sample Prior to School Enrollment. A Report in Two Volumes: Volume 2--Tables.

ERIC Educational Resources Information Center

Educational Testing Service, Princeton, NJ.

As part of its 6-year longitudinal study designed to assess the impact of Head Start, Educational Testing Service (ETS) has summarized and compiled tables of data collected on 16 of the 33 instruments administered to children in 1969 in three sites (St. Louis, Missouri; Trenton, New Jersey; and Portland, Oregon). Data from the parent interview and…

Examining Longitudinal Relationships between Dysfunctional Career Thoughts and Career Decision-Making Self-Efficacy in School-to-Work Transition

ERIC Educational Resources Information Center

Kim, Boyoung; Lee, Bo Hyun; Ha, Gyuyoung; Lee, Hong Kwon; Lee, Sang Min

2015-01-01

This study examines the role of dysfunctional career thoughts between two-wave longitudinal data (Time 1 and Time 2) in career decision-making self-efficacy during school-to-work transition periods. Career decision-making self-efficacy was measured before (Time 1) and after college graduation (Time 2). The results indicated that the growth of…

Estimating Impacts on Program-Related Subgroups Using Propensity Score Matching: Evidence from the Early College High School Study

ERIC Educational Resources Information Center

Unlu, Fatih; Yamaguchi, Ryoko; Bernstein, Larry; Edmunds, Julie

2010-01-01

This paper addresses methodological issues arising from an experimental study of North Carolina's Early College High School Initiative, a four-year longitudinal experimental study funded by Institute for Education Sciences. North Carolina implemented the Early College High School (ECHS) Initiative in response to low high school graduation rates.…

Longitudinal Findings from the Early College High School Initiative Impact Study

ERIC Educational Resources Information Center

Haxton, Clarisse; Song, Mengli; Zeiser, Kristina; Berger, Andrea; Turk-Bicakci, Lori; Garet, Michael S.; Knudson, Joel; Hoshen, Gur

2016-01-01

This study is a randomized controlled trial that assessed the impact of Early College High Schools on students' high school graduation, college enrollment, and college degree attainment, as well as students' high school experiences using extant data and survey data. The study included 10 Early Colleges that enrolled students in Grades 9 to 12 in…

Suprasegmental Phonology Development and Reading Acquisition: A Longitudinal Study

ERIC Educational Resources Information Center

Calet, Nuria; Gutiérrez-Palma, Nicolás; Simpson, Ian C.; González-Trujillo, M. Carmen; Defior, Sylvia

2015-01-01

Previous studies implicate suprasegmental phonology in reading acquisition. However, little is known about how suprasegmental sensitivity develops or how it contributes to reading. Here, 130 Spanish primary-school children participated in this 2-year longitudinal study. Nonlinguistic rhythm, lexical-stress sensitivity and metrical-stress…

High School Community Service as a Predictor of Adult Voting and Volunteering

ERIC Educational Resources Information Center

Hart, Daniel; Donnelly, Thomas M.; Youniss, James; Atkins, Robert

2007-01-01

The influences of high school community service participation, extracurricular involvement, and civic knowledge on voting and volunteering in early adulthood were examined using the National Educational Longitudinal Study. The major finding in this study is that both voluntary and school-required community service in high school were strong…

High School Learning, Vocational Tracking, and What Then? Contractor Report.

ERIC Educational Resources Information Center

Wiley, David E.; Harnischfeger, Annegret

The National Longitudinal Study of the High School Class of 1972 collected data on the backgrounds, experiences, attitudes, and plans of 16,683 students who were high school seniors at 1,044 schools in 1972. In addition, three followup studies focused on the work experiences, education and training, military service, family status, life…

Postschool Goals and Transition Services for Students with Learning Disabilities

ERIC Educational Resources Information Center

Daviso, Alfred W.; Denney, Stephen C.; Baer, Robert M.; Flexer, Robert

2011-01-01

This article describes the initial findings for students with learning disabilities from the first year of The Ohio Longitudinal Transition Study (OLTS). The study included 416 participants with learning disabilities who were exiting high school. Data from an in-school survey were analyzed by sample demographics (e.g. school setting, school type,…

Teacher Placement, Mobility, and Occupational Choices after Teaching

ERIC Educational Resources Information Center

Feng, Li

2014-01-01

Teachers' initial placement has important implications for student achievement and the distribution of teachers among schools. This paper combines data from a US Baccalaureate and Beyond longitudinal study with school and school district information from the Common Core of Data to study the effects of initial school placement on teacher mobility.…

Student Achievement in Ohio Charter Schools: A Comparative and Longitudinal Study

ERIC Educational Resources Information Center

Kotler, Ruth M.

2012-01-01

The purpose of this study was to investigate fifth-grade student achievement in Ohio public charter schools as compared to student achievement in traditional public schools, and to determine whether the performance of charter schools changed over time. Research questions asked 1) how does student achievement in Ohio's public charters compare to…

Managing Endings in a Longitudinal Study: Respect for Persons

NASA Astrophysics Data System (ADS)

Reiss, Michael J.

2005-03-01

In this paper I describe and discuss the way that a book I had written on a five-year longitudinal study of school science teaching was received by the pupils and teachers it featured. By and large the pupils' reception was positive. However, one group of teachers was deeply hurt by the book. I trace this mainly to my failure to consider adequately their fears of the consequences of the book's publication and possibly to my failure to consider with them the psychological significance of my withdrawing from the school after five years of regular study. I hope that there are lessons not only for myself but also for others considering longitudinal and ethnographic research in science education and more broadly.

"Crazyghettosmart": A Case Study in Latina Identities

ERIC Educational Resources Information Center

Vetter, Amy M.; Fairbanks, Colleen; Ariail, Mary

2011-01-01

Drawing from recent scholarship that examines schooling and the shifting terrain of youth identities, this study examines the identity constructions of Jessica, a Latina high school student. Our portrait of Jessica is part of a larger longitudinal study in which the middle and high school experiences of three Latinas, including Jessica, were…

Does pre-school improve cognitive abilities among children with early-life stunting? A longitudinal study for Peru

PubMed Central

Cueto, Santiago; León, Juan; Miranda, Alejandra; Dearden, Kirk; Crookston, Benjamin T.; Behrman, Jere R.

2017-01-01

Several studies in developing countries have found that children who experience growth faltering in the first years of life show lower cognitive abilities than their peers. In this study, we use the Young Lives longitudinal dataset in Peru to analyze if attending pre-school affects cognitive abilities at age five years, and if there is an interaction with HAZ at age one year. Using instrumental variables we found, for receptive vocabulary, a positive effect of attending Jardines (formal) pre-schools; the effect of attending PRONOEI (community-based) pre-schools was not significant. More years attending Jardines was more beneficial for children who were better nourished. We suggest working to improve the quality of PRONOEIs, and with teachers on targeting children of lower nutritional status. PMID:28428683

Selling and buying sex: a longitudinal study of risk and protective factors in adolescence.

PubMed

Kaestle, Christine E

2012-06-01

Engaging in trading sex is associated with many co-occurring problems, including elevated risk for sexually transmitted infections. Various dimensions of social support from parents, schools, and mentors may be protective against sex trading and may ameliorate the impact of risk factors. This study analyzes data from respondents to Waves I and III of the National Longitudinal Study of Adolescent Health (Add Health) who had not participated in sex trading for money or drugs in Wave I so that risk and protective factors for first initiations of selling or buying sex could be examined longitudinally. About 2% of the study sample began selling sex and about 2% began buying sex between Wave I and Wave III. The respondent's sex, race/ethnicity, history of sexual abuse, shoplifting, marijuana use, and experiences of homelessness or running away were significant predictors of trading sex (p < 0.05). Being happy at school was associated with lower selling of sex, and feeling part of school was associated with lower buying of sex even after controlling for demographics and risk factors (p < 0.05). Results indicate a need for early intervention for youth who experience sexual abuse or running away. Elements of school connectedness have a protective effect on selling and buying sex. Promoting school connectedness may advance public health goals.

A longitudinal analysis of burnout in middle and high school Korean teachers.

PubMed

Park, Yang Min; Lee, Sang Min

2013-12-01

This study examines longitudinal relationships among three burnout dimensions in middle and high school teachers. For this study, 419 middle and high school teachers participated in a panel survey, which was conducted in three waves. Using Amos 7.0, we performed autoregressive cross-lagged modeling to obtain a complete picture of the longitudinal relationships among the three factors of the Maslach Burnout Inventory-Educator Survey. Results indicated that the paths from emotional exhaustion at Time1 and Time2 to depersonalization at Time2 and Time3 were statistically significant. In addition, the paths from personal accomplishment at Time1 and Time2 to depersonalization at Time2 and Time3 were also statistically significant. Empirically identifying the process by which burnout occurs could help practitioners and policy makers to design burnout prevention strategies. Copyright © 2012 John Wiley & Sons, Ltd.

Cross-sectional and longitudinal associations of screen time and physical activity with school performance at different types of secondary school.

PubMed

Poulain, Tanja; Peschel, Thomas; Vogel, Mandy; Jurkutat, Anne; Kiess, Wieland

2018-04-27

Previous studies have already reported associations of media consumption and/or physical activity with school achievement. However, longitudinal studies investigating independent effects of physical activity and media consumption on school performance are sparse. The present study fills this research gap and, furthermore, assesses relationships of the type of secondary school with media consumption and physical activity. The consumption of screen-based media (TV/video, game console, PC/internet, and mobile phone) and leisure physical activity (organized and non-organized) of 10 - to 17-year old adolescents participating in the LIFE Child study in Germany were related to their school grades in two major school subjects (Mathematics and German) and in Physical Education. In addition to a cross-sectional analysis at baseline (N = 850), a longitudinal analysis (N = 512) investigated the independent effects of these activities on the school grades achieved 12 months later. All associations were adjusted for age, gender, socio-economic status, year of data assessment, body-mass-index, and school grades at baseline. A further analysis investigated differences in the consumption of screen-based media and physical activity as a function of the type of secondary school (highest vs. lower secondary school). Adolescents of lower secondary schools reported a significantly higher consumption of TV/video and game consoles than adolescents attending the highest secondary school. Independently of the type of school, a better school performance in Mathematics was predicted by a lower consumption of computers/internet, and a better performance in Physical Education was predicted by a lower consumption of TV/video and a higher frequency of non-organized physical activity. However, the association between non-organized physical activity and subsequent grades in Physical Education was significant in girls only. The present results suggest that media consumption has a negative effect on school achievement, whereas physical activity has a positive effect, which, however, is restricted to the subject Physical Education. Future studies might explore the relationship between media consumption and school career, for example, the choice or change of the secondary school type, in more detail. LIFE Child study: ClinicalTrials.gov, clinical trial number NCT02550236.

Academic and emotional functioning in early adolescence: longitudinal relations, patterns, and prediction by experience in middle school.

PubMed

Roeser, R W; Eccles, J S; Sameroff, A J

1998-01-01

Adopting a motivational perspective on adolescent development, these two companion studies examined the longitudinal relations between early adolescents' school motivation (competence beliefs and values), achievement, emotional functioning (depressive symptoms and anger), and middle school perceptions using both variable- and person-centered analytic techniques. Data were collected from 1041 adolescents and their parents at the beginning of seventh and the end of eight grade in middle school. Controlling for demographic factors, regression analyses in Study 1 showed reciprocal relations between school motivation and positive emotional functioning over time. Furthermore, adolescents' perceptions of the middle school learning environment (support for competence and autonomy, quality of relationships with teachers) predicted their eighth grade motivation, achievement, and emotional functioning after accounting for demographic and prior adjustment measures. Cluster analyses in Study 2 revealed several different patterns of school functioning and emotional functioning during seventh grade that were stable over 2 years and that were predictably related to adolescents' reports of their middle school environment. Discussion focuses on the developmental significance of schooling for multiple adjustment outcomes during adolescence.

Advantaged/Disadvantaged School Neighborhoods, Parental Networks, and Parental Involvement at Elementary School

ERIC Educational Resources Information Center

Li, Angran; Fischer, Mary J.

2017-01-01

This article examines the relationship between parental networks and parental school involvement during the elementary school years. Using a large, nationally representative data set of elementary school students--the Early Childhood Longitudinal Study-Kindergarten Cohort--and contextual data from the 2000 U.S. Census, our multilevel analysis…

Are Small Schools and Private Schools Better for Adolescents' Emotional Adjustment?

ERIC Educational Resources Information Center

Watt, Toni Terling

2003-01-01

Uses National Longitudinal Study of Adolescent Health 1994 to determine whether adolescents benefit from small and/or private schools. Examines depression, suicide and violent dispositions. Refutes claims that students attending these schools are more emotionally adjusted. Discovers these small and/or private schools may actually be detrimental to…

A Study of Learning Strategies in Foreign Language Instruction: Findings of the Longitudinal Study.

ERIC Educational Resources Information Center

Chamot, Anna Uhl; And Others

Part of a larger research project, this longitudinal study analyzed differences between effective and ineffective high school and college language learners and changes in strategy uses over time. Related studies include a descriptive study, which identified learning strategies used in studying foreign languages, and a course development study, in…

National Longitudinal Study of the High School Class of 1972: A Summary of the Merged Findings from Analyses by RTI of the First Follow-Up and Preceding Data. RTI Concept Paper No. CP-22-75-07.

ERIC Educational Resources Information Center

Research Triangle Inst., Durham, NC. Center for Educational Research and Evaluation.

An overview of the National Longitudinal Study of the High School Class of 1972 (NLS) is provided. Section one describes the research design for the base-year and first through third followup surveys. Section two summarizes findings from data analyses of the first followup and base-year, completed before September 1975. The findings are presented…

Disadvantaged Children and Their First School Experiences. ETS-Head Start Longitudinal Study: Preliminary Description of the Initial Sample Prior to School Enrollment. A Report in Two Volumes: Volume 1.

ERIC Educational Resources Information Center

Educational Testing Service, Princeton, NJ.

This preliminary report is the fourth in a series describing the progress of a 6-year longitudinal study by the Educational Testing Service (ETS). The present report specifically describes initial differences between children who go on to Head Start, and those who do not, based on results of 16 of the 33 measures administered in Year 1 (1969) in…

School Effects on Pupils' Health Behaviours: Evidence in Support of the Health Promoting School

ERIC Educational Resources Information Center

West, P.; Sweeting, H.; Leyland, A.

2004-01-01

Compared with the volume of research on school effects on educational outcomes, and in spite of growing interest in the health promoting school, there are very few studies that have investigated the way schools influence pupils' health behaviours. This paper reports the results of a longitudinal study of over 2000 young people in the West of…

Comparing the Achievement of Urban Ninth Graders in Schools Using External Vendors for Whole School Reform

ERIC Educational Resources Information Center

Lynch, Virginia N.

2013-01-01

Use of external vendors to implement school reform and address student achievement in urban secondary schools has not been studied. This quasi-experimental longitudinal study focused on changes in student achievement among urban 9th grade students during the 2010-2011 school year. The theoretical framework was the transformational model of using…

Beyond sleep duration: Bidirectional associations between chronotype, social jetlag, and drinking behaviors in a longitudinal sample of US high school students.

PubMed

Haynie, Denise L; Lewin, Daniel; Luk, Jeremy W; Lipsky, Leah M; O'Brien, Fearghal; Iannotti, Ronald J; Liu, Danping; Simons-Morton, Bruce G

2017-12-09

Health Behavior in School-Aged Children: NEXT Longitudinal Study 2009-2013, https://clinicaltrials.gov/ct2/show/NCT01031160?term=Simons-Morton&rank=3, NCT01031160. Published by Oxford University Press on behalf of Sleep Research Society (SRS) 2017. This work is written by (a) US Government employee(s) and is in the public domain in the US.

Early School Adjustment and Educational Attainment

ERIC Educational Resources Information Center

Magnuson, Katherine; Duncan, Greg J.; Lee, Kenneth T. H.; Metzger, Molly W.

2016-01-01

Although school attainment is a cumulative process combining mastery of both academic and behavioral skills, most studies have offered only a piecemeal view of the associations between middle-childhood capacities and subsequent schooling outcomes. Using a 20-year longitudinal data set, this study estimates the association between children's…

Implementing a Statewide Mandated Career Pathways/Programs of Study School Reform Model: Select Findings from a Multisite Case Study

ERIC Educational Resources Information Center

Withington, Cairen; Hammond, Cathy; Mobley, Catherine; Stipanovic, Natalie; Sharp, Julia L.; Stringfield, Sam; Drew, Sam F., Jr.

2012-01-01

"A Longitudinal Study of the South Carolina Personal Pathways to Success Initiative" (see Hammond, Drew, et al., 2011) follows the implementation of a statewide mandated career-focused school reform policy in one U.S. state. The research focuses on eight diverse high schools in the state, personnel at those schools, and approximately…

Hispanic Students in American High Schools: Background Characteristics and Achievement. National Center for Education Statistics Bulletin.

ERIC Educational Resources Information Center

Peng, Samuel S.

Based on data from the High School and Beyond Study, a longitudinal study of high school sophomores and seniors, this report summarizes some of the study's findings on the differences between Hispanics and non-Hispanic blacks and whites in school delay, aspirations, test scores, language usage, and socioeconomic status. Tabular data indicate that:…

"PCI Reading Program": The Final Report of a Three Year Experimental Study in Brevard Public Schools and Miami-Dade County Public Schools. Research Report

ERIC Educational Resources Information Center

Toby, Megan; Jaciw, Andrew; Ma, Boya; Lipton, Akiko

2011-01-01

PCI Education conducted a three-year longitudinal study to determine the comparative effectiveness of the "PCI Reading Program" ("PCI") for students with severe disabilities as implemented in Florida's Brevard Public Schools and Miami-Dade County Public Schools. The primary question addressed by the study is whether students…

Longitudinal Studies--Are They Worth It?

ERIC Educational Resources Information Center

Cowley, Judith

A longitudinal study of otitis media in young children, begun in 1981, aimed to provide information on the incidence and prevalence of otitis media in young children in the Newcastle (England) region and to follow their academic progress. Subjects selected for the study were kindergartners in five schools and represented an ethnically homogeneous…

Progress through High School: A Study of Senior Secondary Schooling in New South Wales. ACER Research Monograph No. 43.

ERIC Educational Resources Information Center

Ainley, John; Sheret, Michael

This book provides an overview of a 4-year longitudinal study of senior secondary schooling in the government high schools of New South Wales, Australia. The study followed the progress from year 9 to year 12 of 3,000 students from 22 government secondary schools in 2 metropolitan and 2 nonmetropolitan regions. The book is divided into 10…

Defining the Intensity of High School Mathematics: Distinguishing the Difference between College-Ready and College-Eligible Students

ERIC Educational Resources Information Center

Zelkowski, Jeremy

2011-01-01

This study was conducted to discover and examine school-level characteristics that can affect change in high school graduates from being college-eligible to college-ready. Using the National Educational Longitudinal Study (NELS:88), the article describes and interprets the results. Findings indicate school personnel (principals, teachers,…

Analyzing the School Evaluation Use Process To Make Evaluation Worth the Effort.

ERIC Educational Resources Information Center

Pechman, Ellen M.; King, Jean A.

This paper describes a structure for assessing the school evaluation use process developed from a longitudinal case study of districtwide and school level evaluation procedures in a large urban school district. Two fundamental questions guided the study: (1) Why isn't the evaluation process more useful to decision-makers and practitioners? and (2)…

Are School Counselors Impacting Underrepresented Students' Thinking about Postsecondary Education? A Nationally Representative Study

ERIC Educational Resources Information Center

Cholewa, Blaire; Burkhardt, Christina K.; Hull, Michael F.

2016-01-01

Using the HSLS:09 [High School Longitudinal Study of 2009] data set and social capital theory as a framework, the authors examined which student and school characteristics predicted students' identification of their school counselor as the person who had the most influence in their thinking about postsecondary education (N = 3,239,560). Results…

Early School Transitions and the Social Behavior of Children with Disabilities: Selected Findings from the Pre-Elementary Education Longitudinal Study. Wave 3 Overview Report from the Pre-Elementary Education Longitudinal Study (PEELS). NCSER 2009-3016

ERIC Educational Resources Information Center

Carlson, Elaine; Daley, Tamara; Bitterman, Amy; Heinzen, Harriotte; Keller, Brad; Markowitz, Joy; Riley, Jarnee

2009-01-01

The Pre-Elementary Education Longitudinal Study (PEELS), funded by the U.S. Department of Education, is examining the characteristics of children receiving preschool special education, the services they receive, their transitions across educational levels, and their performance over time on assessments of academic and adaptive skills. PEELS…

School Contextual Experiences and Longitudinal Changes in Depressive Symptoms from Adolescence to Young Adulthood

ERIC Educational Resources Information Center

Wickrama, Thulitha; Vazsonyi, Alexander T.

2011-01-01

The current study examined the direct and multiplicative influences by adolescent school context experiences (disengagement and maltreatment) and contextual characteristics (school minority concentration and school aggregated family poverty) on changes in depressive symptoms from adolescence to young adulthood. Adolescent experiences with…

The role of school engagement in preventing adolescent delinquency and substance use: a survival analysis.

PubMed

Li, Yibing; Zhang, Wei; Liu, Jianjun; Arbeit, Miriam R; Schwartz, Seth J; Bowers, Edmond P; Lerner, Richard M

2011-12-01

The present study was designed to examine the effects of school engagement on risky behavior in adolescence. Using data from the 4-H Study of Positive Youth Development (PYD), a longitudinal study of U.S. adolescents, discrete-time survival analyses were conducted to assess the effect of behavioral and emotional school engagement on the initiation of drug use and delinquency. The current analyses used seven years of longitudinal data collected from youth and their parents. Results of discrete-time survival analysis indicated that, controlling for demographic variables, higher degrees of behavioral and emotional school engagement predicted a significantly lower risk of substance use and involvement in delinquency. Substance use prevention programs and other health-risk reduction programs should include components (i.e., adolescents' participation in and emotional attachment to school) to capitalize on the protective role of the school context against youth risk behavior. Copyright © 2011 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Comprehensive School Reform: A Longitudinal Study of School Improvement in One State

ERIC Educational Resources Information Center

Good, Thomas L.; Burross, Heidi Legg; McCaslin, Mary M.

2005-01-01

We report on comprehensive school reform (CSR) reform in 48 schools over 6 consecutive years. In 1998, a total of 24 schools received CSR awards to improve student achievement. Control schools were carefully matched on 26 demographic variables to form a comparison group. Students' average performance, as represented in publicly available school…

School Climate and Dropping Out of School in the Era of Accountability

ERIC Educational Resources Information Center

Kotok, Stephen; Ikoma, Sakiko; Bodovski, Katerina

2016-01-01

Using data from the High School Longitudinal Study of 2009 (HSLS:09)--a large nationally representative sample of US high school students--we employed multilevel structural equation modeling (SEM) to examine the relationship between school characteristics and the likelihood that a student will drop out of high school. We used a multifaceted…

What Happens When Schools Become Magnet Schools? A Longitudinal Study of Diversity and Achievement

ERIC Educational Resources Information Center

Betts, Julian; Kitmitto, Sami; Levin, Jesse; Bos, Johannes; Eaton, Marian

2015-01-01

Magnet schools hold a prominent place in the history of education reforms in the United States. Best known for offering unique programs or curricula to attract students from outside a school's neighborhood, many magnet schools started off as neighborhood public schools but converted with the goals of increasing student diversity and achievement.…

School Policy on Teaching and School Learning Environment: Direct and Indirect Effects upon Student Outcome Measures

ERIC Educational Resources Information Center

Kyriakides, Leonidas; Creemers, Bert P. M.

2012-01-01

School policy on teaching and the school learning environment (SLE) are the main school factors of the dynamic model of educational effectiveness (Creemers & Kyriakides, 2008). A longitudinal study in which 50 primary schools, 108 classes, and 2369 students participated generated evidence supporting the validity of the dynamic model. This…

Academic Readiness for College: The Role of School Administrators

ERIC Educational Resources Information Center

Lee, Chul; Kim, Eunyoung

2010-01-01

The study utilized the National Education Longitudinal Study of 1988 (NELS:88) to identify which characteristics of academically effective high schools are key determinants of students' academic readiness for college. A multilevel analysis shows that high school characteristics affect student preparation for college in four core subject areas:…

Chinese Children's Perceptions of Aggression among Peers at School

ERIC Educational Resources Information Center

Wong, Mun

2017-01-01

Recent research suggests that children may encounter aggressive behaviour during the transition from preschool to school. Yet, relatively few longitudinal studies have been conducted on children's perceptions of aggressive behaviour in the transition from preschool to school. This study aims to fill a major gap in the literature by exploring…

Graduation Coaching in High-Need Urban, High Schools

ERIC Educational Resources Information Center

Lacefield, Warren E.; Zeller, Pamela J.; Van Kannel-Ray, Nancy

2010-01-01

This study documents the impact of placing graduation coaches as a GEAR UP intervention in urban high schools. The overall goal was improvement of students' academic performance, particularly for students not passing core courses. This longitudinal study began with data collection in feeder middle schools where results indicated improved student…

Economically Disadvantaged Children's Transitions into Elementary School: Linking Family Processes, School Contexts, and Educational Policy

ERIC Educational Resources Information Center

Crosnoe, Robert; Cooper, Carey E.

2010-01-01

Working from a core perspective on the developmental implications of economic disadvantage, this study attempted to identify "family-based" mechanisms of economic effects on early learning and their potential "school-based" remedies. Multilevel analysis of the Early Childhood Longitudinal Study-Kindergarten Cohort revealed that…

School-Year Employment and Academic Performance of Young Adolescents

ERIC Educational Resources Information Center

Sabia, Joseph J.

2009-01-01

Using data from the National Longitudinal Study of Adolescent Health, this study examines the relationship between school-year employment and academic performance of young adolescents under age 16. Ordinary least squares estimates show a significant positive relationship between modest hours of school-year employment and grade point average.…

The Disproportionality Dilemma: Patterns of Teacher Referrals to School Counselors for Disruptive Behavior

ERIC Educational Resources Information Center

Bryan, Julia; Day-Vines, Norma L.; Griffin, Dana; Moore-Thomas, Cheryl

2012-01-01

Disproportionality plagues schools nationwide in special education placement, dropout, discipline referral, suspension, and expulsion rates. This study examined predictors of teacher referrals to school counselors for disruptive behavior in a sample of students selected from the Educational Longitudinal Study 2002 (National Center for Education…

Excess weight gain in elementary school-aged Hispanic children

USDA-ARS?s Scientific Manuscript database

The current data was collected as part of a 6-year longitudinal study in which elementary schools from a southeast Texas school district were provided with resources to encourage children to make healthier choices. The objective of the current study was to evaluate children’s change in body mass ind...

School Violence and Student Achievement in Reading and Mathematics among Eighth Graders.

ERIC Educational Resources Information Center

Coleman, Beverly Eugene

This study analyzed base-year student data files from the 1988 National Education Longitudinal Study (NELS:88) cross-sectionally to identify relationships between school violence and student achievement in reading and mathematics. The analysis identified student behavior variables related to three measures of school violence: (1) personal…

Bullying and Special Education as Predictors of Serious Delinquency

ERIC Educational Resources Information Center

White, Norman A.; Loeber, Rolf

2008-01-01

Bullying can create a climate of fear and discomfort in schools and communities. This study examined the longitudinal associations between children's bullying, special education placements in elementary school, and serious delinquent behavior during secondary school. Using data from the youngest sample of the Pittsburgh Youth Study, the authors…

School Climate for Academic Success: A Multilevel Analysis of School Climate and Student Outcomes

ERIC Educational Resources Information Center

Kwong, Darren; Davis, Jonathan Ryan

2015-01-01

This multilevel study examined the relationship between school climate and academic achievement. Using the Educational Longitudinal Survey (ELS, 2002), and a sample of 16,258 students and 1954 schools nationwide, we found that student-level perception of school climate--especially the student learning environment--was highly predictive of academic…

Charter Schools and Student Achievement in Florida

ERIC Educational Resources Information Center

Sass, Tim R.

2006-01-01

I utilize longitudinal data covering all public school students in Florida to study the performance of charter schools and their competitive impact on traditional public schools. Controlling for student-level fixed effects, I find achievement initially is lower in charters. However, by their fifth year of operation new charter schools reach a par…

Three-Year Longitudinal Study of School Behavior and Academic Outcomes: Results from a Comprehensive Expanded School Mental Health Program

ERIC Educational Resources Information Center

Daly, Brian P.; Sander, Mark A.; Nicholls, Elizabeth G.; Medhanie, Amanuel; Vanden Berk, Eric; Johnson, James

2014-01-01

While there has been encouraging growth in the number of expanded school mental health programs (ESMH) across the country, few programs rigorously evaluate long-term academic outcomes associated with receipt of these services. This study examined the effects of services from an ESMH program on school behavior (number of out-of-school suspensions…

What Happens When Schools Become Magnet Schools? A Longitudinal Study of Diversity and Achievement

ERIC Educational Resources Information Center

Kitmitto, Sami; Levin, Jesse; Betts, Julian; Bos, Johannes; Eaton, Marian

2016-01-01

In recent decades, magnet schools have become a way for districts to provide school choice. Magnet schools are one of the many options provided to parents so that they can select a school to meet their children's educational needs and interests. After a short gap in federal grants for magnet school implementation, Congress established the current…

Longitudinal Surveys of Australian Youth (LSAY) 1998 Cohort: Wave 12 (2009)--Questionnaire. Technical Report 58A

ERIC Educational Resources Information Center

National Centre for Vocational Education Research (NCVER), 2010

2010-01-01

The Longitudinal Surveys of Australian Youth (LSAY) program studies the progress of several groups of young Australians as they move from school into post-secondary education and work. This technical paper contains the questionnaire for the LSAY 1998 cohort Wave 12 (2009) data set. [For the accompanying frequency tables, "Longitudinal Surveys…

Examining the Longitudinal Biliterate Trajectory of Emerging Bilingual Learners in a Paired Literacy Instructional Model

ERIC Educational Resources Information Center

Sparrow, Wendy; Butvilofsky, Sandra; Escamilla, Kathy; Hopewell, Susan; Tolento, Teresa

2014-01-01

This longitudinal study examines the biliteracy results of Spanish-English emerging bilingual students who participated in a K-5 paired literacy model in a large school district in Oregon. Spanish and English reading and writing data show longitudinal gains in students' biliterate development, demonstrating the potential of the model in developing…

A Six-Year Longitudinal Study of Consumption of Pornographic Materials in Chinese Adolescents in Hong Kong.

PubMed

Shek, Daniel T L; Ma, Cecilia M S

2016-02-01

Using longitudinal data collected over 6 years, consumption of pornographic materials in adolescents in Hong Kong and the related demographic and psychosocial correlates were examined in this study. DESIGN, SETTING, PARTICIPANTS, INTERVENTIONS, AND MAIN OUTCOME MEASURES: A longitudinal research design with 6 waves of data was used to examine consumption of pornographic materials in high school students. A total of 3291 high school students from 28 schools responded to the questionnaire at wave 1. Consumption of online pornography was higher than traditional pornography. There was an increase in consumption of pornographic materials in the high school years. Gender, family functioning, and positive youth development were related to the initial status of pornography consumption. Besides, gender, family intactness and positive youth development predicted rates of change in consumption of pornographic material over time. The present findings showed that gender, family functioning, and positive youth development are significant predictors for pornography consumption in Chinese adolescents. Copyright © 2016 North American Society for Pediatric and Adolescent Gynecology. Published by Elsevier Inc. All rights reserved.

The National Longitudinal Study of the High School Class of 1972 (NLS-72) Fifth Follow-Up (1986) Data File User's Manual. Contractor Report.

ERIC Educational Resources Information Center

Tourangeau, Roger; And Others

This manual was produced to familiarize data users with the procedures followed in data collection and processing of the fifth follow-up survey of the National Longitudinal Survey of the High School Class of 1972 (NLS-72) and to provide documentation for use of the file. The data file is a computerized data base, which is available on magnetic…

The COMPASS study: a longitudinal hierarchical research platform for evaluating natural experiments related to changes in school-level programs, policies and built environment resources.

PubMed

Leatherdale, Scott T; Brown, K Stephen; Carson, Valerie; Childs, Ruth A; Dubin, Joel A; Elliott, Susan J; Faulkner, Guy; Hammond, David; Manske, Steve; Sabiston, Catherine M; Laxer, Rachel E; Bredin, Chad; Thompson-Haile, Audra

2014-04-08

Few researchers have the data required to adequately understand how the school environment impacts youth health behaviour development over time. COMPASS is a prospective cohort study designed to annually collect hierarchical longitudinal data from a sample of 90 secondary schools and the 50,000+ grade 9 to 12 students attending those schools. COMPASS uses a rigorous quasi-experimental design to evaluate how changes in school programs, policies, and/or built environment (BE) characteristics are related to changes in multiple youth health behaviours and outcomes over time. These data will allow for the quasi-experimental evaluation of natural experiments that will occur within schools over the course of COMPASS, providing a means for generating "practice based evidence" in school-based prevention programming. COMPASS is the first study with the infrastructure to robustly evaluate the impact that changes in multiple school-level programs, policies, and BE characteristics within or surrounding a school might have on multiple youth health behaviours or outcomes over time. COMPASS will provide valuable new insight for planning, tailoring and targeting of school-based prevention initiatives where they are most likely to have impact.

Early Environmental Support and Elementary School Adjustment as Predictors of School Adjustment in Middle Adolescence.

ERIC Educational Resources Information Center

Carlson, Elizabeth A.; Sroufe, L. Alan; Collins, W. Andres; Jimerson, Shane; Weinfield, Nancy; Henninghausen, Katherine; Egeland, Byron; Hyson, Daniel M.; Anderson, Fione; Meyer, Stephanie E.

1999-01-01

This longitudinal study examined socioemotional antecedents of adolescent school adjustment. Findings indicated that early and later parental problem-solving support accounted for 13 percent of variance in high school adjustment. Early and later parental problem-solving support, peer competence, externalizing behavior, and emotional…

Neighborhoods and Schools as Competing and Reinforcing Contexts for Educational Attainment

ERIC Educational Resources Information Center

Owens, Ann

2010-01-01

Scholars hypothesize that both neighborhood and school contexts influence educational attainment, but few have considered both contexts simultaneously. Using data from the National Longitudinal Study of Adolescent Health, the author analyzes how school and neighborhood contexts are jointly related to high school and college graduation. She finds…

Holiday and School-Term Sleep Patterns of Australian Adolescents

ERIC Educational Resources Information Center

Warner, Suzanne; Murray, Greg; Meyer, Denny

2008-01-01

The holiday and school-term sleep patterns of 310 Australian senior school students were surveyed in a longitudinal study, along with self-reported sleep quality, mood, daytime functioning, grades and circadian preference. Evidence was found that with the impact of school schedule, students accrued a significant sleep debt, obtaining insufficient…

A Profile of Latino School-Based Extracurricular Activity Involvement

ERIC Educational Resources Information Center

Peguero, Anthony A.

2010-01-01

Participation in school-based extracurricular activities influences educational success. Thus, it is important to depict a profile of school-based extracurricular activity involvement for a Latino student population that is marginalized in schools. This research uses the Educational Longitudinal Study of 2002 and logistic regression analyses to…

Conditions for Ubiquitous Computing: What Can Be Learned from a Longitudinal Study

ERIC Educational Resources Information Center

Lei, Jing

2010-01-01

Based on survey data and interview data collected over four academic years, this longitudinal study examined how a ubiquitous computing project evolved along with the changes in teachers, students, the human infrastructure, and technology infrastructure in the school. This study also investigated what conditions were necessary for successful…

Longitudinal Study of Low and High Achievers in Early Mathematics

ERIC Educational Resources Information Center

Navarro, Jose I.; Aguilar, Manuel; Marchena, Esperanza; Ruiz, Gonzalo; Menacho, Inmaculada; Van Luit, Johannes E. H.

2012-01-01

Background: Longitudinal studies allow us to identify, which specific maths skills are weak in young children, and whether there is a continuing weakness in these areas throughout their school years. Aims: This 2-year study investigated whether certain socio-demographic variables affect early mathematical competency in children aged 5-7 years.…

A Longitudinal Study of School Districts' Sustained Improvement

ERIC Educational Resources Information Center

Sampson, Pauline M.

2011-01-01

In this longitudinal study of one region in the state of Texas, there was an examination of district leadership and the sustaining of high student achievement for their districts. The results of this study suggest that sustained improvement of student achievement is very difficult. The districts that had sustained improvement had stable district…

Evidence for a General ADHD Factor from a Longitudinal General School Population Study

ERIC Educational Resources Information Center

Normand, Sebastien; Flora, David B.; Toplak, Maggie E.; Tannock, Rosemary

2012-01-01

Recent factor analytic studies in Attention-Deficit/Hyperactivity Disorder (ADHD) have shown that hierarchical models provide a better fit of ADHD symptoms than correlated models. A hierarchical model includes a general ADHD factor and specific factors for inattention, and hyperactivity/impulsivity. The aim of this 12-month longitudinal study was…

Emotional and Behavioural Problems in the Context of Cyberbullying: A Longitudinal Study among German Adolescents

ERIC Educational Resources Information Center

Schultze-Krumbholz, Anja; Jakel, Anne; Schultze, Martin; Scheithauer, Herbert

2012-01-01

Although many studies have reported on internalising and externalising problems related to cyberbullying roles, there is a lack of longitudinal research in this area. This study reports (1) cross-sectional data from 412 German middle-school students to examine differences between cyberbullies, cybervictims and cyberbully-victims compared to…

Well-Being, School Climate, and the Social Identity Process: A Latent Growth Model Study of Bullying Perpetration and Peer Victimization

ERIC Educational Resources Information Center

Turner, Isobel; Reynolds, Katherine J.; Lee, Eunro; Subasic, Emina; Bromhead, David

2014-01-01

The present study concerns longitudinal research on bullying perpetration and peer victimization. A focus is on school factors of school climate (academic support, group support) and school identification (connectedness or belonging), which are conceptualized as related but distinct constructs. Analysis of change on these factors as well as…

School Breakfast-Club Program Changes and Youth Eating Breakfast during the School Week in the COMPASS Study

ERIC Educational Resources Information Center

Leatherdale, Scott T.; Stefanczyk, Jennifer M.; Kirkpatrick, Sharon I.

2016-01-01

Background: Despite the importance of breakfast consumption, breakfast skipping is common among Canadian youth. This study examines how changes to school-based breakfast programs are associated with breakfast-skipping behavior. Methods: Using school-level longitudinal data from Year 1 (Y[subscript 1]: 2012-2013) and Year 2 (Y[subscript 2]:…

Predicting Teachers' Sense of Efficacy and Job Satisfaction Using School Climate and Participatory Decision Making.

ERIC Educational Resources Information Center

Taylor, Dianne L.; Tashakkori, Abbas

This study examined the relationship of teacher decisional participation and school climate to teachers' sense of efficacy and their job satisfaction. Data came from the National Education Longitudinal Study of 1988 (NELS-88) project, involving 1,035 schools with eighth grade students, and from the 1990 follow up of 1,296 schools. The final data…

Monopoly vs. Markets: The Empirical Evidence on Private Schools & School Choice. School Choice Issues in Depth

ERIC Educational Resources Information Center

Forster, Greg

2007-01-01

This study presents new findings comparing public and private high schools using top-quality data from the Education Longitudinal Study (ELS), a long-term research project sponsored by the U.S. Department of Education. The ELS project tracks individual data on thousands of students, allowing researchers to conduct much better analyses than are…

Can Alternative Education Increase Children's Early School Engagement? A Longitudinal Study from Kindergarten to Third Grade

ERIC Educational Resources Information Center

de Bilde, Jerissa; Van Damme, Jan; Lamote, Carl; De Fraine, Bieke

2013-01-01

The current study examines the impact of alternative education on children's early school engagement in terms of school enjoyment and independent participation. A sample of 2,776 children from traditional (e.g., mainstream) and alternative (Freinet and Waldorf) Flemish schools was followed from their 3rd year of kindergarten until 3rd grade. The…

Focus on Fundamentals: A Longitudinal Study of Students Attending a Fundamental School. ERS Relevant Research for School Decisions, Number 3.

ERIC Educational Resources Information Center

Dickson, LouAnn S.; And Others

A longstanding debate in education pits advocates of liberal curricula against advocates of "back-to-basics," fundamental education. The study described in this publication examined the long term results of a fundamental elementary school that began operating in August 1978 with 347 students. During the 1989-90 school year, the first…

Developments in Motivation and Achievement during Primary School: A Longitudinal Study on Group-Specific Differences

ERIC Educational Resources Information Center

Hornstra, Lisette; van der Veen, Ineke; Peetsma, Thea; Volman, Monique

2013-01-01

To gain insight in developmental trajectories of motivation during upper primary school, the present study focused on how different aspects of students' motivation, i.e., task-orientation, self-efficacy, and school investment develop from grade three to six of primary school and how these developments differ for boys and girls, and students with…

The Social Network, Socioeconomic Background, and School Type of Adolescent Smokers

ERIC Educational Resources Information Center

Huisman, Chip; Bruggeman, Jeroen

2012-01-01

The aim of this study is to examine the role of Dutch second grade (age 13-14) high school peer networks in mediating socioeconomic background and school type effects on smoking behavior. This study is based on a longitudinal design with two measurement waves at five different high schools, of the complete networks of second grader friendships, as…

School-to-Career and Post-Secondary Education: Evidence from the Philadelphia Educational Longitudinal Study. NBER Working Paper No. 11260

ERIC Educational Resources Information Center

Furstenberg, Frank F., Jr.; Neumark, David

2005-01-01

We study a set of programs implemented in Philadelphia high schools that focus on boosting post-secondary enrollment. These programs are less career oriented than traditional school-to work programs, but are consistent with the broadening of the goals of school-to-work to emphasize post-secondary education. The Philadelphia Longitudinal…

A Comparison of Various MRA Methods Applied to Longitudinal Evaluation Studies in Vocational Education.

ERIC Educational Resources Information Center

Kapes, Jerome T.; And Others

Three models of multiple regression analysis (MRA): single equation, commonality analysis, and path analysis, were applied to longitudinal data from the Pennsylvania Vocational Development Study. Variables influencing weekly income of vocational education students one year after high school graduation were examined: grade point averages (grades…

An Epidemiological Model of Transition and Postschool Outcomes

ERIC Educational Resources Information Center

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

2011-01-01

This longitudinal transition study was conducted in collaboration with teachers who interviewed students who graduated from 177 school districts in a Great Lakes state. Special education students were interviewed at exit and 1 year following graduation using a survey based on the National Longitudinal Transition Study. The data were analyzed using…

Change in Teachers' Knowledge of Subject Matter: A 17-Year Longitudinal Study

ERIC Educational Resources Information Center

Arzi, Hanna J.; White, Richard T.

2008-01-01

This longitudinal study explored change in teachers' knowledge of subjects they teach from preservice training through 17 years of professional experience. It followed secondary school science teachers in Australia, through sequences of individual interviews in which change in content knowledge (mainly energy-related) was probed primarily via…

The impact of school suspension on student tobacco use: A longitudinal study in Victoria, Australia and Washington State, United States

PubMed Central

Hemphill, Sheryl A.; Heerde, Jessica A.; Herrenkohl, Todd I.; Toumbourou, John W.; Catalano, Richard F.

2011-01-01

Context School suspension may have unintended consequences in contributing to problem behaviors including school drop-out, substance use, and antisocial behavior. Tobacco use is an early-onset problem behavior, but prospective studies of the effects of suspension on tobacco use are lacking. Method Longitudinal school-based survey of students drawn as a 2-stage cluster sample, administered in 2002 and 2003 in Washington State, United States and Victoria, Australia. The study uses statewide representative samples of students in Grades 7 and 9 (N = 3,599). Results Rates of tobacco use were higher for Victorian than Washington State students. School suspension remained a predictor of current tobacco use at 12-month follow-up, after controlling for established risk factors including prior tobacco and other drug use for Grade 7 but not Grade 9 students. Conclusions School suspension is associated with tobacco use in early adolescence, itself an established predictor of adverse outcomes in young people. Findings suggest the need to explore process mechanisms and alternatives to school suspensions as a response to challenging student behavior in early adolescence. PMID:21586667

Shyness-Sensitivity and Social, School, and Psychological Adjustment in Urban Chinese Children: A Four-Wave Longitudinal Study.

PubMed

Yang, Fan; Chen, Xinyin; Wang, Li

2015-01-01

This study examined reciprocal contributions between shyness-sensitivity and social, school, and psychological adjustment in urban Chinese children. Longitudinal data were collected once a year from Grade 3 to Grade 6 (ages 9-12 years) for 1,171 children from multiple sources. Shyness-sensitivity positively contributed to social, school, and psychological difficulties over time, with the most consistent effects on peer preference and loneliness. Social and school adjustment negatively contributed to the development of shyness-sensitivity. The initial levels of shyness-sensitivity and social and school adjustment moderated the growth of each other, mainly as a resource-potentiating factor. The results indicate the significance of shyness-sensitivity for adjustment and the role of adjustment in the development of shyness-sensitivity in today's urban Chinese society. © 2015 The Authors. Child Development © 2015 Society for Research in Child Development, Inc.

The Longitudinal Effects of Adolescent Volunteering on Secondary School Completion and Adult Volunteering

PubMed Central

Moorfoot, Nicholas; Leung, Rachel K.; Toumbourou, John W.; Catalano, Richard F.

2016-01-01

This study explores the longitudinal effect of adolescent volunteering behaviour on young adult volunteering and the completion of secondary school. Utilising data from the Australian sample of the International Youth Development Study, frequency of volunteering in Grade 9 (mean age = 15 years) and in young adulthood (mean age = 21 years), and completion of secondary school were measured. Mixed effect logistic regression analyses revealed that adolescent volunteering was associated with an increased likelihood of volunteering in young adulthood (Odds Ratio [OR] 1.29; 95% Confidence Interval [CI] 1.20 – 1.39; N = 2,648) and of Grade 12 completion (OR 1.14; CI 1.03 – 1.28; N = 2,648), after controlling for family socioeconomic status and adolescent school adjustment. These findings suggest that adolescent volunteering may lead to further involvement in young adult volunteering and have a positive effect on school completion. PMID:27458548

The Longitudinal Effects of Adolescent Volunteering on Secondary School Completion and Adult Volunteering.

PubMed

Moorfoot, Nicholas; Leung, Rachel K; Toumbourou, John W; Catalano, Richard F

This study explores the longitudinal effect of adolescent volunteering behaviour on young adult volunteering and the completion of secondary school. Utilising data from the Australian sample of the International Youth Development Study, frequency of volunteering in Grade 9 (mean age = 15 years) and in young adulthood (mean age = 21 years), and completion of secondary school were measured. Mixed effect logistic regression analyses revealed that adolescent volunteering was associated with an increased likelihood of volunteering in young adulthood (Odds Ratio [OR] 1.29; 95% Confidence Interval [CI] 1.20 - 1.39; N = 2,648) and of Grade 12 completion (OR 1.14; CI 1.03 - 1.28; N = 2,648), after controlling for family socioeconomic status and adolescent school adjustment. These findings suggest that adolescent volunteering may lead to further involvement in young adult volunteering and have a positive effect on school completion.

The Connector Study: A Strategy for Collecting Post-Graduation Data about Low-Income High School Students

ERIC Educational Resources Information Center

Arnold, Karen D.; Wartman, Katherine Lynk; Brown, Paul Gordon; Gismondi, Adam N.; Pesce, Jessica R.; Stanfield, David

2016-01-01

Tracking low-income students after high school graduation presents significant problems for data collection. The Connector Study is an attempt to increase and enrich outcomes data in a longitudinal study of low-income graduates of a national network of innovative high schools by gathering alumni updates through telephone interviews with high…

Preparing for the Educational Black Hole? Teachers' Learning in Two Pathways into Middle School Social Studies Teaching

ERIC Educational Resources Information Center

Conklin, Hilary G.

2010-01-01

The author presents findings from the first phase of a longitudinal, comparative case study that investigates what teachers learn about intellectually demanding social studies teaching at the middle school level from two distinctive teacher education pathways: a specialized middle school teacher education program and a secondary social studies…

Future Orientation, Social Support, and Psychological Adjustment among Left-behind Children in Rural China: A Longitudinal Study.

PubMed

Su, Shaobing; Li, Xiaoming; Lin, Danhua; Zhu, Maoling

2017-01-01

Existing research has found that parental migration may negatively impact the psychological adjustment of left-behind children. However, limited longitudinal research has examined if and how future orientation (individual protective factor) and social support (contextual protective factor) are associated with the indicators of psychological adjustment (i.e., life satisfaction, school satisfaction, happiness, and loneliness) of left-behind children. In the current longitudinal study, we examined the differences in psychological adjustment between left-behind children and non-left behind children (comparison children) in rural areas, and explored the protective roles of future orientation and social support on the immediate (cross-sectional effects) and subsequent (lagged effects) status of psychological adjustment for both groups of children, respectively. The sample included 897 rural children ( M age = 14.09, SD = 1.40) who participated in two waves of surveys across six months. Among the participants, 227 were left-behind children with two parents migrating, 176 were with one parent migrating, and 485 were comparison children. Results showed that, (1) left-behind children reported lower levels of life satisfaction, school satisfaction, and happiness, as well as a higher level of loneliness in both waves; (2) After controlling for several demographics and characteristics of parental migration among left-behind children, future orientation significantly predicted life satisfaction, school satisfaction, and happiness in both cross-sectional and longitudinal regression models, as well as loneliness in the longitudinal regression analysis. Social support predicted immediate life satisfaction, school satisfaction, and happiness, as well as subsequent school satisfaction. Similar to left-behind children, comparison children who reported higher scores in future orientation, especially future expectation, were likely to have higher scores in most indicators of psychological adjustment measured at the same time and subsequently. However, social support seemed not exhibit as important in the immediate status of psychological adjustment of comparison children as that of left-behind children. Findings, implications, and limitations of the present study were discussed.

Self-Efficacy, Intrinsic Motivation, and Academic Outcomes among Latino Middle School Students Participating in an After-School Program

ERIC Educational Resources Information Center

Niehaus, Kate; Rudasill, Kathleen Moritz; Adelson, Jill L.

2012-01-01

This longitudinal study examined how academic self-efficacy, intrinsic motivation, and participation in an after-school program contributed to the academic achievement of Latino middle school students over the course of one school year. Participants were 47 Latino students in sixth through eighth grades who attended two public middle schools in…

Relations between Popularity and Prosocial Behavior in Middle School and High School Chinese Adolescents

ERIC Educational Resources Information Center

Lu, Ting; Li, Ling; Niu, Li; Jin, Shenghua; French, Doran C.

2018-01-01

The concurrent and longitudinal associations between popularity, likeability, and prosocial behavior were evaluated in this three-year study of middle school and high school Chinese adolescents. The initial sample included 766 middle school (mean age = 13.3 years) and 668 high school participants (mean age = 16.6 years); there were 880 (399 girls)…

Young Adolescents' Stress in School, Self-Reported Distress, and Academic Achievement: A Longitudinal Study in an Urban Middle School.

ERIC Educational Resources Information Center

Grannis, Joseph C.

In the 1982-1983 school year, the Public Education Association, an educational advocacy organization in New York City, undertook an action research project on young adolescents' stress in school. The project was located in one inner-city intermediate school for 4 years and is now following graduates of that school in the city's high schools. As…

Promoting Gypsy Children's Behavioural Engagement and School Success: Evidence from a Four-Wave Longitudinal Study

ERIC Educational Resources Information Center

Rosário, Pedro; Núñez, José Carlos; Vallejo, Guillermo; Azevedo, Raquel; Pereira, Raquel; Moreira, Tânia; Fuentes, Sonia; Valle, Antonio

2017-01-01

Low schooling, high non-attendance and school dropout rates are critical phenomena within disadvantaged groups, especially among the Gypsy community. For example, in the UK, 10%-25% of Gypsy children do not attend school regularly and have significantly higher levels of overall absence from school (percentage of half-day sessions missed) than…

Metal Detectors and Feeling Safe at School

ERIC Educational Resources Information Center

Gastic, Billie

2011-01-01

This article argues that metal detectors bestow an organizational stigma to schools. One symptom of this is students' heightened level of fear at school. Using data from the National Longitudinal Study of Adolescent Health (Add Health) and a matched-pair design, this study finds that metal detectors are negatively correlated with students' sense…

An Initial Investigation of Sexual Minority Youth Involvement in School-Based Extracurricular Activities

ERIC Educational Resources Information Center

Toomey, Russell B.; Russell, Stephen T.

2013-01-01

Sexual minority youth are at risk for negative school-based experiences and poor academic outcomes. Yet, little is known about their experiences in positive school-based contexts. Using the "National Longitudinal Study of Adolescent Health" (1,214 sexual minority and 11,427 heterosexual participants), this study compared participation…

Gender Differences in Predictors of School Wellbeing?

ERIC Educational Resources Information Center

Løhre, Audhild; Moksnes, Unni K.; Lillefjell, Monica

2014-01-01

Objective: Although welfare in childhood and adolescence is of great public concern, individual or other resources have not been extensively studied in relation to wellbeing in schools. In this longitudinal study, factors that may promote girls' or boys' school wellbeing as well as factors that may have an adverse effect were assessed. Methods:…

Reputation Enhancement and School Delinquency: A Prospective Study Using the National Educational Longitudinal Survey [NELS:88

ERIC Educational Resources Information Center

Smith-Adcock, Sondra; Lee, Sang Min; Kerpelman, Jennifer; Majuta, Aaron; Young, Choi Bo

2013-01-01

High school delinquency, adolescent behaviors ranging from repeated school misconduct to being arrested, is a critical concern in the United States. Though widely believed that reputation is related to adolescent behavior, few studies have addressed the relationship between adolescent reputation and delinquency. Using the National Educational…

Parent Involvement and Science Achievement: A Latent Growth Curve Analysis

ERIC Educational Resources Information Center

Johnson, Ursula Yvette

2011-01-01

This study examined science achievement growth across elementary and middle school and parent school involvement using the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999 (ECLS-K). The ECLS-K is a nationally representative kindergarten cohort of students from public and private schools who attended full-day or half-day…

Homophobic Bullying in Schools: The Role of Homophobic Attitudes and Exposure to Homophobic Aggression

ERIC Educational Resources Information Center

Orue, Izaskun; Calvete, Esther

2018-01-01

This study examined the reciprocal longitudinal relations between homophobic attitudes and homophobic bullying at school. Furthermore, the study also assessed the roles of exposure to homophobic bullying at school, homophobic language at home, and previous social interaction with individuals who identify as lesbian, gay, bisexual, or transgender…

Teacher Support, Instructional Practices, Student Motivation, and Mathematics Achievement in High School

ERIC Educational Resources Information Center

Yu, Rongrong; Singh, Kusum

2018-01-01

The authors examined the relationships among teacher classroom practices, student motivation, and mathematics achievement in high school. The data for this study was drawn from the base-year data of High School Longitudinal Study of 2009. Structural equation modeling method was used to estimate the relationships among variables. The results…

Links between Children's Clay Models and School Achievement.

ERIC Educational Resources Information Center

Bezruczko, Nikolaus

Two studies examined the relationship between children's clay models and the children's concurrent school achievement, and compared a 6-year longitudinal record of achievement test scores for one cohort of students at schools that did or did not provide visual arts instruction. Participating in Study 1 were 201 kindergartners and third graders…

The Impact of Motherhood on the Career Pattern of Working Women: Differences in the Life Histories and Career Status of Employed Mothers and Working Women without Children.

ERIC Educational Resources Information Center

Owings, Jeffrey A.; And Others

A study compared employed mothers with working women who do not have children along dimensions reflective of their life histories and labor market experiences. It utilized data from two nationwide longitudinal surveys--the National Longitudinal Survey of Young Women aged 14 to 24 and the National Longitudinal Study of the High School Class of…

Longitudinal Surveys of Australian Youth (LSAY) 1998 Cohort: Wave 12 (2009)--Frequency Tables. Technical Report 58B

ERIC Educational Resources Information Center

National Centre for Vocational Education Research (NCVER), 2010

2010-01-01

The Longitudinal Surveys of Australian Youth (LSAY) program studies the progress of several groups of young Australians as they move from school into post-secondary education and work. This technical paper contains the frequency tables for the LSAY 1998 cohort Wave 12 (2009) data set. [For the accompanying questionnaire, "Longitudinal Surveys…

Longitudinal Surveys of Australian Youth (LSAY): 2006 Cohort Wave 4 (2009)--Frequency Tables. Technical Report 56B

ERIC Educational Resources Information Center

National Centre for Vocational Education Research (NCVER), 2010

2010-01-01

The Longitudinal Surveys of Australian Youth (LSAY) program studies the progress of several groups of young Australians as they move from school into post-secondary education and work. This technical paper contains the frequency tables for the LSAY 2006 cohort Wave 4 (2009) data set. [For the "Longitudinal Surveys of Australian Youth (LSAY):…

Longitudinal Surveys of Australian Youth (LSAY): 2006 Cohort Wave 4 (2009)--Questionnaire. Technical Report 56A

ERIC Educational Resources Information Center

National Centre for Vocational Education Research (NCVER), 2010

2010-01-01

The Longitudinal Surveys of Australian Youth (LSAY) program studies the progress of several groups of young Australians as they move from school into post-secondary education and work. This technical paper contains the questionnaire for the LSAY 2006 cohort Wave 4 (2009) data set. [For the "Longitudinal Surveys of Australian Youth (LSAY):…

The National Longitudinal Study of the High School Class of 1972 (NLS-72), Fifth Follow-Up (1986). Teaching Supplement Data File [machine-readable data file].

ERIC Educational Resources Information Center

National Center for Education Statistics (ED), Washington, DC.

The National Longitudinal Survey of the High School Class of 1972 (NLS-72) Teaching Supplement Data File (TSDF) is presented. Data for the machine-readable data file (MDRF) were collected via a mail questionnaire that was sent to all respondents (N=1,517) to the fifth follow-up survey who indicated that they had a teaching background or training…

Life Skills Training for Middle and High School Students with Autism

ERIC Educational Resources Information Center

Chiang, Hsu-Min; Ni, Xinyu; Lee, Young-Sun

2017-01-01

This study investigated the extent to which life skills training was offered to middle and high school students with autism and life skills training needs after high school. A secondary analysis of the National Longitudinal Training Study-2 (NLTS-2) data was conducted in this study. This study found that the majority of the middle and high school…

Adverse Consequences of School Mobility for Children in Foster Care: A Prospective Longitudinal Study

ERIC Educational Resources Information Center

Pears, Katherine C.; Kim, Hyoun K.; Buchanan, Rohanna; Fisher, Philip A.

2015-01-01

Few prospective studies have examined school mobility in children in foster care. This study described the school moves of 86 such children and 55 community comparison children (primarily Caucasian), living in a medium-sized metropolitan area in the Pacific Northwest who were approximately 3 to 6 years old at the study start. Additionally, the…

Implementation at the School Building Level: The Development and Analysis of Nine Mini-Case Studies.

ERIC Educational Resources Information Center

Hall, Gene; And Others

As part of a district-wide longitudinal study of the implementation of a science curriculum innovation, researchers developed case studies of a sample of nine elementary schools in the Jefferson County School District, a large suburban system in Colorado. The study applied the Concerns-Based Adoption Model, which assumes that change is carried out…

Primary School Text Comprehension Predicts Mathematical Word Problem-Solving Skills in Secondary School

ERIC Educational Resources Information Center

Björn, Piia Maria; Aunola, Kaisa; Nurmi, Jari-Erik

2016-01-01

This longitudinal study aimed to investigate the extent to which primary school text comprehension predicts mathematical word problem-solving skills in secondary school among Finnish students. The participants were 224 fourth graders (9-10 years old at the baseline). The children's text-reading fluency, text comprehension and basic calculation…

Classroom and School Predictors of Civic Engagement among Black and Latino Middle School Youth

ERIC Educational Resources Information Center

Jagers, Robert J.; Lozada, Fantasy T.; Rivas-Drake, Deborah; Guillaume, Casta

2017-01-01

This study used short-term longitudinal data to examine the contributions of democratic teaching practices (e.g., the Developmental Designs approach) and equitable school climate to civic engagement attitudes, beliefs, and behaviors among 515 Black and Latino middle school students (47.9% male). Concurrent experiences of democratic homeroom and…

Self-Organized Volunteers in Rural Schools

ERIC Educational Resources Information Center

Lu, Kun

2008-01-01

This paper reports some findings from a longitudinal study of a group of volunteers at an independent school in China. Founded by a committed group of volunteers, Springfield School has been self-sustaining and has provided junior high school education for the past eight years. The author describes the demographic and education background of the…

Student Adjustment to Higher Education: The Role of Alternative Educational Pathways in Coping with the Demands of Student Life

ERIC Educational Resources Information Center

Shankland, Rebecca; Genolini, Christophe; Franca, Lionel Riou; Guelfi, Julien-Daniel; Ionescu, Serban

2010-01-01

The present longitudinal study measured student adjustment to higher education, comparing 50 participants from alternative schools (Steiner, Montessori, New Schools) with 80 students from the traditional school system. We hypothesized that students from alternative schools adapt better, because of greater perceived social support, academic…

Women Secondary Principals in Texas: A Longitudinal Study of Differences in Personal, Professional, Leadership, and School Characteristics

ERIC Educational Resources Information Center

Marczynski, Jean Christina

2011-01-01

Despite movement toward equity given the institutionalization of affirmative action programs and policies, researchers document continued underrepresentation of women principals in secondary schools. Gender equity in the high school principalship possesses the key to unlocking many problems including poor outcomes for high school students to low…

Twice Considered: Charter Schools and Student Achievement in Utah

ERIC Educational Resources Information Center

Ni, Yongmei; Rorrer, Andrea K.

2012-01-01

A relatively small state, Utah presents an interesting case to study charter schools given its friendly policy environment and its significant growth in charter school enrollment. Based on longitudinal student-level data from 2004 to 2009, this paper utilizes two approaches to evaluate the Utah charter school effectiveness: (a) hierarchical linear…

Is Parental Involvement Lower at Larger Schools?

ERIC Educational Resources Information Center

Walsh, Patrick

2010-01-01

Parents who volunteer, or who lobby for improvements in school quality, are generally seen as providing a school-wide public good. If so, straightforward public-good theory predicts that free-riding will reduce average involvement at larger schools. This study uses longitudinal data to follow families over time, as their children move from middle…

School Neighbourhood Socio-Economic Status and Teachers' Work Commitment in Finland: Longitudinal Survey with Register Linkage

ERIC Educational Resources Information Center

Linnansaari-Rajalin, Terhi; Kivimäki, Mika; Ervasti, Jenni; Pentti, Jaana; Vahtera, Jussi; Virtanen, Marianna

2015-01-01

The extent to which school neighbourhood affects teachers' work commitment is poorly known. In the current study, we investigated whether school neighbourhood socio-economic characteristics predicted teachers' organizational and professional commitment. Primary school teachers (n?=?1042) responded to surveys in 2000-2001 (baseline) and 2004…

Twenty Years Later: High School Students Who Showed Promise in Mathematics.

ERIC Educational Resources Information Center

Turner, Nura D.

1981-01-01

Data from longitudinal studies of high school students who took the Annual High School Mathematics Examination sponsored by the Mathematical Association of America (MAA) indicate that 56 percent of the top achievers pursued careers in mathematics or mathematically related fields. (MP)

Toward a Bioecological Model of School Engagement: A Biometric Analysis of Gene and Environmental Factors

PubMed Central

Maynard, Brandy R.; Beaver, Kevin M.; Vaughn, Michael G.; DeLisi, Matthew; Roberts, Gregory

2014-01-01

School disengagement is associated with poor academic achievement, dropout, and risk behaviors such as truancy, delinquency, and substance use. Despite empirical research identifying risk correlates of school disengagement across the ecology, it is unclear from which domain these correlates arise. To redress this issue, the current study used intraclass correlation and DeFries-Fulker analyses to longitudinally decompose variance in three domains of engagement (academic, behavioral, and emotional) using data from the National Longitudinal Study of Adolescent Health. Findings suggest that nonshared environmental factors (that is, environmental contexts and experiences that are unique to each sibling) account for approximately half of the variance in indicators of school disengagement when controlling for genetic influences, and that this variance increases as adolescents grow older and rely less on their immediate family. The present study contributes new evidence on the biosocial underpinnings of school engagement and highlights the importance of interventions targeting factors in the nonshared environment. PMID:25525321

School Maladjustment and External Locus of Control Predict the Daytime Sleepiness of College Students With ADHD.

PubMed

Langberg, Joshua M; Dvorsky, Melissa R; Becker, Stephen P; Molitor, Stephen J

2016-09-01

The primary aim of this study was to evaluate whether school maladjustment longitudinally predicts the daytime sleepiness of college students with ADHD above and beyond symptoms of ADHD and to determine whether internalizing dimensions mediate the relationship between maladjustment and sleepiness. A prospective longitudinal study of 59 college students comprehensively diagnosed with ADHD who completed ratings at the beginning, middle, and end of the school year. School maladjustment at the beginning of the year significantly predicted daytime sleepiness at the end of the year above and beyond symptoms of ADHD. Locus of control mediated the relationship between maladjustment and daytime sleepiness. The significant school maladjustment difficulties that students with ADHD experience following the transition to college may lead to the development of problems with daytime sleepiness, particularly for those students with high external locus of control. This pattern is likely reciprocal, whereby sleep problems in turn result in greater school impairment, reinforcing the idea that life events are outside of one's control. © The Author(s) 2014.

A Longitudinal Examination of Career Expectations and Outcomes of Academically Talented Students 10 and 20 Years Post-High School Graduation

ERIC Educational Resources Information Center

Perrone, Kristin M.; Tschopp, Molly K.; Snyder, Erin R.; Boo, Jenelle N.; Hyatt, Claudine

2010-01-01

The purpose of this study was to examine career expectations and outcomes for individuals who were identified as academically talented high school students. Data for this study were collected at two different time periods: 10 years and 20 years after participants' high school graduation. A decade after graduation from high school, participants…

At Risk Youth: A Transitory State? Longitudinal Surveys of Australian Youth. Briefing Paper 24

ERIC Educational Resources Information Center

Anlezark, Alison

2011-01-01

By definition, youth transitions involve young people moving between school, post-school study and employment. It is a time of flux, as young people try out different school, post-school work and study options. But are those who don't find work immediately likely to make a poor transition? Given that many may well have a spell out of the labour…

Early Intervention and Juvenile Delinquency Prevention: Evidence from the Chicago Longitudinal Study

ERIC Educational Resources Information Center

Mann, Emily A.; Reynolds, Arthur J.

2006-01-01

This study investigated the role of an early educational intervention and child-, family-, peer-, and school-level predictors on court-reported juvenile delinquency. Data were provided from the Chicago Longitudinal Study, an ongoing investigation of the scholastic and social development of more than 1,500 low-income youths (93% of whom were…

The Role of Behavioral Self-Regulation in Learning to Read: A 2-Year Longitudinal Study of Icelandic Preschool Children

ERIC Educational Resources Information Center

Birgisdóttir, Freyja; Gestsdóttir, Steinunn; Thorsdóttir, Fanney

2015-01-01

Research Findings: Research suggests that behavioral self-regulation skills are critical for early school success, including success in literacy, but few studies have explored the relations that behavioral self-regulation may have with different components of early literacy development. The present study investigated the longitudinal contribution…

WWC Quick Review of the Report "The Milwaukee Parental Choice Program Longitudinal Educational Growth Study Third Year Report" Revised

ERIC Educational Resources Information Center

What Works Clearinghouse, 2010

2010-01-01

This paper presents an updated WWC (What Works Clearinghouse) Quick Review of the Report "The Milwaukee Parental Choice Program Longitudinal Educational Growth Study Third Year Report". The study examined whether students in Milwaukee who use a voucher to attend private school have greater mathematics and reading achievement than…

College Completion and Participation in a Developmental Math Course for Hispanic and White Non-Hispanic Students

ERIC Educational Resources Information Center

Glazier, Stephen Gene

2011-01-01

Purpose, Scope, and Method of Study. The population of interest in the study consisted of white and Hispanic high school graduates in the United States who attended college and completed a college developmental mathematics course. Data from the National Educational Longitudinal Study of 1988 were employed, and a longitudinal, quasi-experimental…

Using School Reform Models to Improve Reading Achievement: A Longitudinal Study of Direct Instruction and Success for All in an Urban District

ERIC Educational Resources Information Center

Ross, Steven M.; Nunnery, John A.; Goldfeder, Elizabeth; McDonald, Aaron; Rachor, Robert; Hornbeck, Matthew; Fleischman, Steve

2004-01-01

This research examined the effectiveness in an urban school district of 2 of the most widely used Comprehensive School Reform (CSR) programs-Direct Instruction (DI), implemented in 9 district elementary schools, and Success for All (SFA), implemented in 2 elementary schools. In examining impacts on student achievement and school change outcomes…

Do Incentive-Based Programs Improve Teacher Quality and Student Achievement? An Analysis of Implementation in 12 Urban Charter Schools

ERIC Educational Resources Information Center

Kaimal, Girija; Jordan, Will J.

2016-01-01

Context: Policymakers have increasingly advocated for incentive-based approaches for improving urban schools. Purpose of the study: Few studies have examined the implementation of incentive based approaches in the urban charter school context. This paper presents research findings from a 4-year longitudinal study of the implementation of a…

Changes in the Lifestyles of New Parents.

ERIC Educational Resources Information Center

Haggstrom, Gus W.; And Others

This study examines how becoming a parent affects the lives of young men and women during the 7-year period following their graduation from high school. The study is based on data from the National Longitudinal Survey of the High School Class of 1972 (NLS), a large panel study of over 22,000 high school seniors who were the subjects of four…

General Mental Ability and Satisfaction with School and Work: A Longitudinal Study from Ages 13 to 48

ERIC Educational Resources Information Center

Wulff, Cornelia; Bergman, Lars R.; Sverke, Magnus

2008-01-01

Although it has been proposed that general mental ability (GMA) may affect the adjustment process, few studies have examined the relation of mental ability to individuals' sense of satisfaction with school and work. The present study investigated the importance of mental ability for school and job satisfaction, using a Swedish sample of 298 men…

Creative Thinking and Creative Performance in Adolescents as Predictors of Creative Attainments in Adults: A Follow-Up Study after 18 Years.

ERIC Educational Resources Information Center

Milgram, Roberta M.; Hong, Eunsook

1993-01-01

Results of an 18-year longitudinal study of 48 Israeli high school students who were seniors at the study's start suggest that measures of creative thinking and creative leisure activities were more important than school-oriented predictors of intelligence and school grades in predicting creative attainments in adults. (DB)

Children's School Readiness in the ECLS-K: Predictions to Academic, Health, and Social Outcomes in First Grade

ERIC Educational Resources Information Center

Hair, Elizabeth; Halle, Tamara; Terry-Humen, Elizabeth; Lavelle, Bridget; Calkins, Julia

2006-01-01

Two studies examine patterns of school readiness in children at school entry and how these patterns predict first-grade outcomes in a nationally representative sample of first-time kindergartners from the Early Childhood Longitudinal Study--Kindergarten Class of 1998-1999 (N = 17,219). In Study 1, cluster analyses revealed four profiles at…

From "At-Risk" Youth to Wounded Healer: A Longitudinal Study of Two Pre-Service Teachers

ERIC Educational Resources Information Center

Esping, Amber

2014-01-01

The present article describes a two-year longitudinal study of two "at-risk" US teenagers who successfully transformed their unusually challenging high school experiences into motivation to become classroom teachers. Frank's adolescence was characterized by addiction and defiance. He spent his sophomore year in a locked, residential…

Special Education Services Received by Students with Autism Spectrum Disorders from Preschool through High School

ERIC Educational Resources Information Center

Wei, Xin; Wagner, Mary; Christiano, Elizabeth R.A.; Shattuck, Paul; Yu, Jennifer

2014-01-01

Little is known about how special education services received by students with Autism Spectrum Disorders (ASDs) differ by age, disability severity, and demographic characteristics. Using three national datasets, the Pre-Elementary Education Longitudinal Study (PEELS), the Special Education Elementary Longitudinal Study (SEELS), and the National…

A Longitudinal Study of Principals' Activities and Student Performance

ERIC Educational Resources Information Center

May, Henry; Huff, Jason; Goldring, Ellen

2012-01-01

Although a substantial amount of research on school leadership has focused on what principals may do to improve teaching and learning, little of this research has explored how principals' time spent on leadership activities may relate to and possibly affect student performance. This article presents results from a 3-year longitudinal study of…

Does Maternal Depression Predict Young Children's Executive Function?--A 4-Year Longitudinal Study

ERIC Educational Resources Information Center

Hughes, Claire; Roman, Gabriela; Hart, Martha J.; Ensor, Rosie

2013-01-01

Background: Building on reports that parental maltreatment and neglect adversely affect young children's executive function (EF), this longitudinal study examined whether exposure to a more common risk factor, mothers' depressive symptoms, predicted individual differences in EF at school-age. Methods: We followed up at age 6 a socially diverse…

Three Dopaminergic Polymorphisms Are Associated with Academic Achievement in Middle and High School

ERIC Educational Resources Information Center

Beaver, Kevin M.; Vaughn, Michael G.; Wright, John Paul; DeLisi, Matt; Howard, Matthew O.

2010-01-01

Although academic achievement is a heritable construct, to date research has yet to explore its molecular genetic underpinnings. Drawing on data from the National Longitudinal Study of Adolescent Health, the current longitudinal study investigated the associations between polymorphisms in three dopaminergic genes (DAT1, DRD2, and DRD4) and…

"A Writer More than . . . A Child": A Longitudinal Study Examining Adolescent Writer Identity

ERIC Educational Resources Information Center

Lammers, Jayne C.; Marsh, Valerie L.

2018-01-01

This article reconsiders theoretical claims of identity fluidity, stability, and agency through a longitudinal case study investigating one adolescent's writing over time and across spaces. Qualitative data spanning her four years of high school were collected and analyzed using a grounded theory approach with literacy-and-identity theory…

The Role of Mediators in the Development of Longitudinal Mathematics Achievement Associations

ERIC Educational Resources Information Center

Watts, Tyler W.; Duncan, Greg J.; Chen, Meichu; Claessens, Amy; Davis-Kean, Pamela E.; Duckworth, Kathryn; Engel, Mimi; Siegler, Robert; Susperreguy, Maria I.

2015-01-01

Despite research demonstrating a strong association between early and later mathematics achievement, few studies have investigated mediators of this association. Using longitudinal data (n = 1,362), this study tested the extent to which mathematics self-concepts, school placement, executive functioning, and proficiency in fractions and division…

Women in Intercollegiate Sport. A Longitudinal Study--Twenty Three Year Update, 1977-2000.

ERIC Educational Resources Information Center

Acosta, R. Vivian; Carpenter, Linda Jean

This report presents data from a longitudinal study of women in intercollegiate sports, highlighting: participation opportunities for female athletes and the status of women as head coaches, assistant coaches, administrators, sports information directors, and athletic trainers. The average number of teams for women offered per school is at an…

Adolescents' Cyber Aggression Perpetration and Cyber Victimization: The Longitudinal Associations with School Functioning

ERIC Educational Resources Information Center

Wright, Michelle F.

2015-01-01

The literature on cyber aggression is advancing, revealing many risk factors associated with the involvement in these behaviors. Academic correlates, particularly academic performance, have received some attention, with few studies utilizing longitudinal designs. The present study examined these associations among 673 8th graders (51% female) from…

The Longitudinal Effect of Bilingual Immersion Schooling on Cognitive Control and Intelligence

ERIC Educational Resources Information Center

Woumans, Evy; Surmont, Jill; Struys, Esli; Duyck, Wouter

2016-01-01

Throughout the past century, the effects of bilingualism on general cognition have been extensively explored. Studies evolved from a negative to a more positive perspective, but longitudinal assessments of effects of bilingualism are scarce. This study investigated the long-term effect of becoming a bilingual on the development of general…

Special Education Services Received by Students with Autism Spectrum Disorders from Preschool through High School

ERIC Educational Resources Information Center

Wei, Xin; Wagner, Mary; Christiano, Elizabeth R. A.; Shattuck, Paul; Yu, Jennifer W.

2014-01-01

Little is known about how special education services received by students with Autism Spectrum Disorders (ASDs) differ by age, disability severity, and demographic characteristics. Using three national data sets, the Pre-Elementary Education Longitudinal Study, the Special Education Elementary Longitudinal Study, and the National Longitudinal…

Changes in Educational Expectations between 10th and 12th Grades across Cohorts

ERIC Educational Resources Information Center

Park, Sueuk; Wells, Ryan; Bills, David

2015-01-01

The mean levels of educational expectations of American high school students have increased over the past generation; individual educational expectations change as students mature. Using the National Education Longitudinal Study and the Education Longitudinal Study, we examined simultaneously the changes in individuals' expectations from 10th to…

Life Course Impacts of Mild Intellectual Deficits

ERIC Educational Resources Information Center

Seltzer, Marsha Mailick; Floyd, Frank; Greenberg, Jan; Lounds, Julie; Lindstrom, Mary; Hong, Jinkuk

2005-01-01

We identified 201 individuals who obtained IQs of 85 or below in high school and participated in the Wisconsin Longitudinal Study (a prospective longitudinal study that followed sample members from age 18 through age 53). Their life course development was contrasted with their siblings who obtained IQs above 100. Life course outcomes were assessed…

School Obesity Prevention Policies and Practices in Minnesota and Student Outcomes: A Longitudinal Cohort Study.

PubMed

Nanney, Marilyn S; MacLehose, Richard F; Kubik, Martha Y; Davey, Cynthia S; O'Connell, Michael J; Grannon, Katherine Y; Nelson, Toben F

2016-11-01

The School Obesity-related Policy Evaluation (ScOPE) Study uses existing public surveillance data and applies a rigorous study design to evaluate effectiveness of school policies and practices impacting student behavioral and weight outcomes. The ScOPE Study used a cohort of 50 combined junior-senior and high schools in Minnesota to evaluate the change in weight-related policy environments in 2006 and 2012 and test the effect of policy change on students attending those schools in 2007 and 2013. Exposure variables included school practices about foods and beverages available in school vending machines and school stores, physical education requirements, and intramural opportunities. Primary study outcomes were average school-level ninth grade student BMI percentile, obesity prevalence, daily servings of fruits/vegetables, and daily glasses of soda. Availability of fruits/vegetables in schools was associated with a significant increase in total daily intake among ninth grade students by 0.4 servings. Availability of soda in schools was associated with a significant increase in total daily intake among ninth grade boys by 0.5 servings. Less-healthy snack and drink availability in schools was associated with a small, significant increase (1%) in student BMI percentile at the school level. Use of a school-level longitudinal cohort study design over a 6-year period uniquely adds to the methodologic rigor of school policy and practice evaluation studies. The ScOPE Study provides marginal evidence that school policies and practices, especially those that restrict vending and school store offerings, may have small effects on weight status among ninth grade students. Copyright © 2016 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Out of School Activities during Primary School and KS2 Attainment. Centre for Longitudinal Studies Working Paper 2016/1

ERIC Educational Resources Information Center

Chanfreau, Jenny; Tanner, Emily; Callanan, Meg; Laing, Karen; Skipp, Amy; Todd, Liz

2016-01-01

The aims of this working paper were to investigate whether taking part in out of school activities during primary school is linked with end of primary school attainment and social, emotional and behavioural outcomes, for all children and specifically for children from economically disadvantaged backgrounds. The analysis is based on the Millennium…

Effects of school start time on students' sleep duration, daytime sleepiness, and attendance: a meta-analysis.

PubMed

Bowers, Jennifer M; Moyer, Anne

2017-12-01

Research conducted over the past three decades finds that many children and adolescents do not meet recommended sleep guidelines. Lack of sleep is a predictor of a number of consequences, including issues at school such as sleepiness and tardiness. Considering the severity of this public health issue, it is essential to understand more about the factors that may compromise children's and adolescents' sleep. This meta-analysis examined the effects of school start time (SST) on sleep duration of students by aggregating the results of five longitudinal studies and 15 cross-sectional comparison group studies. Results indicated that later starting school times are associated with longer sleep durations. Additionally, later start times were associated with less daytime sleepiness (7 studies) and tardiness to school (3 studies). However, methodological considerations, such as a need for more longitudinal primary research, lead to a cautious interpretation. Overall, this systematic analysis of SST studies suggests that delaying SST is associated with benefits for students' sleep and, thus, their general well-being. Copyright © 2017 National Sleep Foundation. Published by Elsevier Inc. All rights reserved.

Development of the Literacy Achievement Gap: A Longitudinal Study of Kindergarten through Third Grade

ERIC Educational Resources Information Center

Foster, Wayne A.; Miller, Merideth

2007-01-01

Purpose: The major goal of this study was to specify the developmental trajectories for phonics and early text comprehension skills of children from kindergarten through third grade. Method: Data from the Early Childhood Longitudinal Study (N = 12,261) were used in this study. The participants were divided into 3 school readiness groups based on…

Variance of Student Achievement in Effective and Ineffective Schools: Inconsistencies across SES Categories.

ERIC Educational Resources Information Center

Crone, Linda J.; Tashakkori, Abbas

Findings from a study that sought to determine the degree to which effective schools are uniformly effective for all students regardless of socioeconomic status (SES) are presented in this paper. Data were derived from a large nationally representative set of 989 schools that were involved in the National Education Longitudinal Study (NELS) of…

Future Orientation, School Contexts, and Problem Behaviors: A Multilevel Study

ERIC Educational Resources Information Center

Chen, Pan; Vazsonyi, Alexander T.

2013-01-01

The association between future orientation and problem behaviors has received extensive empirical attention; however, previous work has not considered school contextual influences on this link. Using a sample of N = 9,163 9th to 12th graders (51.0% females) from N = 85 high schools of the National Longitudinal Study of Adolescent Health, the…

Drop out and "Disconnected" Young Adults: Examining the Impact of Neighborhood and School Contexts

ERIC Educational Resources Information Center

Rendón, Maria G.

2014-01-01

Using data from the National Longitudinal Study of Adolescent Health (Add Health) this study compares if and how neighborhood effects on the likelihood to drop out and be "disconnected" from school and work in young adulthood change when schools are taken into account. As widely documented, I find that neighborhood socioeconomic status…

School Predictors of Violent Criminality in Adulthood: Findings from a Nationally Representative Longitudinal Study

ERIC Educational Resources Information Center

Katsiyannis, Antonis; Thompson, Martie P.; Barrett, David E.; Kingree, J. B.

2013-01-01

School-related problems such as poor academic performance, truancy, frequent suspensions, and grade repeating have been identified as risk factors for adolescent behavior problems. The purpose of the current study was to examine the effect of school-related factors on violent criminality in adulthood, based on data from the National Longitudinal…

The Crucial First Year: A Longitudinal Study of Students' Motivational Development at a Swiss Business School

ERIC Educational Resources Information Center

Brahm, Taiga; Jenert, Tobias; Wagner, Dietrich

2017-01-01

In Switzerland, every student graduating from grammar school can begin to study at a university. This leads to high dropout rates. Although students' motivation is considered a strong predictor of performance, the development of motivation during students' transition from high school to university has rarely been investigated. Additionally, little…

High School Graduation of Students with Disabilities: How Long Does It Take?

ERIC Educational Resources Information Center

Schifter, Laura

2011-01-01

This study explores the high school graduation experiences of students with disabilities, using data from the National Longitudinal Transition Study-2 (NLTS2, 2010), and asking: (a) After entering high school, on average, how long does it take for students with disabilities to graduate? (b) Is time to graduation different for students with…

Income and Education as Predictors of Children's School Readiness. The Social Genome Project

ERIC Educational Resources Information Center

Isaacs, Julia; Magnuson, Katherine

2011-01-01

This study uses data from the Early Childhood Longitudinal Study-Birth (ECLS-B) Cohort to estimate associations between two important indicators of family socioeconomic status--family income and maternal education--and children's school readiness measured by academic skills, behavior, and physical health at school entry. We find large gaps in our…

Perceptions of Healthy Eating: A Qualitative Study of School-Going Children in South India

ERIC Educational Resources Information Center

Swaminathan, S.; Thomas, T.; Kurpad, A. V.; Vaz, M.

2009-01-01

Objective: To document children's views on healthy eating, perceptions of healthy and unhealthy foods and health consequences of consuming unhealthy foods. Design: Baseline data from a three-year longitudinal study. Setting A purposive sample of 307 school children aged 7 to 15 years were recruited from three schools representing various…

The Effect of Family Processes on School Achievement as Moderated by Socioeconomic Context

ERIC Educational Resources Information Center

Oxford, Monica L.; Lee, Jungeun Olivia

2011-01-01

This longitudinal study examined a model of early school achievement in reading and math, as it varies by socioeconomic context, using data from the NICHD Study of Early Child Care and Youth Development. A conceptual model was tested that included features of family stress, early parenting, and school readiness, through both a single-group…

Adolescents' School Enrollment and Employment: Effect of State Welfare Policies. JCPR Working Paper.

ERIC Educational Resources Information Center

Hao, Lingxin; Astone, Nan M.; Cherlin, Andrew J.

This study hypothesizes that stringent welfare policies may promote school enrollment and reduce employment among adolescents from low-income, single parent, and welfare families. Using data from the National Longitudinal Survey of Youth, 1997 cohort, combined with state-level data sources, this analysis uses a dynamic model to study school and…

Accelerating Mathematics Achievement Using Heterogeneous Grouping

ERIC Educational Resources Information Center

Burris, Carol Corbett; Heubert, Jay P.; Levin, Henry M.

2006-01-01

This longitudinal study examined the effects of providing an accelerated mathematics curriculum in heterogeneously grouped middle school classes in a diverse suburban school district. A quasi-experimental cohort design was used to evaluate subsequent completion of advanced high school math courses as well as academic achievement. Results showed…

Longitudinal Receptive American Sign Language Skills Across a Diverse Deaf Student Body

PubMed Central

2016-01-01

This article presents results of a longitudinal study of receptive American Sign Language (ASL) skills for a large portion of the student body at a residential school for the deaf across four consecutive years. Scores were analyzed by age, gender, parental hearing status, years attending the residential school, and presence of a disability (i.e., deaf with a disability). Years 1 through 4 included the ASL Receptive Skills Test (ASL-RST); Years 2 through 4 also included the Receptive Test of ASL (RT-ASL). Student performance for both measures positively correlated with age; deaf students with deaf parents scored higher than their same-age peers with hearing parents in some instances but not others; and those with a documented disability tended to score lower than their peers without disabilities. These results provide longitudinal findings across a diverse segment of the deaf/hard of hearing residential school population. PMID:26864689

Longitudinal Multilevel Models of the Big Fish Little Pond Effect on Academic Self-Concept: Counterbalancing Contrast and Reflected Glory Effects in Hong Kong Schools.

ERIC Educational Resources Information Center

Marsh, Herbert W.; Kong, Chit-Kwong; Hau, Kit-Tai

Longitudinal multilevel path models (7,997 students, 44 high schools, 4 years) evaluated the effects of school-average achievement and perceived school status on academic self-concept in Hong Kong, a collectivist culture with a highly achievement-segregated high school system. Consistent with a priori predictions based on the big-fish-little-pond…

Longitudinal Development of English Morphology in French Immersion Children.

ERIC Educational Resources Information Center

Gray, Vicky A.; Cameron, Catherine Ann

1980-01-01

Presents an investigation of a longitudinal study of the development of past tense and plural inflections in elementary school children enrolled in either a French immersion or a traditional English curriculum. The type of program did not influence the rate of acquisition. (Author/BK)

A Longitudinal Examination of Perceived Discrimination and Depressive Symptoms in Ethnic Minority Youth: The Roles of Attributional Style, Positive Ethnic/Racial Affect, and Emotional Reactivity

PubMed Central

Stein, Gabriela L.; Supple, Andrew J.; Huq, Nadia; Dunbar, Angel S.; Prinstein, Mitchell J.

2018-01-01

Although perceived ethnic/racial discrimination is well established as a risk factor for depressive symptoms in ethnic minority youth, few studies have examined their longitudinal relationship over time. This study examined whether a negative attributional style, positive ethnic/racial affect, and emotional reactivity moderated the longitudinal relationship of perceived peer or adult discrimination and depressive symptoms in a sample of African American and Latino high school students (n = 155). African American and Latino youth who experienced increases in perceived peer discrimination also reported greater depressive symptoms over time, but positive ethnic/racial affect buffered the longitudinal association. Emotional reactivity also served as a significant moderator but only of the baseline association between perceived peer discrimination and depressive symptoms. Thus, perceived ethnic/racial discrimination appears to play a significant role in the development of depressive symptoms for ethnic minority youth, especially those who start high school with lower levels of positive ethnic/racial affect. PMID:26569567

Life satisfaction and resilience in medical school – a six-year longitudinal, nationwide and comparative study

PubMed Central

Kjeldstadli, Kari; Tyssen, Reidar; Finset, Arnstein; Hem, Erlend; Gude, Tore; Gronvold, Nina T; Ekeberg, Oivind; Vaglum, Per

2006-01-01

Background This study examined the relationship between life satisfaction among medical students and a basic model of personality, stress and coping. Previous studies have shown relatively high levels of distress, such as symptoms of depression and suicidal thoughts in medical undergraduates. However despite the increased focus on positive psychological health and well-being during the past decades, only a few studies have focused on life satisfaction and coping in medical students. This is the first longitudinal study which has identified predictors of sustained high levels of life satisfaction among medical students. Methods This longitudinal, nationwide questionnaire study examined the course of life satisfaction during medical school, compared the level of satisfaction of medical students with that of other university students, and identified resilience factors. T-tests were used to compare means of life satisfaction between and within the population groups. K-means cluster analyses were applied to identify subgroups among the medical students. Analysis of Variance (ANOVA) and logistic regression analyses were used to compare the subgroups. Results Life satisfaction decreased during medical school. Medical students were as satisfied as other students in the first year of study, but reported less satisfaction in their graduation year. Medical students who sustained high levels of life satisfaction perceived medical school as interfering less with their social and personal life, and were less likely to use emotion focused coping, such as wishful thinking, than their peers. Conclusion Medical schools should encourage students to spend adequate time on their social and personal lives and emphasise the importance of health-promoting coping strategies. PMID:16984638

Longitudinal Analysis of the Trajectories of Academic and Social Motivation across the Transition from Elementary to Middle School

ERIC Educational Resources Information Center

Madjar, Nir; Cohen, Veronique; Shoval, Gal

2018-01-01

School transitions are important phases in students' educational experiences. The current study aimed to explore the trajectories of academic and social motivation across the transition from elementary to middle school. Participants (N = 415) were sampled from six elementary schools; 55% transitioned after sixth grade (transition) and 45% remained…

Professional Development and the Teaching Schools Experiment in England: Leadership Challenges in an Alliance's First Year

ERIC Educational Resources Information Center

Dowling, Simon

2016-01-01

This article reports findings from the first year of a longitudinal, mixed-methods case study of a large teaching school alliance in England. This national initiative is intended to drive improvement at system level by grouping schools around formally designated teaching schools. These "alliances" work collaboratively to share learning,…

An Exploratory Analysis of the Longitudinal Impact of Principal Change on Elementary School Achievement

ERIC Educational Resources Information Center

Hochbein, Craig; Cunningham, Brittany C.

2013-01-01

Recent reform initiatives, such as the Title I School Improvement Grants and Race to the Top, recommended a principal change to jump-start school turnaround. Yet, few educational researchers have examined principal change as way to improve schools in a state of systematic reform; furthermore, no large-scale quantitative study has determined the…

Who Is Retained in School, and When? Survival Analysis of Predictors of Grade Retention in Luxembourgish Secondary School

ERIC Educational Resources Information Center

Klapproth, Florian; Schaltz, Paule

2015-01-01

Based on a large longitudinal sample (N?=?9031) of Luxembourgish secondary school students, this study examined whether variables reflecting the sociodemographic background of the students (gender, nationality and socioeconomic status) as well as the school track proved to be predictors of grade retention. These possible predictors of grade…

Prevalence and Prediction of Overweight and Obesity among Elementary School Students

ERIC Educational Resources Information Center

Moreno, Geraldine; Johnson-Shelton, Deb; Boles, Shawn

2013-01-01

Background: The high rates of childhood overweight and obesity in the United States have generated interest in schools as sites for monitoring body mass index (BMI) information. This study established baseline values for a 5-year longitudinal assessment of BMI of elementary school children and examined variation across the schools, because little…

The Trajectories of Adolescents' Perceptions of School Climate, Deviant Peer Affiliation, and Behavioral Problems during the Middle School Years

ERIC Educational Resources Information Center

Wang, Ming-Te; Dishion, Thomas J.

2012-01-01

This longitudinal study examined trajectories of change in adolescents' perceptions of four dimensions of school climate (academic support, behavior management, teacher social support, and peer social support) and the effects of such trajectories on adolescent problem behaviors. We also tested whether school climate moderated the associations…

School Board Governance in Changing Times: A School's Transition to Policy Governance

ERIC Educational Resources Information Center

Curry, Katherine; Kinder, Sean; Benoiton, Tania; Noonan, Jessica

2018-01-01

The expansion of the school choice movement and greater flexibility allowed by Every Student Succeeds Act (ESSA) means that education governance is emerging as an important issue for school effectiveness. This longitudinal case study sought to gain an understanding of the implementation of a new governance structure, Policy Governance, in a…

The Nature and Outcomes of Students' Longitudinal Participatory Research on Literacy Motivations and Schooling.

ERIC Educational Resources Information Center

Oldfather, Penny; Thomas, Sally; Eckert, Lizz; Garcia, Florencia; Grannis, Nicki; Kilgore, John; Newman-Gonchar, Andy; Petersen, Brian; Rodriguez, Paul; Tjioe, Marcel

1999-01-01

Describes outcomes of a six-year study of students' participatory research on literacy motivations and schooling. Suggests the need for a fundamental shift of the dominant epistemology in society and schools to one based on trusting, listening to, and respecting the integrity of the minds of all participants in schooling. (NH)

Discipline and Order in American High Schools. Contractor Report.

ERIC Educational Resources Information Center

DiPrete, Thomas A.; And Others

Discipline and misbehavior in American high schools are the focus of this analysis of data from the first wave (1980) of a longitudinal study of over 30,000 sophomores and over 28,000 seniors. A summary of the findings shows that differences between urban and other schools are usually statistically insignificant when other school and student…

The Advantages of Single-Sex Catholic Secondary Schooling: Selection Effects, School Effects, or "Much Ado About Nothing?"

ERIC Educational Resources Information Center

LePore, Paul C.; Warren, John Robert

Data from the National Education Longitudinal Study of 1988 (NELS:88) were used to investigate whether there are differences between single-sex and coeducational Catholic secondary school students in academic and social psychological outcomes, whether any differences especially favor young women in single-sex Catholic secondary schools, and…

2012 School Libraries Count! National Longitudinal Survey of School Library Programs

ERIC Educational Resources Information Center

American Association of School Librarians (NJ1), 2012

2012-01-01

AASL's School Libraries Count! annual longitudinal survey is an online survey that is open to all primary and secondary school library programs to participate. The 2012 survey was launched on January 24th and closed on March 20th. The survey was publicized through various professional organizations and events and through word of mouth. Data…

The Longitudinal Impact of a Universal School-Based Social-Emotional and Literacy Intervention on Classroom Climate and Teacher Processes and Practices

ERIC Educational Resources Information Center

Brown, Joshua L.; Jones, Stephanie M.; Aber, J. Lawrence

2010-01-01

This presentation capitalizes on a three-year, longitudinal, school-randomized trial of the 4Rs Program, a comprehensive, school-based social-emotional and literacy program for elementary schools, to test intervention induced changes in features of classroom climate and key dimensions of teacher affective and pedagogical processes and practices…

The impact of daytime sleepiness on the school performance of college students with attention deficit hyperactivity disorder (ADHD): a prospective longitudinal study.

PubMed

Langberg, Joshua M; Dvorsky, Melissa R; Becker, Stephen P; Molitor, Stephen J

2014-06-01

This prospective longitudinal study evaluated the impact of daytime sleepiness on the school performance of 62 college students diagnosed comprehensively with attention deficit hyperactivity disorder. The primary goal of the study was to determine if self-reported daytime sleepiness rated at the beginning of the academic year could predict academic and overall functioning at the end of the academic year while also considering potentially important covariates, including symptoms of inattention, hyperactivity and impulsivity, medication status and whether or not students lived at home or on-campus. Self-reported daytime sleepiness predicted longitudinally school maladjustment, overall functional impairment and the number of D and F grades (i.e. poor and failing) students received in courses above and beyond both self- and parent-report of symptoms, but did not predict overall grade point average. Living at home served as a protective factor and was associated with less school maladjustment and overall impairment. Gender was the only significant predictor in the overall grade point average model, with female gender associated with higher overall grades. The implications of these findings for monitoring and treatment of sleep disturbances in college students with attention deficit hyperactivity disorder are discussed. © 2013 European Sleep Research Society.

Methods for Analyzing the Attainment of Graduate School Milestones: A Case Study. GRE Board Professional Report No. 86-3P.

ERIC Educational Resources Information Center

Zwick, Rebecca; Braun, Henry I.

Using a data base compiled by the Graduate School of Northwestern University, a longitudinal study of the graduate school careers of 2,211 students in 14 programs was conducted. Among the most prominent findings was the increase in the enrollment of foreign students. The patterns of attainment of graduate school milestones, such as Ph. D.…

Using Postschool Outcome Data To Improve Practices and Policies in Restructured Inclusive High Schools. Research Institute on Secondary Education Reform (RISER) for Youth with Disabilities Brief.

ERIC Educational Resources Information Center

Mooney, Marianne; Phelps, L. Allen; Anctil, Tina M.

This paper reports on an ongoing 5-year study on practices and policies that improve postschool outcomes for students with disabilities in significantly restructured high schools. Four high schools with strong internal accountability measures are subjects of an intensive longitudinal study. The schools are in both urban and smaller communities in…

Effect of Schools upon Small Community Growth and Decline.

ERIC Educational Resources Information Center

Voth, Donald E.; Danforth, Diana M.

1981-01-01

Results of a 20-year longitudinal study to determine whether change in the presence or absence of schools and in the number of schools operating in a community could be demonstrated to influence community growth. Available from: Rural Sociological Society, 325 Morgan Hall, University of Tennessee, Knoxville, TN 37916. (NEC)

Leadership Effects on Student Achievement and Sustained School Success

ERIC Educational Resources Information Center

Jacobson, Stephen

2011-01-01

Purpose: The purpose of this paper is to examine the effects of leadership on student achievement and sustained school success, especially in challenging, high-poverty schools. Design/methodology/approach: The paper combines a review of the leadership literature with findings drawn from longitudinal studies of the International Successful School…

Charter Schools and the Teacher Job Search

ERIC Educational Resources Information Center

Cannata, Marisa

2011-01-01

This article examines the position of charter schools in prospective elementary teachers' job search decisions. Using a labor market segmentation framework, it explores teacher applicants' decisions to apply to charter schools. The data come from a mixed-methods longitudinal study of prospective teachers looking for their first job. This article…

Teacher-Led Change in Secondary School Physical Education

ERIC Educational Resources Information Center

Cameron, Jay; Mercier, Kevin; Doolittle, Sarah

2016-01-01

How and why meaningful curriculum or program changes happen in physical education is important, but not well understood, especially at the secondary school level. In this longitudinal case study, we examined teacher-initiated changes in a high school physical education program. Data were collected through prolonged engagement over 5 years and…

Predicting Individual Differences in School Anxiety in Early Adolescence.

ERIC Educational Resources Information Center

Henderson, Valanne L.; Dweck, Carol S.

Addressing two issues of Dweck and Leggett's (1988) social cognitive theory of personality, this short-term longitudinal field study investigated the relationship between implicit theories about the self and school anxiety among adolescents making the transition to junior high school. It was hypothesized that students who believed that their…

Child Health and School Enrollment: A Replication

ERIC Educational Resources Information Center

Handa, Sudhanshu; Peterman, Amber

2007-01-01

This study uses longitudinal data from South Africa to estimate the relationship between early childhood nutritional status and schooling outcomes five years later. Preferred estimates from the full sample aged zero to five, which treat prior nutritional status as endogenous, show no impact of past nutritional status on current schooling, in…

Effects of Technology Immersion on Middle School Students' Learning Opportunities and Achievement

ERIC Educational Resources Information Center

Shapley, Kelly; Sheehan, Daniel; Maloney, Catherine; Caranikas-Walker, Fanny

2011-01-01

An experimental study of the Technology Immersion model involved comparisons between 21 middle schools that received laptops for each teacher and student, instructional and learning resources, professional development, and technical and pedagogical support, and 21 control schools. Using hierarchical linear modeling to analyze longitudinal survey…

Mathematics from High School to Community College: Preparation, Articulation, and College Un-Readiness

ERIC Educational Resources Information Center

Jaffe, Louise

2012-01-01

This research studied the role of mathematics as a roadblock to college completion for community college-bound students in California. Using longitudinal quantitative analysis, I observed the educational pipeline between high school and community college and analyzed how different high school mathematics histories predicted readiness, or…

Pupil Discipline in an Urban School District: The Second Year of a Longitudinal Study.

ERIC Educational Resources Information Center

Fortenberry, Robert N.; Tadlock, James A.

The school effectiveness movement stresses a safe and orderly learning environment for students. Concern for students' and parents' legal rights, coupled with recent criticism of school practices regarding corporal punishment, suspension, and expulsion, has spawned research into theoretical, practical, and legal implications related to pupil…

Adolescents' Perceptions of Middle School: Relation to Longitudinal Changes in Academic and Psychological Adjustment.

ERIC Educational Resources Information Center

Roeser, Robert W.; Eccles, Jacquelynne S.

1998-01-01

Studied relationships between adolescents' perceptions of their middle school (school goal structures, autonomy provisions, positive teacher regard) and changes in academic motivation, achievement, and psychological adjustment. Found perceptions to be important predictors; for example, perception of positive teacher regard and an emphasis on…

A School That Fosters Resilience in Inner-City Youth.

ERIC Educational Resources Information Center

Freiberg, H. Jerome

1993-01-01

Discusses attributes of families, students, schools, peers, and communities that foster resilience among inner-city youth, examining these factors at one inner-city elementary school. The exploration is based on a longitudinal study of the achievement and climate and survey and interview data collected over five years. (SLD)

Longitudinal Analysis of Academic Burnout in Korean Middle School Students.

PubMed

Kim, Boyoung; Lee, Minyoung; Kim, Keunhwa; Choi, Hyunju; Lee, Sang Min

2015-10-01

The purpose of the study was to investigate the longitudinal relationships between the initial values and slopes of three dimensions of burnout syndrome (i.e. emotional exhaustion, cynicism and academic inefficacy). The study utilized four-wave longitudinal data from a total of 367 (81.6% response rate) middle school students in South Korea. Comprising a 6-month interval survey, the first survey was conducted in June 2010, the second in December 2010, the third in June 2011 and the fourth in December 2011. All participants were 13-year-olds at the first and second surveys, and 14-year-olds at the third and fourth surveys. The Maslach Burnout Inventory-Student Survey was used for each survey to assess the level of academic burnout. The longitudinal data were analysed using latent growth modelling. The results of the study indicated that high initial values (intercept) for emotional exhaustion were associated with a higher rate of increase (slope) in cynicism and academic inefficacy. On the other hand, high initial values for cynicism and academic inefficacy were associated with a lower rate of increase in the other dimensions. This longitudinal study should promote understanding of burned-out students and contribute to the literature by informing the design of prevention programmes for academic burnout. Copyright © 2014 John Wiley & Sons, Ltd.

Development of Working Memory and Performance in Arithmetic: A Longitudinal Study with Children

ERIC Educational Resources Information Center

López, Magdalena

2014-01-01

Introduction: This study has aimed to investigate the relationship between the development of working memory and performance on arithmetic activities. Method: We conducted a 3-year longitudinal study of a sample of 90 children, that was followed during the first, second and third year of primary school. All children were tested on measures of WM…

A Longitudinal Study of Handwriting Skills in Pre-Schoolers: The Acquisition of Syllable Oriented Programming Strategies

ERIC Educational Resources Information Center

Soler Vilageliu, Olga; Kandel, Sonia

2012-01-01

Previous studies have shown the relevance of the syllable as a programming unit in handwriting production, both in adults and elementary school children. This longitudinal study focuses on the acquisition of writing skills in a group of preschoolers. It examines how and when the syllable structure of the word starts regulating motor programming in…

Students' Understanding of the Nature of Matter and Chemical Reactions--A Longitudinal Study of Conceptual Restructuring

ERIC Educational Resources Information Center

Øyehaug, Anne Bergliot; Holt, Anne

2013-01-01

This longitudinal study aims to provide greater insight into how students' understanding of matter and chemical reactions develops over time and how their knowledge structures are restructured. Four case-study students in a Norwegian primary school were followed for two years from age 10-11 to age 12-13. Researchers were responsible for…

The Comprehensive Longitudinal Evaluation of the Milwaukee Parental Choice Program: Summary of Final Reports. SCDP Milwaukee Evaluation Report #36

ERIC Educational Resources Information Center

Wolf, Patrick J.

2012-01-01

This report contains a summary of the findings from the various topical reports that comprise the author's comprehensive longitudinal study. As a summary, it does not include extensive details regarding the study samples and scientific methodologies employed in those topical studies. The research revealed a pattern of school choice results that…

A Longitudinal Study of the Associations between Moral Disengagement and Active Defending versus Passive Bystanding during Bullying Situations

ERIC Educational Resources Information Center

Doramajian, Caroline; Bukowski, William M.

2015-01-01

This study investigated the prospective association between moral disengagement and bystander behaviors in bullying situations, including both defending and passive bystanding. A diverse sample of Canadian school children (N = 130; 68 boys and 62 girls; mean age = 11.36 years) participated in a three-wave longitudinal study over a 4-month period.…

Where Is the Engineering I Applied For? A Longitudinal Study of Students' Transition into Higher Education Engineering, and Their Considerations of Staying or Leaving

ERIC Educational Resources Information Center

Holmegaard, Henriette Tolstrup; Madsen, Lene Møller; Ulriksen, Lars

2016-01-01

This paper presents results from a qualitative longitudinal study of students' transition into higher education engineering. The study aims at comparing upper-secondary school students' expectations of engineering with their actual experiences when encountering the engineering programme. It explores how this encounter provides a platform for…

Constructed Response Tests in the NELS:88 High School Effectiveness Study. National Education Longitudinal Study of 1988 Second Followup. Statistical Analysis Report.

ERIC Educational Resources Information Center

Pollock, Judith M.; And Others

This report describes an experiment in constructed response testing undertaken in conjunction with the National Education Longitudinal Study of 1988 (NELS:88). Constructed response questions are those that require students to produce their own response rather than selecting the correct answer from several options. Participants in this experiment…

The Longitudinal Study of Adult Learning: Challenging Assumptions. Research Brief. Perspectives on Literacy and Essential Skills

ERIC Educational Resources Information Center

Reder, Stephen

2012-01-01

Professor Stephen Reder presented the Longitudinal Study of Adult Learning (LSAL) at The Centre's 2011 Fall Institute--IALS: Its Meaning and Impact for Policy and Practice--whose findings had implications far beyond assessment. Based on evidence from the ten-year study of more than a thousand adult high school drop-outs, Dr. Reder challenges many…

Students' Aspirations, Expectations and School Achievement: What Really Matters?

ERIC Educational Resources Information Center

Khattab, Nabil

2015-01-01

Using the Longitudinal Study of Young People in England (LSYPE), this study examines how different combinations of aspirations, expectations and school achievement can influence students' future educational behaviour (applying to university at the age of 17-18). The study shows that students with either high aspirations or high expectations have…

Social Studies Instructional Factors Causing Change in High School Students' Socio-political Attitudes over a Two-Year Period.

ERIC Educational Resources Information Center

Ehman, Lee H.

The paper reports findings of a three year longitudinal study of high school student social and political attitudes. The hypothesis was that openness of social studies classroom climate would be related to change in social and political attitudes toward school and, to a lesser extent, to change in general social and political attitudes. Attitude…

The Impact of External Employment on 12th Grade Student Participation in Extracurricular Activities as a Function of School Size

ERIC Educational Resources Information Center

Garcia, Miguel A.

2012-01-01

Data from the Educational Longitudinal Study of 2002 were used to compare 11,000 high school students on school size, time spent participating in extracurricular activities (ECA), and hours spent in employment. Findings indicated that students from small schools spent more time participating in ECA than students from larger schools for equivalent…

Working Memory, Attention, and Mathematical Problem Solving: A Longitudinal Study of Elementary School Children

ERIC Educational Resources Information Center

Swanson, H. Lee

2011-01-01

The role of working memory (WM) in children's growth in mathematical problem solving was examined in a longitudinal study of children (N = 127). A battery of tests was administered that assessed problem solving, achievement, WM, and cognitive processing (inhibition, speed, phonological coding) in Grade 1 children, with follow-up testing in Grades…

Stability and Change in Farming Plans: Results from a Longitudinal Study of Young Adults.

ERIC Educational Resources Information Center

Lyson, Thomas A.

To examine 2 shortcomings of previous cross-sectional farm recruitment research, the study population of the National Longitudinal Survey of the High School Class of 1972, consisting of 14,112 individuals who completed the base year questionnaire and 3 subsequent follow-up questionnaires, was divided into analytic sub-groups based on senior year…

Reciprocal Associations between Identity and Civic Engagement in Adolescence: A Two-Wave Longitudinal Study

ERIC Educational Resources Information Center

Crocetti, Elisabetta; Garckija, Renata; Gabrialaviciute, Ingrida; Vosylis, Rimantas; Zukauskiene, Rita

2014-01-01

The purpose of this two-wave longitudinal study was to analyze reciprocal associations between identity styles (i.e., socio-cognitive strategies that individuals adopt in processing, structuring, utilizing, and revising self-relevant information) and civic engagement in adolescence. Participants were 1,308 high school students (9-11 grades; 52.9%…

A Longitudinal Study of the Impact of an Environmental Action

ERIC Educational Resources Information Center

Rioux, Liliane; Pasquier, Daniel

2013-01-01

In a previous study, we investigated the impact of an awareness-raising campaign on the behaviour of secondary school children in the Centre Region of France, regarding the recycling of used batteries. But, was it a question of pro-environmental behaviour or simply an environmental action? To answer this question, a three-year longitudinal study…

Teacher-Child Relationships and Social Competence: A Two-Year Longitudinal Study of Chinese Preschoolers

ERIC Educational Resources Information Center

Zhang, Xiao; Nurmi, Jari-Erik

2012-01-01

Based on a two-year and three-wave longitudinal sample of 118 Chinese preschoolers, the present study examined the cross-lagged associations between teacher-child relationships and social competence, and the cross-system generalization of social competence between home and school. At each of the three waves, teachers rated the children's…

MPCP Longitudinal Educational Growth Study: Fifth Year Report. SCDP Milwaukee Evaluation Report #29

ERIC Educational Resources Information Center

Witte, John F.; Carlson, Deven; Cowen, Joshua M.; Fleming, David J.; Wolf, Patrick J.

2012-01-01

This is the final report in a five-year evaluation of the Milwaukee Parental Choice Program (MPCP). This report features analyses of student achievement growth four years after the authors carefully assembled longitudinal study panels of MPCP and Milwaukee Public Schools (MPS) students in 2006-07. The MPCP, which began in 1990, provides…

Colorism and Educational Outcomes of Asian Americans: Evidence from the National Longitudinal Study of Adolescent Health

ERIC Educational Resources Information Center

Ryabov, Igor

2016-01-01

Using a nationally representative longitudinal data set, the current study examines the link between colorism and educational attainment of Asian American young adults. Three levels of educational attainment are used as outcomes: high school diploma, some college and a Bachelor's degree or higher. Independent variables include skin tone, ethnic…

Children's Theory of Mind, Self-Perceptions, and Peer Relations: A Longitudinal Study

ERIC Educational Resources Information Center

Bosacki, Sandra Leanne

2015-01-01

This longitudinal study explored Theory of Mind (ToM), self-perceptions, and teacher ratings of peer relations of 91 children (52 females, ages 6-8?years) drawn from two schools situated in a mainly Euro-Canadian, middle socioeconomic status, semi-rural central Canadian context. ToM, self-perceptions, and teacher ratings of peer relations were…

A Longitudinal Study of Overweight, Elevated Blood Pressure, and Acanthosis Nigricans among Low-Income Middle School Students

ERIC Educational Resources Information Center

Kopping, Dana; Nevarez, Holly; Goto, Keiko; Morgan, Irene; Frigaard, Martin; Wolff, Cindy

2012-01-01

This longitudinal study examined the rates of overweight, elevated blood pressure, acanthosis nigricans, and their associated factors in third through fifth grade students over 4 years. Participants consisted of 279 students who participated in health screenings in 2002 and 2006. Hispanic students had significantly higher rates of overweight and…

Enhanced Development of Auditory Change Detection in Musically Trained School-Aged Children: A Longitudinal Event-Related Potential Study

ERIC Educational Resources Information Center

Putkinen, Vesa; Tervaniemi, Mari; Saarikivi, Katri; Ojala, Pauliina; Huotilainen, Minna

2014-01-01

Adult musicians show superior auditory discrimination skills when compared to non-musicians. The enhanced auditory skills of musicians are reflected in the augmented amplitudes of their auditory event-related potential (ERP) responses. In the current study, we investigated longitudinally the development of auditory discrimination skills in…

Longitudinal modelling of academic buoyancy and motivation: do the '5Cs' hold up over time?

PubMed

Martin, Andrew J; Colmar, Susan H; Davey, Louise A; Marsh, Herbert W

2010-09-01

Academic buoyancy is students' ability to successfully deal with setbacks and challenges that are typical of academic life. The present study extends previous preliminary cross-sectional work that tentatively identified five motivational predictors of academic buoyancy - referred to as the '5Cs' of academic buoyancy: confidence (self-efficacy), coordination (planning), commitment (persistence), composure (low anxiety), and control (low uncertain control). The study seeks to more clearly ascertain the effects of motivation (and its mediating role) on academic buoyancy over and above prior academic buoyancy. The study comprised N=1,866 high school students from six schools. Longitudinal data were collected (1 year apart) and the hypothesized model exploring longitudinal effects was tested using structural equation modelling. After controlling for prior variance in academic buoyancy, the 5Cs were significant predictors of subsequent academic buoyancy. Furthermore, over and above the direct effects of prior academic buoyancy on subsequent academic buoyancy, the 5Cs significantly mediated this relationship. The study concludes with a discussion of the substantive, applied, and methodological implications for researchers and practitioners seeking to investigate and address the academic buoyancy of students who require the capacity to effectively function in an ever-challenging school environment.

Stability in Bullying and Victimization and Its Association with Social Adjustment in Childhood and Adolescence

ERIC Educational Resources Information Center

Scholte, Ron H. J.; Engels, Rutger C. M. E.; Overbeek, Geertjan; de Kemp, Raymond A. T.; Haselager, Gerbert J. T.

2007-01-01

This study examined the concurrent and longitudinal associations between stability in bullying and victimization, and social adjustment in childhood and adolescence. Participants were 189 girls and 328 boys who were studied in primary school and in secondary school. The mean age of the participants was 11.1 years in primary school and 14.1 years…

Music in U.S. Federal Education Policy: Estimating the Effect of "Core Status" for Music

ERIC Educational Resources Information Center

Elpus, Kenneth

2013-01-01

This article reviews the political and empirical record within music education surrounding the Goals 2000: Educate America Act and reports a new study evaluating the effects of the law on music and arts education policies in U.S. high schools. School-level data (N = 670 schools) from the National Education Longitudinal Study of 1988 and the…

Working at a Different Level? Curriculum Differentiation in Irish Lower Secondary Education

ERIC Educational Resources Information Center

Smyth, Emer

2018-01-01

Young people in Irish schools are required to choose whether to sit secondary exam subjects at higher or ordinary level. This paper draws on a mixed methods longitudinal study of students in 12 case-study schools to trace the factors influencing take-up of higher level subjects within lower secondary education. School organisation and process are…

"Crazy? So what!": A School Programme to Promote Mental Health and Reduce Stigma--Results of a Pilot Study

ERIC Educational Resources Information Center

Conrad, Ines; Dietrich, Sandra; Heider, Dirk; Blume, Anne; Angermeyer, Matthias C.; Riedel-Heller, Steffi

2009-01-01

Purpose: The purpose of this paper is to evaluate the health-promoting and stigma-reducing effect of the German school-based programme "Crazy? So what!". Design/methodology/approach: A quasi-experimental longitudinal control-study was carried out with assessments one week prior to the school programme, immediately after it and three…

Breaking the Cycle of Disadvantage: Ties between Educational Attainments, Dropping Out and School-Age Motherhood.

ERIC Educational Resources Information Center

Manlove, Jennifer

This study used current data from a cohort of eighth graders in the National Education Longitudinal Study of 1988 to test whether dropping out of high school and other measures of educational performance and involvement influenced the likelihood of having a school-age birth for whites, blacks, and Hispanics. Three major sets of independent…

Family- and School-Related Factors in 9- to 15-Year-Olds Predicting Educational Attainment in Adulthood: A Prospective 27-Year Follow-Up Study

ERIC Educational Resources Information Center

Hintsanen, Mirka; Hintsa, Taina; Merjonen, Paivi; Leino, Mare; Keltikangas-Jarvinen, Liisa

2011-01-01

Introduction: This prospective longitudinal study examined several selected family- and school-related factors simultaneously in order to investigate the importance of well known and less examined predictors of educational attainment. Method: The participants were 844 (486 girls) nine-, 12-, and 15-years old comprehensive school students. Family-…

The Relationship of Achievement and Attitudes Towards Mathematics in the Elementary School: A Longitudinal Study.

ERIC Educational Resources Information Center

Beattie, Ian D.; And Others

The purpose was to investigate changes in attitudes towards mathematics which occurred over a three year period in relation to mathematics achievement, sex, reading achievement, and I.Q. Scores were obtained for 120 fourth graders in a small school system through the use of an attitude scale (adapted from a School Mathematics Study Group (SMSG)…

From Attila the Hun to Mary Had a Little Lamb: Redefining Principal Roles in Restructured Schools.

ERIC Educational Resources Information Center

Hallinger, Philip; Hausman, Charles

American policymakers have come to view principals as linchpins in plans for educational change. Findings of a study that examined how the principal's role changes in a school that is engaged in fundamental restructuring are presented in this paper. Data for the longitudinal case study of a suburban-urban school district in the northeastern United…

School Security Measures and Longitudinal Trends in Adolescents' Experiences of Victimization.

PubMed

Fisher, Benjamin W; Mowen, Thomas J; Boman, John H

2018-06-01

Although school security measures have become a common fixture in public schools across the United States, research on the relationship between security and adolescent victimization is mixed, with very few studies examining trends in adolescent victimization across time. Using two waves of data from the Educational Longitudinal Study 2002 (N = 7659; 50.6% female; 56.7% White, 13.3% Black, 13.5% Hispanic, 11.3% Asian American, 5.4% other race), results from a series of multi-level models demonstrate that adolescents in schools with more security measures report higher odds of being threatened with harm, and no difference in odds of being in a physical altercation or having something stolen over time. Although prior research has established racial disparities in using school security measures, results demonstrate inconsistent patterns in the extent to which adolescents' race conditions the relationship between security and victimization. The findings are discussed in light of existing theoretical and empirical work, and implications for both research and practice are offered.

Predicting adolescent problematic online game use from teacher autonomy support, basic psychological needs satisfaction, and school engagement: a 2-year longitudinal study.

PubMed

Yu, Chengfu; Li, Xian; Zhang, Wei

2015-04-01

Problematic online game use (POGU) has become a serious global public health concern among adolescents. However, its influencing factors and mediating mechanisms remain largely unknown. This study provides the first longitudinal design to test stage-environment fit theory empirically in POGU. A total of 356 Chinese students reported on teacher autonomy support, basic psychological needs satisfaction, school engagement, and POGU in the autumn of their 7th-9th grade years. Path analyses supported the proposed pathway: 7th grade teacher autonomy support increased 8th grade basic psychological needs satisfaction, which in turn increased 9th grade school engagement, which ultimately decreased 9th grade POGU. Furthermore, 7th grade teacher autonomy support directly increased 9th grade school engagement, which in turn decreased 9th grade POGU. These findings suggest that teacher autonomy support is an important protective predictor of adolescent POGU, and basic psychological needs satisfaction and school engagement are the primary mediators in this association.

Longitudinal Examination of Aggression and Study Skills From Middle to High School: Implications for Dropout Prevention.

PubMed

Orpinas, Pamela; Raczynski, Katherine; Hsieh, Hsien-Lin; Nahapetyan, Lusine; Horne, Arthur M

2018-03-01

High school completion provides health and economic benefits. The purpose of this study is to describe dropout rates based on longitudinal trajectories of aggression and study skills using teacher ratings. The sample consisted of 620 randomly selected sixth graders. Every year from Grade 6 to 12, a teacher completed a nationally normed behavioral rating scale. We used latent class mixture modeling to identify the trajectories. Participants followed 3 trajectories of aggression (Low, Medium Desisting, and High Desisting) and 5 trajectories of study skills (Low, Average-Low, Decreasing, Increasing, and High). Over three-quarters of the sample were in stable trajectories of study skills over time. Most students in the High Desisting Aggression group were in the Low Study Skills group, and all students in the High Study Skills group were in the Low Aggression group. The overall dropout rate was 17%, but varied dramatically across combined aggression and study skills groups, ranging from 2% to 50%. The results highlight the importance of early prevention that combines academic enhancement and behavioral management for reducing school dropout. © 2018, American School Health Association.

Summer and school-term youth employment: ecological and longitudinal analyses.

PubMed

Hardesty, P H; Hirsch, B J

1992-10-01

The effects of summer versus school-year employment on self-esteem, peer relationships, and family social climate were investigated in a sample of 135 adolescents. Students were assessed the summer before entrance into high school and during the second semester of high school, using a longitudinal design. Cross-sectional findings indicated that, during the summer, 52 workers possessed higher self-esteem than 79 nonworkers. Longitudinal analysis indicated that 10 girls who worked only during the school term reported increases in both stress and activity with peers. At our final assessment, the families of 49 students who did not work at either time had become more conflicted and less cohesive than families of all other students. The developmental implications of these results are discussed.

Longitudinal Assessment of Comprehensive School Reform Program Implementation and Outcomes: First-Year Report

ERIC Educational Resources Information Center

Tushnet, Naida C., Flaherty, John, Jr., Smith, And

2004-01-01

The Longitudinal Assessment of Comprehensive School Reform Implementation and Outcomes (LACIO) responds to the No Child Left Behind Act's requirement for an evaluation of the federal Comprehensive School Reform (CSR) program. The legislation stipulates two broad goals for the evaluation: (1) to evaluate the implementation and outcomes achieved by…

Risk and Protective Factors, Longitudinal Research, and Bullying Prevention

ERIC Educational Resources Information Center

Ttofi, Maria M.; Farrington, David P.

2012-01-01

This chapter presents the results from two systematic/meta-analytic reviews of longitudinal studies on the association of school bullying (perpetration and victimization) with adverse health and criminal outcomes later in life. Significant associations between the two predictors and the outcomes are found even after controlling for other major…

Longitudinal Stability in Genetic Effects on Children's Conversational Language Productivity

ERIC Educational Resources Information Center

DeThorne, Laura Segebart; Harlaar, Nicole; Petrill, Stephen A.; Deater-Deckard, Kirby

2012-01-01

Purpose: The authors examined the longitudinal stability of genetic and environmental influences on children's productive language sample measures during the early school-age years. Method: Twin study methodology with structural equation modeling was used to derive univariate estimates of additive genetic (A), shared environmental (C), and…

Longitudinal and Contextual Associations between Teacher-Student Relationships and Student Engagement: A Systematic Review

ERIC Educational Resources Information Center

Quin, Daniel

2017-01-01

This systematic review examined multiple indicators of adolescent students' engagement in school, and the indicators' associations with teacher-student relationships (TSRs). Seven psychology, education, and social sciences databases were systematically searched. From this search, 46 published studies (13 longitudinal) were included for detailed…

Intermediate Work Outcomes for Adolescents with High-Incidence Disabilities

ERIC Educational Resources Information Center

Rojewski, Jay W.; Lee, In Heok; Gregg, Noel

2014-01-01

A longitudinal sample from the Educational Longitudinal Study of 2002 was used to determine differences in work outcomes between (a) individuals with learning disabilities or emotional-behavior disorders and (b) individuals with or without disabilities. Twelve factors were arranged into individual, family, school-peer, and community categories.…

An Ecological Analysis of After-School Program Participation and the Development of Academic Performance and Motivational Attributes for Disadvantaged Children

ERIC Educational Resources Information Center

Mahoney, Joseph L.; Lord, Heather; Carryl, Erica

2005-01-01

This longitudinal study evaluated after-school program (ASP) participation and the development of academic performance (school grades, reading achievement) and teacher-rated motivational attributes (expectancy of success, effectance motivation) over a school year. Participants were 599 boys and girls (6.3 to 10.6 years) from an urban,…

Theorising "Geo-Identity" and David Harvey's Space: School Choices of the Geographically Bound Middle-Class

ERIC Educational Resources Information Center

Rowe, Emma

2015-01-01

This paper draws on David Harvey's theories of absolute and relational space in order to critique geographically bound school choices of the gentrified middle-class in the City of Melbourne, Australia. The paper relies on interviews with inner-city school choosers as generated by a longitudinal ethnographic school choice study. I argue that the…

In the Guise of STEM Education Reform: Opportunity Structures and Outcomes in Inclusive STEM-Focused High Schools

ERIC Educational Resources Information Center

Weis, Lois; Eisenhart, Margaret; Cipollone, Kristin; Stich, Amy E.; Nikischer, Andrea B.; Hanson, Jarrod; Ohle Leibrandt, Sarah; Allen, Carrie D.; Dominguez, Rachel

2015-01-01

In this article, we present findings from a three-year comparative longitudinal and ethnographic study of how schools in two cities, Buffalo and Denver, have taken up STEM education reform, including the idea of "inclusive STEM-focused schools," to address weaknesses in urban high schools with majority low-income and minority students.…

The Sustainability of Comprehensive School Reform Models in Changing District and State Contexts

ERIC Educational Resources Information Center

Datnow, Amanda

2005-01-01

This article addresses the sustainability of comprehensive school reform (CSR) models in the face of turbulent district and state contexts. It draws on qualitative data gathered in a longitudinal case study of six CSR models implemented in 13 schools in one urban district. Why do reforms sustain in some schools and not in others? How do changing…

The Victim-Offender Overlap and Fear of In-School Victimization: A Longitudinal Examination of Risk Assessment Models

ERIC Educational Resources Information Center

Melde, Chris; Esbensen, Finn-Aage

2009-01-01

Reports of serious violence in schools have raised general awareness and concern about safety in America's schools. In this article, the authors examine the extent to which in-school victimization is associated with students' perceived risk and fear of victimization. By expanding on Ferraro's risk assessment framework, the current study explores…

The Structural Relationship between Out-of-School Time Enrichment and Black Student Participation in Advanced Science

ERIC Educational Resources Information Center

Young, Jamaal; Young, Jemimah

2018-01-01

The researchers tested a model of the structural relationship between Black student engagement in out-of-school time (OST) science enrichment and participation in advanced science courses in high school. The participants in the sample were Black students (N = 3,173) who participated in the High School Longitudinal Study of 2009/2012. The student…

The Development of Science Achievement in Middle and High School: Individual Differences and School Effects.

ERIC Educational Resources Information Center

Ma, Xin; Wilkins, Jessie L. M.

2002-01-01

Used hierarchical linear models with data from the Longitudinal Study of American Youth to model the growth of student science achievement in biology, physical science, and environmental science during middle and high school. Growth was quadratic across all areas, with rapid growth at the beginning of middle school and slow growth at the ending…

The Reversed Role of Magnets in St. Louis: Implications for Black Student Outcomes

ERIC Educational Resources Information Center

Grooms, Ain A.; Williams, Sheneka M.

2015-01-01

Magnet schools were originally created to attract a diverse student population. Using data from the 23 magnet schools in St. Louis, this longitudinal study is twofold: first, to review the performance outcomes of the magnet schools across a 5-year period, between 2005-2006 and 2009-2010, and second, to examine whether the magnet schools are…

[Risk factors associated with the conformation of the medial longitudinal arch and the symptomatic flat foot in a metropolitan school population in Mexico].

PubMed

Rivera-Saldívar, G; Torres-González, R; Franco-Valencia, M; Ríos-Monroy, R; Martínez-Ramírez, F; Pérez-Hernández, E; Duarte-Dagnino, D

2012-01-01

The investigation on the medial longitudinal arch is aimed at addressing the diagnostic problems of flat foot. The diagnosis is currently based on clinical tests and the appropriate identification of both postural and gait abnormalities. Risk factors are associated with pre-school ages, but there is no adequate analysis of such factors during school ages, when the longitudinal arch reaches its conformational maturity. Probabilistic methods were used to obtain a sample of 476 patients from elementary schools in the Federal District and the state of Puebla. Once the approval of the research committee was obtained, an analytical, prospective, cross-sectional study was conducted. Anthropometric measurements were performed, together with anamnesis, physical exam of the students, and conventional wet footprint analysis in a standardized and duplicate way. Of the 476 patients, 101 had flat foot (21.2%) and 49 of them had pain symptoms in the feet, knees or both (48.5%), accounting for 10.2% of the patients examined. Forefoot pronation and valgus hindfoot resulted in an increased risk of symptomatic flat foot in the school population in the study. In cases of flat or cavus foot, the presence of foot and/or knee pain symptoms in the school population was associated in a statistically significant way with one or more of the factors analyzed (overweight, genu valgus, valgus hindfoot, forefoot pronation and claw toes). Girls with such factors had a 3-7 higher chance of having symptomatic flat foot.

Up, not down: The age curve in happiness from early adulthood to midlife in two longitudinal studies.

PubMed

Galambos, Nancy L; Fang, Shichen; Krahn, Harvey J; Johnson, Matthew D; Lachman, Margie E

2015-11-01

Happiness is an important indicator of well-being, and little is known about how it changes in the early adult years. We examined trajectories of happiness from early adulthood to midlife in 2 Canadian longitudinal samples: high school seniors followed from ages 18-43 and university seniors followed from ages 23-37. Happiness increased into the 30s in both samples, with a slight downturn by age 43 in the high school sample. The rise in happiness after high school and university remained after controlling for important baseline covariates (gender, parents' education, grades, self-esteem), time-varying covariates known to be associated with happiness (marital status, unemployment, self-rated physical health), and number of waves of participation. The upward trend in happiness runs counter to some previous cross-sectional research claiming a high point in happiness in the late teens, decreasing into midlife. As cross-sectional designs do not assess within-person change, longitudinal studies are necessary for drawing accurate conclusions about patterns of change in happiness across the life span. (c) 2015 APA, all rights reserved).

Consequences of bullying in schools.

PubMed

Rigby, Ken

2003-10-01

For the most part, studies of the consequences of bullying in schools have concentrated upon health outcomes for children persistently bullied by their peers. Conclusions have been influenced by how bullying has been conceptualized and assessed, the specific health outcomes investigated, and the research method and data analysis employed. Results from cross-sectional surveys suggest that being victimized by peers is significantly related to comparatively low levels of psychological well-being and social adjustment and to high levels of psychological distress and adverse physical health symptoms. Retrospective reports and studies suggest that peer victimization may contribute to later difficulties with health and well-being. Longitudinal studies provide stronger support for the view that peer victimization is a significant causal factor in schoolchildren's lowered health and well-being and that the effects can be long-lasting. Further evidence from longitudinal studies indicates that the tendency to bully others at school significantly predicts subsequent antisocial and violent behaviour.

Family effects on the rurality of GP's work location: a longitudinal panel study.

PubMed

McGrail, Matthew R; Russell, Deborah J; O'Sullivan, Belinda G

2017-10-19

Reduced opportunities for children's schooling and spouse's/partner's employment are identified internationally as key barriers to general practitioners (GPs) working rurally. This paper aims to measure longitudinal associations between the rurality of GP work location and having (i) school-aged children and (ii) a spouse/partner in the workforce. Participants included 4377 GPs responding to at least two consecutive annual surveys of the Medicine in Australia: Balancing Employment and Life (MABEL) national longitudinal study between 2008 and 2014. The main outcome, GP work location, was categorised by remoteness and population size. Five sequential binary school-age groupings were defined according to whether a GP had no children, only preschool children (aged 0-4 years), at least one primary-school child (aged 5-11 years), at least one child in secondary school (aged 12-18 years), and all children older than secondary school (aged ≥ 19). Partner in the workforce was defined by whether a GP had a partner who was either currently working or looking for work, or not. Separate generalised estimating equation models, which aggregated consecutive annual observations per GP, tested associations between work location and (i) educational stages and (ii) partner employment, after adjusting for key covariates. Male GPs with children in secondary school were significantly less likely to work rurally (inclusive of > 50 000 regional centres through to the smallest rural towns of < 5000) compared to male GPs with children in primary school. In contrast, female GPs' locations were not significantly associated with the educational stage of their children. Having a partner in the workforce was not associated with work location for male GPs, whereas female GPs with a partner in the workforce were significantly less likely to work in smaller rural/remote communities (< 15 000 population). This is the first systematic, national-level longitudinal study showing that GP work location is related to key family needs which differ according to GP gender and educational stages of children. Such non-professional factors are likely to be dynamic across the GP's lifespan and should be regularly reviewed as part of GP retention planning. This research supports investment in regional development for strong local secondary school and partner employment opportunities.

Achievements and Challenges: Implementing a 1:1 Program in a Secondary School

ERIC Educational Resources Information Center

Keane, Therese; Keane, William

2017-01-01

This longitudinal study explores one secondary school's approach towards implementing a one computer to one student (1:1) program, which commenced in 2011. Prior to 2011, the school was not very technologically advanced, mainly due to financial constraints which impacted on infrastructure, procurement of hardware and software, the availability of…

Same- and Cross-Gender Sexual Harassment Victimization in Middle School: A Developmental-Contextual Perspective

ERIC Educational Resources Information Center

Schnoll, Jessica S.; Connolly, Jennifer; Josephson, Wendy J.; Pepler, Debra; Simkins-Strong, Emily

2015-01-01

Using a developmental-contextual framework, the present study investigated risk factors for same- and cross-gender sexual harassment victimization in 986 middle school students. Participants completed questionnaires in the fall and spring of the same school year so risk factors could be explored longitudinally. Results revealed that gender…

School Board Policy As a Control Mechanism in Curriculum Challenges.

ERIC Educational Resources Information Center

Adler, Louise

1993-01-01

This journal article examines how school board policies are used to control the controversies that often surround curriculum challenges. Specific key provisions of model policies and actual policies from California are analyzed to suggest ideal policy provisions. In a longitudinal study, over 42 percent of the 1,000-plus school districts in…

Social Information Processing Patterns, Social Skills, and School Readiness in Preschool Children

ERIC Educational Resources Information Center

Ziv, Yair

2013-01-01

The links among social information processing, social competence, and school readiness were examined in this short-term longitudinal study with a sample of 198 preschool children. Data on social information processing were obtained via child interview, data on child social competence were obtained via teacher report, and data on school readiness…

An Analysis of Primary School Dropout Patterns in Honduras

ERIC Educational Resources Information Center

Sekiya, Takeshi; Ashida, Akemi

2017-01-01

This study hypothesized that repeating a grade is one reason why Honduran primary students drop out of school but not the main reason. Using longitudinal data, we analyzed student enrollment patterns up until students left school. The results revealed that many students dropped out suddenly without having previously repeated a grade, although many…

Stutter-Step Models of Performance in School

ERIC Educational Resources Information Center

Morgan, Stephen L.; Leenman, Theodore S.; Todd, Jennifer J.; Kentucky; Weeden, Kim A.

2013-01-01

To evaluate a stutter-step model of academic performance in high school, this article adopts a unique measure of the beliefs of 12,591 high school sophomores from the Education Longitudinal Study, 2002-2006. Verbatim responses to questions on occupational plans are coded to capture specific job titles, the listing of multiple jobs, and the listing…

Charter Schools and the Teacher Job Search in Michigan

ERIC Educational Resources Information Center

Cannata, Marisa

2010-01-01

This paper examines the position of charter schools in prospective elementary teachers' job search decisions. Using a labor market segmentation framework, it explores teacher applicants' decisions to apply to charter schools. The data come from a mixed-methods longitudinal study of prospective teachers looking for their first job. This paper finds…

Do Gains in Test Scores Explain Labor Market Outcomes?

ERIC Educational Resources Information Center

Rose, Heather

2006-01-01

Using data from the National Education Longitudinal Study of 1988, this article investigates whether students who made relatively large test score gains during high school had larger earnings 7 years after high school compared to students whose scores improved little. In models that control for pre-high school test scores, family background, and…

Leadership Characteristics and Practices in Schools with Different Effectiveness and Improvement Profiles

ERIC Educational Resources Information Center

Gu, Qing; Sammons, Pam; Mehta, Palak

2008-01-01

This paper provides an overview of the quantitative features of research design adopted in the Department for Children, Schools and Families (DCSF; formerly DfES) funded, longitudinal mixed method study intended to investigate the impact of school leadership on pupil outcomes. It outlines the way quantitative analyses of national assessment and…

Tracking of Physical Activity during Middle School Transition in Iranian Adolescents

ERIC Educational Resources Information Center

Taymoori, Parvaneh; Berry, Tanya R.; Lubans, David R.

2012-01-01

Objective: The purpose of this longitudinal study was to examine changes in physical activity behavior, psychological factors and interpersonal influences associated with exercise behavior during the transition from secondary school to high school in Sanandaj, Iran. Design: Data were collected from students in 2006 (N = 1,073), of whom 844…

The Transition from School to Adulthood.

ERIC Educational Resources Information Center

Mott, Frank L.; Shaw, Lois B.

A study was conducted on the transition to adulthood among women, age fourteen through twenty-four, who were high school dropouts or who did not attend college immediately after high school. Data for 1968-73 was gathered in interviews and from the National Longitudinal Surveys of Labor Market Experience. The information obtained was related to the…

Teachers' Nascent Praxes of Care: Potentially Decolonizing Approaches to School Violence in Trinidad

ERIC Educational Resources Information Center

Williams, Hakim Mohandas Amani

2017-01-01

Zero tolerance, punitive, and more negative peace-oriented approaches dominate school violence interventions, despite research indicating that comprehensive approaches are more sustainable. In this article, I use data from a longitudinal case study at a Trinidadian secondary school to focus on the role of teachers and their impact on school…

Choosing a Secondary School: Can Parents' Behaviour Be Described as Rational?

ERIC Educational Resources Information Center

Martin, Stuart

This longitudinal study of eight London families used rational choice theory to explore the extent to which parents behaved rationally while seeking a secondary school for their children, according to rights given them by England's Education Reform Act (1988). Families were recruited at two London primary schools serving predominantly low…

Implementation of School Instructional Improvement and Student Growth in Math: Testing a Multilevel Longitudinal Model

ERIC Educational Resources Information Center

Takanishi, Stacey M.

2012-01-01

NCLB policies in the United States focus schools' efforts on implementing effective instructional processes to improve student outcomes. This study looks more specifically at how schools are perceived to be implementing state required curricula and benchmarks and developing teaching and learning processes that support the teaching of state…

Factors in Successful Post-School Transitions. Research Brief. Winter 2013

ERIC Educational Resources Information Center

LoBianco, Tony; Kleinert, Harold L.

2013-01-01

Young adults with disabilities face multiple challenges in obtaining successful post-school outcomes. In a National Longitudinal Transition Study-2 report, Wagner, Newman, Cameto, Garza, and Levine (2005) found that for former students with disabilities, 70% had engaged in paid employment since leaving high school, though only 40% were employed at…

School Burnout and Engagement in the Context of Demands-Resources Model

ERIC Educational Resources Information Center

Salmela-Aro, Katariina; Upadyaya, Katja

2014-01-01

Background: A four-wave longitudinal study tested the demands-resources model in the school context. Aim: To examine the applicability of the demands-resources to the school context. Method: Data of 1,709 adolescents were gathered, once during the transition from comprehensive to post-comprehensive education, twice during post-comprehensive…

Graduate School Choice: An Examination of Individual and Institutional Effects

ERIC Educational Resources Information Center

English, David; Umbach, Paul D.

2016-01-01

Using the 2000/01 Baccalaureate & Beyond Longitudinal Study (B&B:00/01), this paper employs multilevel modeling to test a conceptual model of graduate school choice that draws significantly from human capital theory while incorporating the salient concepts of cultural and social capital. The model posits that the graduate school choice…

Choice in a World of New School Types

ERIC Educational Resources Information Center

Butler, J. S.; Carr, Douglas A.; Toma, Eugenia F.; Zimmer, Ron

2013-01-01

As school choice options have evolved over recent years, it is important to understand what family and school factors are associated with the enrollment decisions families make. Use of restricted-access data from the Early Childhood Longitudinal Study allowed us to identify household location from a nationally representative sample of students and…

The Importance of Bonding to School for Healthy Development: Findings from the Social Development Research Group

ERIC Educational Resources Information Center

Catalano, Richard F.; Haggerty, Kevin P.; Oesterle, Sabrina; Fleming, Charles B.; Hawkins, J. David

2004-01-01

This paper summarizes investigations of school connectedness completed by the Social Development Research Group in two longitudinal studies, the Seattle Social Development Project and Raising Healthy Children. The theoretical importance of school connectedness, empirical support for the theoretical propositions of the impact of school…

Math Grades and Intrinsic Motivation in Elementary School: A Longitudinal Investigation of Their Association

ERIC Educational Resources Information Center

Weidinger, Anne F.; Steinmayr, Ricarda; Spinath, Birgit

2017-01-01

Background: It is often argued that the negative development of intrinsic motivation in elementary school strongly depends on the presence of school grades because grades represent extrinsic consequences and achievement feedback that are supposed to influence intrinsically motivated behaviour. However, only a few studies have tested this…

The Role of Schools, Families, and Psychological Variables on Math Achievement of Black High School Students

ERIC Educational Resources Information Center

Strayhorn, Terrell L.

2010-01-01

Using data from the National Education Longitudinal Study (NELS;1988/2000), the author conducted hierarchical linear regression analyses, with a nested design, to estimate the influence of affective variables--parent involvement, teacher perceptions, and school environments--on Black students' math achievement in grade 10. Drawing on…

Friendships in Middle School: Influences on Motivation and School Adjustment

ERIC Educational Resources Information Center

Wentzel, Kathryn R.; Barry, Carolyn McNamara; Caldwell, Kathryn A.

2004-01-01

In this 2-year longitudinal study (n=242), the authors examined relations of having a reciprocated friend and characteristics of a reciprocated friend to students' social and academic adjustment to middle school. With respect to having a friend, 6th-grade students without friends showed lower levels of prosocial behavior, academic achievement, and…

Poor School Bonding and Delinquency over Time: Bidirectional Effects and Sex Differences

ERIC Educational Resources Information Center

Liljeberg, Jenny Freidenfelt; Eklund, Jenny M.; Fritz, Marie Vafors; Klinteberg, Britt af

2011-01-01

The association between poor school bonding and delinquency has only been partly addressed in earlier research. Using a longitudinal design, the objective of our study was to investigate possible bidirectional effects and sex differences between adolescents' experienced school bonding and self-rated delinquency over time. A total of 788…

Ninth Grade Course Enrollment and Dropping Out.

ERIC Educational Resources Information Center

Doss, David A.

An informal study was conducted of the courses selected by ninth grade students who later dropped out of high school. Longitudinal data were available for high school students in the Austin (Texas) Independent School District, from 1978-79 to 1982-83. The courses selected by high-risk students in ninth grade, including extracurricular activities…

Contradictions in Collaboration: New Thinking on School/University Partnerships.

ERIC Educational Resources Information Center

Johnston, Marilyn A.

This book is based on a 6-year longitudinal study of collaboration in a professional development school (PDS) project involving 45 educators. Teachers and principals from the schools and faculty and doctoral students from the university work together to plan, implement, and evaluate a Master's of Education program. Part 1: "Issues and Challenges…

Competitive Food Sales in Schools and Childhood Obesity: A Longitudinal Study

ERIC Educational Resources Information Center

Van Hook, Jennifer; Altman, Claire E.

2012-01-01

The vast majority of American middle schools and high schools sell what are known as "competitive foods," such as soft drinks, candy bars, and chips, to children. The relationship between consumption of sugar-sweetened drinks and snacks and childhood obesity is well established, but it remains unknown whether competitive food sales in…

High School Completion Longitudinal Study

ERIC Educational Resources Information Center

Alberta Education, 2009

2009-01-01

While Alberta enjoys proven high, world-class results in student achievement, raising high school completion rates is one of the top priorities in improving the provincial education system. The 2011-12 targeted high school completion rate is 82% five years after entering Grade 10--a 2.5% increase from the current average rate of 79.5%. The purpose…

Competitive Food Sales in Schools and Childhood Obesity: A Longitudinal Study.

PubMed

Van Hook, Jennifer; Altman, Claire E

2012-01-01

The vast majority of American middle schools and high schools sell what is known as "competitive foods", such as soft drinks, candy bars, and chips, to children. The relationship between consumption of sugar-sweetened drinks and snacks and childhood obesity is well established but it remains unknown whether competitive food sales in schools are related to unhealthy weight gain among children. We examined this association using data from the Early Childhood Longitudinal Study Kindergarten Cohort. Employing fixed effects models and a natural experimental approach, we found that children's weight gain between 5(th) and 8(th) grades was not associated with the introduction or the duration of exposure to competitive food sales in middle school. Also, the relationship between competitive foods and weight gain did not vary significantly by gender, race/ethnicity, or family SES, and remained weak and insignificant across several alternative model specifications. One possible explanation is that children's food preferences and dietary patterns are firmly established before adolescence. Also, middle school environments may dampen the effects of competitive food sales because they so highly structure children's time and eating opportunities.

A Longitudinal Study of the Educational and Career Trajectories of Female Participants of an Urban Informal Science Education Program

ERIC Educational Resources Information Center

Fadigan, Kathleen A.; Hammrich, Penny L.

2004-01-01

The purpose of this longitudinal case study is to describe the educational trajectories of a sample of 152 young women from urban, low-income, single-parent families who participated in the Women in Natural Sciences (WINS) program during high school. Utilizing data drawn from program records, surveys, and interviews, this study also attempts to…

Preschool: First Findings from the Preschool Follow-Up of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B). First Look. NCES 2008-025

ERIC Educational Resources Information Center

Chernoff, Jodi Jacobson; Flanagan, Kristin Denton; McPhee, Cameron; Park, Jennifer

2007-01-01

The Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) is designed to provide detailed information on children's development, health, and early learning experiences in the years leading up to entry into school. The ECLS-B is the first nationally representative study within the United States to directly assess children's early mental and…

Using Faculty Evaluation to Improve Teaching Quality: A Longitudinal Case Study of Higher Education in Southeast Asia

ERIC Educational Resources Information Center

Hallinger, Philip

2010-01-01

This paper presents a case study of implementation of a new system of faculty teaching evaluation at a graduate school of business in Thailand. The research employed a non-experimental, longitudinal case study design in the analysis of student course evaluation data gathered over a period of 21 terms during a seven-year period. The report…

A longitudinal, collaborative, practice-based learning and improvement model to improve post-discharge heart failure outcomes.

PubMed

Anagnostou, Valsamo K; Bailey, Grant; Sze, Edward; Hay, Seonaid; Hyson, Anne; Federman, Daniel G

2014-01-01

Practice-based learning and improvement is one of the Accreditation Council of Graduate Medical Education's core competencies fortrainees. Residencyprograms have grappled with how to accomplish this goal. We describe our institution's unique, longitudinal post-graduate year process and project. West Haven, VA Medical Center. Yale University School of Medicine junior residents on ambulatory electives and faculty preceptor. Longitudinal program aimed to decrease re-admissions for hospitalized patients with congestive heart failure. We feel that our longitudinal project is a novel innovation worthy of further study.

Do Professional Development Schools Reduce Teacher Attrition? Evidence from a Longitudinal Study of 1,000 Graduates

ERIC Educational Resources Information Center

Latham, Nancy I.; Vogt, W. Paul

2007-01-01

This article describes the findings from a study of professional development schools (PDS) and traditional student teaching elementary education graduates between 1996 and 2004. Specifically, the effects of teacher preparation experiences on persistence in elementary education employment were examined. The study involved mining previously…

The Academic Experience of Male High School Students with ADHD

ERIC Educational Resources Information Center

Kent, Kristine M.; Pelham, William E.; Molina, Brooke S. G.; Sibley, Margaret H.; Waschbusch, Daniel A.; Yu, Jihnhee; Gnagy, Elizabeth M.; Biswas, Aparajita; Babinski, Dara E.; Karch, Kathryn M.

2011-01-01

This study compared the high school academic experience of adolescents with and without childhood ADHD using data from the Pittsburgh ADHD Longitudinal Study (PALS). Participants were 326 males with childhood ADHD and 213 demographically similar males without ADHD who were recruited at the start of the follow-up study. Data were collected yearly…

Factors Associated with Participation in Employment for High School Leavers with Autism

ERIC Educational Resources Information Center

Chiang, Hsu-Min; Cheung, Ying Kuen; Li, Huacheng; Tsai, Luke Y.

2013-01-01

This study aimed to identify the factors associated with participation in employment for high school leavers with autism. A secondary data analysis of the National Longitudinal Transition Study 2 (NLTS2) data was performed. Potential factors were assessed using a weighted multivariate logistic regression. This study found that annual household…

Teacher Support and Engagement in Math and Science: Evidence from the High School Longitudinal Study

ERIC Educational Resources Information Center

Kelly, Sean; Zhang, Yuan

2016-01-01

Supportive teacher-student relationships are associated with increased levels of engagement and higher levels of achievement. Yet, studies also show that higher achieving students typically receive the most encouragement. Moreover, many studies of teacher-student relationships pertain to elementary and middle school students; by the time students…

Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B1--Education (School and School Transition). Technical Paper 74B1

ERIC Educational Resources Information Center

National Centre for Vocational Education Research (NCVER), 2012

2012-01-01

This is a support document to the "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide" report. Developed for users of LSAY, the user guide consolidates information about the LSAY 2009 cohort into one document. This support document provides school and school transition information for the guide. [For the main report,…

Federal Efforts to Promote Innovative Schooling: Can They Succeed?

ERIC Educational Resources Information Center

Wortham, Sue C.

It is doubtful that federal programs are effective in initiating and maintaining improvements in education. Longitudinal studies of Head Start children and other studies commissioned by the Department of Education have indicated no proof that schools improved as a result of these federally funded programs. Project Developmental Continuity (PDC),…

Can Neighbor Attributes Predict School Absences?

ERIC Educational Resources Information Center

Gottfried, Michael A.

2014-01-01

Recent evidence suggests that the neighborhood context, particularly for urban youth, can influence a range of outcomes. This study makes contributions to the field by examining how the neighborhood context directly relates to missing school. To do so, this study employs a large-scale, longitudinal data set of multilevel observations for entire…

Effectiveness of "Tutorials for Introductory Physics" in Argentinean High Schools

ERIC Educational Resources Information Center

Benegas J.; Flores, J. Sirur

2014-01-01

This longitudinal study reports the results of a replication of "Tutorials in Introductory Physics" in high schools of a Latin-American country. The main objective of this study was to examine the suitability of "Tutorials" for local science education reform. Conceptual learning of simple resistive electric circuits was…

Drinking, Socioemotional Functioning, and Academic Progress in Secondary School

ERIC Educational Resources Information Center

Crosnoe, Robert; Benner, Aprile D.; Schneider, Barbara

2012-01-01

Secondary schools are sites of academic instruction but also contexts of socioemotional development, and the intertwining of these two functions has consequences for adolescents' future health and education. Drawing on nationally representative data from the National Longitudinal Study of Adolescent Health (n = 8,271), this study explored the…

Who Are the "Journalism Kids"? Academic Predictors of Journalism Participation in Secondary Schools

ERIC Educational Resources Information Center

Bobkowski, Piotr S.; Cavanah, Sarah B.; Miller, Patrick R.

2017-01-01

Prior scholastic journalism research did not adequately address the possibility that journalism students perform better academically because of their backgrounds and inherent abilities. Using Education Longitudinal Study of 2002 data, this study shows that high school journalism attracts better students. Although for-credit and extracurricular…

Parsing the Relations of Race and Socioeconomic Status in Special Education Disproportionality

ERIC Educational Resources Information Center

Kincaid, Aleksis P.; Sullivan, Amanda L.

2017-01-01

This study investigated how student and school-level socioeconomic status (SES) measures predict students' odds of being identified for special education, particularly high-incidence disabilities. Using the Early Childhood Longitudinal Study--Kindergarten cohort, hierarchical models were used to determine the relations of student and school SES to…

Effective Instructional Time Use for School Leaders: Longitudinal Evidence from Observations of Principals

ERIC Educational Resources Information Center

Grissom, Jason A.; Loeb, Susanna; Master, Benjamin

2013-01-01

Scholars have long argued that principals should be "instructional leaders," but few studies have empirically linked specific instructional leadership behaviors to school performance. This study examines the associations between leadership behaviors and student achievement gains using a unique data source: in-person, full-day…

Lasting Benefits of Preschool Programs. ERIC Digest.

ERIC Educational Resources Information Center

Schweinhart, Lawrence J.

This digest reviews various longitudinal studies that examined the long-term effects of programs that served young children living in poverty and at risk of school failure. Concerning program effects on school performance, all studies that collected data on children's intellectual performance found that their program groups had better intellectual…

School-Based Kindergarten Transition Practices and Child Outcomes: Revisiting the Issue

ERIC Educational Resources Information Center

Little, Michael H.

2017-01-01

The purpose of this study was to examine the relationship between school-based kindergarten transition practices and student achievement and executive functioning using recent, nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11. The analysis employed 3-level hierarchical linear models and…

Examining Longitudinal Relationship among Effort Reward Imbalance, Coping Strategies and Academic Burnout in Korean Middle School Students

ERIC Educational Resources Information Center

Kim, Boyoung; Kim, Eunjoo; Lee, Sang Min

2017-01-01

The present study examined the longitudinal relationship between effort-reward imbalance as a stressor and academic burnout as a strain. The study also examined the moderation effect of coping strategies, a problem-focused coping and an emotion-focused coping, in the relationship between effort-reward imbalance as a stressor and middle school…

The Role of Personal Best (PB) and Dichotomous Achievement Goals in Students' Academic Motivation and Engagement: A Longitudinal Investigation

ERIC Educational Resources Information Center

Martin, Andrew J.; Elliot, Andrew J.

2016-01-01

This study assessed the role of prior personal best goals in predicting subsequent academic motivation and engagement. A total of 1160 high school students participated in a longitudinal survey study exploring the extent to which personal best and mastery and performance (dichotomous) achievement goals predict students' academic motivation and…

Competence, Problem Behavior, and the Effects of Having No Friends, Aggressive Friends, or Nonaggressive Friends: A Four-Year Longitudinal Study

ERIC Educational Resources Information Center

Palmen, Hanneke; Vermande, Marjolijn M.; Dekovic, Maja; van Aken, Marcel A. G.

2011-01-01

This study examined the longitudinal relations between competence (academic achievement and social preference) and problem behavior (loneliness and aggression) in 741 elementary school boys and girls in the Netherlands (Grades 1-5). Also, we examined the moderation effects of having no friends, aggressive friends, or nonaggressive friends on the…

Effects of an Incentive Based Budgeting System on Institutional Performance Indicators: An Exploratory Longitudinal Case Study of a Public University

ERIC Educational Resources Information Center

Willett, Michael S.

2013-01-01

The purpose of this exploratory longitudinal case study was to examine how the implementation of an Incentive Based Budgeting (IBB) system (i.e., Responsibility-Centered Management [RCM]) affected selected institutional performance indicators at the campus level and two comparable schools at a large Mid-Western public University. The value of…

A Longitudinal Investigation of Self- and Peer Reports of Bullying Victimization across Middle School

ERIC Educational Resources Information Center

Baly, Michael W.; Cornell, Dewey G.; Lovegrove, Peter

2014-01-01

Cross-sectional studies indicate how many students are victims of bullying at a single time, but do not tell us whether the same students continue to be bullied or whether there is a cumulative impact of bullying over time. This study examined the longitudinal stability and the cumulative impact of victimization in a sample of 382 students…

Individuality and Contextual Influences on Drug Dependence: A 15-Year Prospective Longitudinal Study of Adolescents from Harlem

ERIC Educational Resources Information Center

Brook, Judith S.; Lee, Jung Yeon; Brown, Elaine N.; Finch, Stephen J.; Brook, David W.

2012-01-01

In this 15-year longitudinal study the authors investigated individual and contextual factors that predispose adolescents from a disadvantaged urban area to drug dependence in adulthood. Adolescents were recruited from schools serving East Harlem in New York City. Of the 838 participants followed to adulthood, 59% were women, 55% were African…

The Effects of CLIL on Oral Comprehension and Production: A Longitudinal Case Study

ERIC Educational Resources Information Center

Pérez Cañado, María Luisa; Lancaster, Nina Karen

2017-01-01

This article reports on the outcomes of a longitudinal case study to gauge the impact of content and language integrated learning (CLIL) on two of the least researched language skills: oral comprehension and production. It worked with 24 students in the fourth grade of Compulsory Secondary Education in a public school in Andalusia (southern Spain)…

A Study of Ontogenetic and Generational Change in Adolescent Personality by Means of Multivariate Longitudinal Sequences: Phase II. Final Report.

ERIC Educational Resources Information Center

Nesselroade, John R.; Baltes, Paul B.

Assessment of the relationship between ontogenetic (individual) and generational (historical) change in adolescent personality development was the focus of this study. The total sample included 1000 male and female adolescents (ages 13-18) randomly drawn from 32 public school systems in West Virginia following a design using longitudinal sequences…

A Longitudinal Study Showing How Students Use a Molecule Concept when Explaining Everyday Situations

ERIC Educational Resources Information Center

Lofgren, Lena; Hellden, Gustav

2009-01-01

In this paper we present results from a 10-year (1997-2006) longitudinal study in which we, by interviews once or twice every year, followed how students, throughout the compulsory school, developed their understanding of three situations in which transformations of matter occur. We believe that students have to meet scientific ideas early in…

The Role of Environment in the Development of Reading Skills: A Longitudinal Study of Preschool and School-Age Measures.

ERIC Educational Resources Information Center

Molfese, Victoria J.; Modglin, Arlene; Molfese, Dennis L.

2003-01-01

A longitudinal study of 113 children (ages 3-10), including 35 with poor reading skills, found both socioeconomic status, Home Observation for Measurement of the Environment scores, and reading achievement scores were related to reading abilities, but preschool environment measures were more strongly and consistently related to and predictive of…

Stages of Headship: A Longitudinal Study of the Principalship.

ERIC Educational Resources Information Center

Weindling, Dick

This paper uses socialization theory to re-examine a unique, 10-year longitudinal study of headteachers so as to describe the stages of headship transition. It outlines prior models of leadership succession in both business and schools and produces a stage theory of headship that can be used not only as a research tool, but also as a way to assist…

Scrutinizing Practicum for a More Powerful Teacher Education: A Longitudinal Study with Pre-Service Teachers

ERIC Educational Resources Information Center

Serdar Tülüce, Hande; Çeçen, Sevdeger

2016-01-01

This study aims to explore the role of school-based practicum in promoting pre-service English language teachers' professional development through the use of a longitudinal design in combination with qualitative methods. To achieve this aim, pre-service teachers were asked to successively reflect on video-recordings of their micro-lessons in their…

A Longitudinal Examination of Young Children's Learning Behavior: Child-Level and Classroom-Level Predictors of Change throughout the Preschool Year

ERIC Educational Resources Information Center

Dominguez, Ximena; Vitiello, Virginia E.; Maier, Michelle F.; Greenfield, Daryl B.

2010-01-01

The studies presented in this article longitudinally examined preschool children's learning behavior, which has received increased attention in recent years because of its positive influence on school readiness. The first study used a statewide database (N = 23,434) to examine whether and how learning behavior changed over time. The second study…

Long-Term Benefits of Full-Day Kindergarten: A Longitudinal Population-Based Study

ERIC Educational Resources Information Center

Brownell, M. D.; Nickel, N. C.; Chateau, D.; Martens, P. J.; Taylor, C.; Crockett, L.; Katz, A.; Sarkar, J.; Burland, E.; Goh, C. Y.

2015-01-01

In the first longitudinal, population-based study of full-day kindergarten (FDK) outcomes beyond primary school in Canada, we used linked administrative data to follow 15 kindergarten cohorts (n ranging from 112 to 736) up to grade 9. Provincial assessments conducted in grades 3, 7, and 8 and course marks and credits earned in grade 9 were…

Heredity-Environment Influences on Growth and Development During Adolescence. A Longitudinal Study of Twins. Studies in Education and Psychology 4.

ERIC Educational Resources Information Center

Fischbein, Siv

A summary and discussion of a series of studies considered the dilemma that equal educational treatment of all children in public schools appears likely to increase the spread of differences among them in educational achievement. Longitudinal studies of pairs of identical and of fraternal twins in Sweden from 10 to 18 years of age considered the…

The Nature of Phonological Awareness: Converging Evidence from Four Studies of Preschool and Early Grade School Children

ERIC Educational Resources Information Center

Anthony, Jason L.; Lonigan, Christopher J.

2004-01-01

Significant controversy exists about the nature of phonological awareness, a causal variable in reading acquisition. In 4 studies that included 202 5- to 6-year-old children studied longitudinally for 3 years, 123 2- to 5-year-old children, 38 4-year-old children studied longitudinally for 2 years, and 826 4- to 7-year-old children, the authors…

A Longitudinal Analysis of the Effects of Socioeconomic Factors, Foreign Media, and Attitude toward Appearance on General and Central Adiposity in Chinese Adolescents.

PubMed

Felicitas, Jamie Q; Tanenbaum, Hilary C; Li, Yawen; Chou, Chih-Ping; Palmer, Paula H; Spruijt-Metz, Donna; Reynolds, Kim D; Johnson, C Anderson; Xie, Bin

This paper explores the longitudinal effects of socioeconomic factors (i.e., parent education and family income level), foreign media, and attitude toward appearance on general and central adiposity among Chinese adolescents. A longitudinal analysis was performed using data from the China Seven Cities Study, a health promotion and smoking prevention study conducted in seven cities across Mainland China between 2002 and 2005. Participants included 5,020 middle and high school students and their parents. Explanatory variables included foreign media exposure, attitude toward appearance, parent education, and family income. Three-level, random-effect models were used to predict general adiposity (i.e., body mass index) and central adiposity (i.e., waist circumference). The Generalized Estimating Equation approach was utilized to determine the effect of explanatory variables on overweight status. Among girls, foreign media exposure was significantly negatively associated with general adiposity over time (β=-0.06, p=0.01 for middle school girls; β=-0.06, p=0.03 for high school girls). Attitude toward appearance was associated with lesser odds of being overweight, particularly among high school girls (OR=0.86, p<0.01). Among boys, parental education was significantly positively associated with general adiposity (β=0.62, p<0.01 for middle school boys; β=0.37, p=0.02 for high school boys) and associated with greater odds of being overweight (OR=1.55, p<0.01 for middle school boys; OR=1.26, p=0.04 for high school boys). Across all gender and grade levels, family income was significantly negatively associated with central adiposity over time. Interventions addressing Chinese adolescent overweight/obesity should consider these factors as potential focus areas.

A Longitudinal Study of Early Reading Development in Two Languages: Comparing Literacy Outcomes in Irish Immersion, English Medium and Gaeltacht Schools

ERIC Educational Resources Information Center

Parsons, Christine E.; Lyddy, Fiona

2016-01-01

Schools in Ireland vary in how they introduce reading in the two official languages, Irish and English. There is particular variability within immersion (Irish medium) schools. Some introduce Irish reading first (IRF) and others English reading first (ERF). This study compared the development of Irish and English skills in children attending…

The Role of Social Capital at Home and in School in Academic Achievement: The Case of South Korea

ERIC Educational Resources Information Center

Yang, Hyunwoo

2017-01-01

Using data from the Korean Educational Longitudinal Study of 2005-2007, the current study investigated the role of family and school social capital in students' academic achievement in South Korea. Results showed that while some forms of family and school social capital were associated with increased math achievement, the effect of family social…

Individual, Family, and School Factors Indicative of Caring: Predicting High School Graduation for NLTS2 Students with ED

ERIC Educational Resources Information Center

Morris, Thomas O.

2017-01-01

This study examined data from the National Longitudinal Transition Study 2 (NLTS2) to determine if factors indicative of caring were predictive of high school graduation for students with ED. Selection of NLTS2 variables was guided by resiliency theory, which implies that an individual can successfully adapt to factors that threaten his or her…

High School and Beyond: Twins and Siblings' File Users' Manual, User's Manual for Teacher Comment File, Friends File Users' Manual.

ERIC Educational Resources Information Center

National Center for Education Statistics (ED), Washington, DC.

These three users' manuals are for specific files of the High School and Beyond Study, a national longitudinal study of high school sophomores and seniors in 1980. The three files are computerized databases that are available on magnetic tape. As one component of base year data collection, information identifying twins, triplets, and some non-twin…

Defying Statistics or "Latch-key Children in the Late '80s: Family Composition, Working Mothers, and After School Supervision."

ERIC Educational Resources Information Center

Muller, Chandra; And Others

This study explored the effects of after-school supervision on 8th graders' academic performance. Data from the National Educational Longitudinal Study of 1988 relating to a total sample size of 20,491 students (after exclusions) in 802 public and 233 private schools were analyzed. The analysis indicated that parents do not discriminate between…

Pushing and Pulling Sara: A Case Study of the Contrasting Influences of High School and University Experiences on Engineering Agency, Identity, and Participation

ERIC Educational Resources Information Center

Godwin, Allison; Potvin, Geoff

2017-01-01

This manuscript reports a longitudinal case study of how one woman, Sara, who had previously considered dropping out of high school, authored strong mathematics and science identities and purposefully exhibited agency through her experiences in high school science. These experiences empowered her to choose an engineering major in college; however,…

A Study of the Effectiveness of Two Alternative Middle Schools: How Prepared Are Students for High School Success?

ERIC Educational Resources Information Center

Kilmer, Theresa M.

2013-01-01

This study was conducted to determine the effectiveness of alternative middle school programs utilizing a longitudinal, mixed methods design and was driven by research questions which analyzed trends in attendance, discipline, and Standard of Learning test pass rates in history and science for 8 th, 9th, and 10th grade. It also examined student…

Peer Group Influence and Selection in Adolescents' School Burnout: A Longitudinal Study

ERIC Educational Resources Information Center

Kiuru, Noona; Aunola, Kaisa; Nurmi, Jari-Erik; Leskinen, Esko; Salmela-Aro, Katariina

2008-01-01

The present study investigated the extent to which peer group similarity in school burnout is due to peer group influence and the extent to which it is due to peer group selection. Moreover, the roles of academic achievement and gender in school burnout were examined. A total of 611 ninth graders were examined at the beginning of the final term of…

A Longitudinal Study of Selected Impacts of the School District Finance and Quality Performance Accreditation (SDFQPA) Act on Representative Kansas School Districts, 2002-2011

ERIC Educational Resources Information Center

Jordan, Brian C.

2012-01-01

Information gained from the present study should provide important policy insights into whether adjustments to the School District Finance and Quality Performance Accreditation (SDFQPA) Act funding formula have supported the original goal behind SDFQPA, which was to provide more equal funding to public elementary and secondary pupils in Kansas.…

A Longitudinal Study of Selected Impacts of the School District Finance and Quality Performance Accreditation (SSDFQPA) Act on Representative Kansas School Districts, 2002-2011

ERIC Educational Resources Information Center

Jordan, Brian C.

2012-01-01

Information gained from the present study should provide important policy insights into whether adjustments to the School District Finance and Quality Performance Accreditation (SDFQPA) Act funding formula have supported the original goal behind SDFQPA, which was to provide more equal funding to public elementary and secondary pupils in Kansas.…

School Structural Characteristics, Student Effort, Peer Associations, and Parental Involvement: The Influence of School- and Individual-Level Factors on Academic Achievement

ERIC Educational Resources Information Center

Stewart, Endya B.

2008-01-01

This research examines the extent to which individual-level and school structural variables are predictors of academic achievement among a sample of 10th grade students abstracted from the National Educational Longitudinal Study database. A secondary analysis of the data produced the following findings. The study results show that individual-level…

An Analysis of the Impact of Socio-Economic Disadvantage and School Quality on the Probability of School Dropout

ERIC Educational Resources Information Center

Mahuteau, S.; Mavromaras, K.

2014-01-01

This paper combines the Australian Programme for International Student Assessment (PISA) micro-level data with its longitudinal continuation, the Longitudinal Survey of Australian Youth data, to measure the association between individual PISA scores and early school dropouts. We use multilevel modelling to distinguish between student and school…

School performance after experiencing trauma: a longitudinal study of school functioning in survivors of the Utøya shootings in 2011.

PubMed

Strøm, Ida Frugård; Schultz, Jon-Håkon; Wentzel-Larsen, Tore; Dyb, Grete

2016-01-01

The psychological impact on survivors of terrorism has been well documented. However, studies on adolescent survivors and the academic performance of high school students following a terrorist attack are lacking. This study investigated academic performance, absenteeism, and school support amongst survivors of a terrorist attack in Norway. Data from a longitudinal interview study were linked to officially registered grades of students (N=64) who successfully completed their 3-year senior high school program. Statistical tests of mean differences and linear regression were used to compare the survivors' registered grades with the national grade point average, before and after the event, as well as to assess absenteeism, self-reported grades and to test the association with school support. The students' grades were lower the year after the event than they had been the year before, and they were also lower than the national grade point average (p<0.001). However, their grades improved in the last year of high school, indicating possible recovery. Absence from school increased after the event, compared to the previous year. However, students reported high satisfaction with school support. The results indicate that academic functioning was reduced in the year after the traumatic event, but for students who successfully completed high school, the school situation improved 2 years after the event. The findings underscore the importance of keeping trauma-exposed students in school and providing support over time. A more defined educational approach to maintaining school attendance and educational measures which compensate for learning loss are needed in trauma-sensitive teaching.

Methods, History, Selected Findings, and Recommendations from the Louisiana School Effectiveness Study, 1980-85

ERIC Educational Resources Information Center

Teddlie, Charles; Stringfield, Samuel; Desselle, Stephanie

2017-01-01

An overview of the first five years of the Louisiana School Effectiveness Study (LSES) is described. The longitudinal nature of the study has allowed the research team to develop an evolving methodology, one benefiting from prior external studies as well as prior phases of LSES. Practical implications and recommendations for future research are…

Changing Times: Findings from the First Longitudinal Study of Later High School Start Times

ERIC Educational Resources Information Center

Wahlstrom, Kyla

2002-01-01

In the early 1990s, medical research found that teenagers have biologically different sleep and wake patterns than the preadolescent or adult population. On the basis of that information, in 1997 the seven comprehensive high schools in the Minneapolis Public School District shifted the school start time from 7:15 a.m. to 8:40 a.m. This article…

An Analysis of Bullying among Students within Schools: Estimating the Effects of Individual Normative Beliefs, Self-Esteem, and School Climate

ERIC Educational Resources Information Center

Gendron, Brian P.; Williams, Kirk R.; Guerra, Nancy G.

2011-01-01

The current study examined the relations among self-esteem, approving normative beliefs about bullying, school climate, and bullying perpetration using a large, longitudinal sample of children from elementary, middle, and high school. Self-report surveys were collected at two points in time over the course of 1 year from 7,299 ethnically diverse…

Longitudinal Receptive American Sign Language Skills Across a Diverse Deaf Student Body.

PubMed

Beal-Alvarez, Jennifer S

2016-04-01

This article presents results of a longitudinal study of receptive American Sign Language (ASL) skills for a large portion of the student body at a residential school for the deaf across four consecutive years. Scores were analyzed by age, gender, parental hearing status, years attending the residential school, and presence of a disability (i.e., deaf with a disability). Years 1 through 4 included the ASL Receptive Skills Test (ASL-RST); Years 2 through 4 also included the Receptive Test of ASL (RT-ASL). Student performance for both measures positively correlated with age; deaf students with deaf parents scored higher than their same-age peers with hearing parents in some instances but not others; and those with a documented disability tended to score lower than their peers without disabilities. These results provide longitudinal findings across a diverse segment of the deaf/hard of hearing residential school population. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

A Longitudinal Analysis of Young Adult Pathways to STEMH Occupations

ERIC Educational Resources Information Center

Fletcher, Edward C., Jr.; Tyson, Will

2017-01-01

In this study, we determined the educational pathways and key life course transitions of young adults who enter Science, Technology, Engineering, Mathematics, and Health (STEMH) technician and professional jobs using the 1997 National Longitudinal Survey of Youth (NLSY) dataset, tracking high school students from 1997 to adulthood in 2009. Using…

Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort: Wave 2 (2010)-- Questionnaire. Technical Report 71A

ERIC Educational Resources Information Center

National Centre for Vocational Education Research (NCVER), 2012

2012-01-01

The Longitudinal Surveys of Australian Youth (LSAY) program studies the progress of several groups of young Australians as they move from school into post-secondary education and work. This technical paper contains the questionnaire for the LSAY 2009 cohort Wave 2 (2010) data set.

Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort: Wave 3 (2011)--Questionnaire. Technical Report 72A

ERIC Educational Resources Information Center

National Centre for Vocational Education Research (NCVER), 2012

2012-01-01

The Longitudinal Surveys of Australian Youth (LSAY) program studies the progress of several groups of young Australians as they move from school into post-secondary education and work. This technical paper contains the questionnaire for the LSAY 2009 cohort Wave 3 (2011) data set.

Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort: Wave 2 (2010)--Frequency Tables. Technical Report 71B

ERIC Educational Resources Information Center

National Centre for Vocational Education Research (NCVER), 2012

2012-01-01

The Longitudinal Surveys of Australian Youth (LSAY) program studies the progress of several groups of young Australians as they move from school into post-secondary education and work. This technical paper contains the frequency tables for the LSAY 2009 cohort Wave 2 (2010) data set.

Developing Talents: A Longitudinal Examination of Intellectual Ability and Academic Achievement

ERIC Educational Resources Information Center

McCoach, D. Betsy; Yu, Huihui; Gottfried, Allen W.; Gottfried, Adele Eskeles

2017-01-01

The Fullerton Longitudinal Study offers a unique opportunity to model the stability of intelligence and achievement and their relations from elementary through secondary school. Using latent variable modeling, we fit a cross-lagged panel model to examine the relations between intelligence and achievement in two academic domains: mathematics and…

Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort: User Guide. Technical Report 49

ERIC Educational Resources Information Center

National Centre for Vocational Education Research (NCVER), 2009

2009-01-01

The Longitudinal Surveys of Australian Youth (LSAY) is a research program that tracks young people as they move from school into further study, work and other destinations. It uses large, nationally representative samples of young people to collect information about education and training, work, and social development. It includes surveys…

The Role of Acculturative Stress on Mental Health Symptoms for Immigrant Adolescents: A Longitudinal Investigation

ERIC Educational Resources Information Center

Sirin, Selcuk R.; Ryce, Patrice; Gupta, Taveeshi; Rogers-Sirin, Lauren

2013-01-01

Immigrant-origin adolescents represent the fastest growing segment of youth population in the United States, and in many urban schools they represent the majority of students. In this 3-wave longitudinal study, we explored trajectories of internalizing mental health symptoms (depression, anxiety, and somatic symptoms). The participants included…

Peer Victimization and Social-Emotional Functioning: A Longitudinal Comparison of Students in General and Special Education

ERIC Educational Resources Information Center

O'Brennan, Lindsey M.; Waasdorp, Tracy E.; Pas, Elise T.; Bradshaw, Catherine P.

2015-01-01

The present longitudinal study used a social-ecological framework to explore the extent to which peer victimization and aggression were associated with changes in concentration problems and emotion regulation among elementary students in general versus special education, while accounting for student demographics and school contextual factors. Data…