Sample records for student progress student

  1. Student Progress to Graduation in New York City High Schools. Part II: Student Achievement as "Stock" and "Flow"--Reimagining Early Warning Systems for At-Risk Students

    ERIC Educational Resources Information Center

    Fairchild, Susan; Carrino, Gerard; Gunton, Brad; Soderquist, Chris; Hsiao, Andrew; Donohue, Beverly; Farrell, Timothy

    2012-01-01

    New Visions for Public Schools has leveraged student-level data to help schools identify at-risk students, designed metrics to capture student progress toward graduation, developed data tools and reports that visualize student progress at different levels of aggregation for different audiences, and implemented real-time data systems for educators.…

  2. Comparing self-guided learning and educator-guided learning formats for simulation-based clinical training.

    PubMed

    Brydges, Ryan; Carnahan, Heather; Rose, Don; Dubrowski, Adam

    2010-08-01

    In this paper, we tested the over-arching hypothesis that progressive self-guided learning offers equivalent learning benefit vs. proficiency-based training while limiting the need to set proficiency standards. We have shown that self-guided learning is enhanced when students learn on simulators that progressively increase in fidelity during practice. Proficiency-based training, a current gold-standard training approach, requires achievement of a criterion score before students advance to the next learning level. Baccalaureate nursing students (n = 15/group) practised intravenous catheterization using simulators that differed in fidelity (i.e. students' perceived realism). Data were collected in 2008. Proficiency-based students advanced from low- to mid- to high-fidelity after achieving a proficiency criterion at each level. Progressive students self-guided their progression from low- to mid- to high-fidelity. Yoked control students followed an experimenter-defined progressive practice schedule. Open-ended students moved freely between the simulators. One week after practice, blinded experts evaluated students' skill transfer on a standardized patient simulation. Group differences were examined using analyses of variance. Proficiency-based students scored highest on the high-fidelity post-test (effect size = 1.22). An interaction effect showed that the Progressive and Open-ended groups maintained their performance from post-test to transfer test, whereas the Proficiency-based and Yoked control groups experienced a significant decrease (P < 0.05). Surprisingly, most Open-ended students (73%) chose the progressive practice schedule. Progressive training and proficiency-based training resulted in equivalent transfer test performance, suggesting that progressive students effectively self-guided when to transition between simulators. Students' preference for the progressive practice schedule indicates that educators should consider this sequence for simulation-based training.

  3. Students' Progression in Understanding the Matter Concept

    ERIC Educational Resources Information Center

    Hadenfeldt, Jan Christoph; Neumann, Knut; Bernholt, Sascha; Liu, Xiufeng; Parchmann, Ilka

    2016-01-01

    This study presents our attempt to elicit students' progression in understanding the matter concept. Past work has identified the big ideas about matter students need to understand, the many everyday understandings students hold about these ideas, and levels of understanding through which students progress in developing understanding of the big…

  4. Refining a learning progression of energy

    NASA Astrophysics Data System (ADS)

    Yao, Jian-Xin; Guo, Yu-Ying; Neumann, Knut

    2017-11-01

    This paper presents a revised learning progression for the energy concept and initial findings on diverse progressions among subgroups of sample students. The revised learning progression describes how students progress towards an understanding of the energy concept along two progress variables identified from previous studies - key ideas about energy and levels of conceptual development. To assess students understanding with respect to the revised learning progression, we created a specific instrument, the Energy Concept Progression Assessment (ECPA) based on previous work on assessing students' understanding of energy. After iteratively refining the instrument in two pilot studies, the ECPA was administered to a total of 4550 students (Grades 8-12) from schools in two districts in a major city in Mainland China. Rasch analysis was used to examine the validity of the revised learning progression and explore factors explaining different progressions. Our results confirm the validity of the four conceptual development levels. In addition, we found that although following a similar progression pattern, students' progression rate was significantly influenced by environmental factors such as school type. In the discussion of our findings, we address the non-linear and complex nature of students' progression in understanding energy. We conclude with illuminating our research's implication for curriculum design and energy teaching.

  5. Assessing Student Academic and Social Progress.

    ERIC Educational Resources Information Center

    Baird, Leonard L., Ed.

    Assessment of student progress in community colleges is necessary for several reasons; among them are accountability to the public, improvement of decision-making for both students and educators, and planning and evaluation of curricula. This sourcebook focuses on various types of student progress--vocational, social, academic, transfer--and on…

  6. Student and Tutor Variables Related to Student Progress in a Reading Tutorial Program.

    ERIC Educational Resources Information Center

    Willey, Diane L.

    This study was conducted to identify student and tutor variables related to student progress in a structured summer reading tutorial program. High school and college students and adults tutored individually 121 elementary and junior high school students for six weeks. Criterion variables were number of tutoring books completed, residual gain…

  7. Progress Feedback Effects on Students' Writing Mastery Goal, Self-Efficacy Beliefs, and Performance

    ERIC Educational Resources Information Center

    Duijnhouwer, Hendrien; Prins, Frans J.; Stokking, Karel M.

    2010-01-01

    The effects of progress feedback on university students' writing mastery goal, self-efficacy beliefs, and writing performance were examined in this experiment. Students in the experimental condition (n = 42) received progress feedback on their writing assignment, whereas students in the control condition (n = 44) received feedback without progress…

  8. How Does Student Understanding of a Concept Change Throughout a Unit of Instruction? Support Toward the Theory of Learning Progressions

    NASA Astrophysics Data System (ADS)

    Dyer, Brian Jay

    This study documented the changes in understanding a class of eighth grade high school-level biology students experienced through a biology unit introducing genetics. Learning profiles for 55 students were created using concept maps and interviews as qualitative and quantitative instruments. The study provides additional support to the theory of learning progressions called for by experts in the field. The students' learning profiles were assessed to determine the alignment with a researcher-developed learning profile. The researcher-developed learning profile incorporated the learning progressions published in the Next Generation Science Standards, as well as current research in learning progressions for 5-10th grade students studying genetics. Students were found to obtain understanding of the content in a manner that was nonlinear, even circuitous. This opposes the prevailing interpretation of learning progressions, that knowledge is ascertained in escalating levels of complexity. Learning progressions have implications in teaching sequence, assessment, education research, and policy. Tracking student understanding of other populations of students would augment the body of research and enhance generalizability.

  9. Faculty verbal evaluations reveal strategies used to promote medical student performance

    PubMed Central

    Hauer, Karen E.; Mazotti, Lindsay; O'Brien, Bridget; Hemmer, Paul A.; Tong, Lowell

    2011-01-01

    Background Preceptors rarely follow medical students' developing clinical performance over time and across disciplines. This study analyzes preceptors' descriptions of longitudinal integrated clerkship (LIC) students' clinical development and their identification of strategies to guide students' progress. Methods We used a common evaluation framework, reporter-interpreter-manager-educator, to guide multidisciplinary LIC preceptors' discussions of students' progress. We conducted thematic analysis of transcripts from preceptors' (seven longitudinal ambulatory preceptors per student) quarterly group discussions of 15 students' performance over one year. Results All students' clinical development progressed, although most experienced obstacles. Lack of structure in the history and physical exam commonly obstructed progression. Preceptors used templates for data gathering, and modeling or experiences in the inpatient setting to provide time and solidify structure. To advance students' knowledge acquisition, many preceptors identified focused learning topics with their students; to promote application of knowledge, preceptors used reasoning strategies to teach the steps involved in synthesizing clinical data. Preceptors shared accountability for helping students advance as the LIC allowed them to follow students' response to teaching strategies. Discussion These results depict preceptors' perceptions of LIC students' developmental continuum and illustrate how multidisciplinary preceptors can use a common evaluation framework to identify strategies to improve performance and follow students' performance longitudinally. PMID:21629669

  10. Tracking Student Progression through the Core Curriculum. CCRC Analytics

    ERIC Educational Resources Information Center

    Hodara, Michelle; Rodriguez, Olga

    2013-01-01

    This report demonstrates useful methods for examining student progression through the core curriculum. The authors carry out analyses at two colleges in two different states, illustrating students' overall progression through the core curriculum and the relationship of this "core" progression to their college outcomes. By means of this analysis,…

  11. What Is Scientifically-Based Research on Progress Monitoring?

    ERIC Educational Resources Information Center

    Fuchs, Lynn S.; Fuchs, Douglas

    2001-01-01

    When teachers use systematic progress monitoring to track their students progress in reading, mathematics, or spelling, they are better able to identify students in need of additional or different forms of instruction, they design stronger instructional programs, and their students achieve better. This document first describes progress monitoring…

  12. Developing a Learning Progression of Buoyancy to Model Conceptual Change: A Latent Class and Rule Space Model Analysis

    NASA Astrophysics Data System (ADS)

    Gao, Yizhu; Zhai, Xiaoming; Andersson, Björn; Zeng, Pingfei; Xin, Tao

    2018-06-01

    We applied latent class analysis and the rule space model to verify the cumulative characteristic of conceptual change by developing a learning progression for buoyancy. For this study, we first abstracted seven attributes of buoyancy and then developed a hypothesized learning progression for buoyancy. A 14-item buoyancy instrument was administered to 1089 8th grade students to verify and refine the learning progression. The results suggest four levels of progression during conceptual change when 8th grade students understand buoyancy. Students at level 0 can only master Density. When students progress to level 1, they can grasp Direction, Identification, Submerged volume, and Relative density on the basis of the prior level. Then, students gradually master Archimedes' theory as they reach level 2. The most advanced students can further grasp Relation with motion and arrive at level 3. In addition, this four-level learning progression can be accounted for by the Qualitative-Quantitative-Integrative explanatory model.

  13. Feel the Progress: Second-Year Students' Reflections on Their First-Year Experience

    ERIC Educational Resources Information Center

    Hailikari, Telle; Kordts-Freudinger, Robert; Postareff, Liisa

    2016-01-01

    The aim of the present study was to explore first-year students' academic emotions and how they relate to their study progress. A mixed-method approach was used. The data consisted of deep interviews with 43 students. The number of their study credits was used as an indicator of their study progress. The results revealed that students expressed a…

  14. Testing the Importance of Individual Growth Curves in Predicting Performance on a High-Stakes Reading Comprehension Test in Florida. REL 2014-006

    ERIC Educational Resources Information Center

    Petscher, Yaacov; Kershaw, Sarah; Koon, Sharon; Foorman, Barbara R.

    2014-01-01

    Districts and schools use progress monitoring to assess student progress, to identify students who fail to respond to intervention, and to further adapt instruction to student needs. Researchers and practitioners often use progress monitoring data to estimate student achievement growth (slope) and evaluate changes in performance over time for…

  15. Students' Experiences of the Factors Affecting Their Study Progress: Differences in Study Profiles

    ERIC Educational Resources Information Center

    Hailikari, Telle; Tuononen, Tarja; Parpala, Anna

    2018-01-01

    Many factors influence students' progress in higher education. However, the students' own voices are seldom heard. Using a qualitative approach, the study explored students' own experiences of the factors that have influenced their studying. Research has indicated that students' experiences are often related to their approaches to learning.…

  16. Students' Knowledge Progression: Sustainable Learning in Higher Education

    ERIC Educational Resources Information Center

    Rovio-Johansson, Airi

    2016-01-01

    The purpose of this phenomenographic study is to examine students' knowledge progression in a three-year Bachelor program in Business Administration. Theoretical sampling was used to select nine students from a group of 200 university students admitted to the program. The students were interviewed on three occasions: Year 1, after their Management…

  17. Development of cognitive processing and judgments of knowledge in medical students: Analysis of progress test results.

    PubMed

    Cecilio-Fernandes, Dario; Kerdijk, Wouter; Jaarsma, A D Debbie C; Tio, René A

    2016-11-01

    Beside acquiring knowledge, medical students should also develop the ability to apply and reflect on it, requiring higher-order cognitive processing. Ideally, students should have reached higher-order cognitive processing when they enter the clinical program. Whether this is the case, is unknown. We investigated students' cognitive processing, and awareness of their knowledge during medical school. Data were gathered from 347 first-year preclinical and 196 first-year clinical students concerning the 2008 and 2011 Dutch progress tests. Questions were classified based upon Bloom's taxonomy: "simple questions" requiring lower and "vignette questions" requiring higher-order cognitive processing. Subsequently, we compared students' performance and awareness of their knowledge in 2008 to that in 2011 for each question type. Students' performance on each type of question increased as students progressed. Preclinical and first-year clinical students performed better on simple questions than on vignette questions. Third-year clinical students performed better on vignette questions than on simple questions. The accuracy of students' judgment of knowledge decreased over time. The progress test is a useful tool to assess students' cognitive processing and awareness of their knowledge. At the end of medical school, students achieved higher-order cognitive processing but their awareness of their knowledge had decreased.

  18. A qualitative exploration of student perceptions of the impact of progress tests on learning and emotional wellbeing.

    PubMed

    Yielder, Jill; Wearn, Andy; Chen, Yan; Henning, Marcus A; Weller, Jennifer; Lillis, Steven; Mogol, Vernon; Bagg, Warwick

    2017-08-29

    Progress testing was introduced to the MBChB programme at the University of Auckland in 2013. As there has been a focus in published literature on aspects relating to the format or function of progress tests, the purpose of this study was to explore a qualitative student perspective on the introduction of progress testing and its impact on approaches to learning and perceived stress. This article presents the qualitative aspects of a longitudinal evaluation study. The qualitative data were derived from eight focus groups of Year 2-5 medical students in the University of Auckland medical programme. Two themes, 'Impact on Learning' and 'Emotional Wellbeing' and their subthemes offered insight into student perceptions and behaviour. Students described a variety of learning responses to progress testing that clustered around the employment of a range of learning strategies based on their experience of sitting progress tests and their individualised feedback. A range of emotional responses were also expressed, with some finding progress tests stressful, while others enjoyed not needing to intensively cram before the tests. Progress tests appear to influence the approach of students to their learning. They employ a mix of learning strategies, shaped by their performance, individualised feedback and the learning environment. While students expressed some stress and anxiety with respect to sitting progress tests, this form of testing was viewed by these students as no worse, and sometimes better than traditional assessments.

  19. Personalized Progress Charts: An Effective Motivation for Reluctant Readers.

    ERIC Educational Resources Information Center

    Webre, Elizabeth C.

    Progress charts are an effective means of dramatizing student effort and improvement in reading and are especially important for remedial reading students, who need concrete evidence of progress. Remedial reading students often need extrinsic reward, and since reading is a complex act, progress charts lend themselves to the element of reward and…

  20. Testing the Importance of Individual Growth Curves in Predicting Performance on a High-Stakes Reading Comprehension Test in Florida. Summary. REL 2014-006

    ERIC Educational Resources Information Center

    Petscher, Yaacov; Kershaw, Sarah; Koon, Sharon; Foorman, Barbara R.

    2014-01-01

    Districts and schools use progress monitoring to assess student progress, to identify students who fail to respond to intervention, and to further adapt instruction to student needs. Researchers and practitioners often use progress monitoring data to estimate student achievement growth (slope) and evaluate changes in performance over time for…

  1. Improved Student Reasoning About Carbon-Transforming Processes Through Inquiry-Based Learning Activities Derived from an Empirically Validated Learning Progression

    NASA Astrophysics Data System (ADS)

    JW, Schramm; Jin, H.; Keeling, EG; Johnson, M.; Shin, HJ

    2017-05-01

    This paper reports on our use of a fine-grained learning progression to assess secondary students' reasoning through carbon-transforming processes (photosynthesis, respiration, biosynthesis). Based on previous studies, we developed a learning progression with four progress variables: explaining mass changes, explaining energy transformations, explaining subsystems, and explaining large-scale systems. For this study, we developed a 2-week teaching module integrating these progress variables. Students were assessed before and after instruction, with the learning progression framework driving data analysis. Our work revealed significant overall learning gains for all students, with the mean post-test person proficiency estimates higher by 0.6 logits than the pre-test proficiency estimates. Further, instructional effects were statistically similar across all grades included in the study (7th-12th) with students in the lowest third of initial proficiency evidencing the largest learning gains. Students showed significant gains in explaining the processes of photosynthesis and respiration and in explaining transformations of mass and energy, areas where prior research has shown that student misconceptions are prevalent. Student gains on items about large-scale systems were higher than with other variables (although absolute proficiency was still lower). Gains across each of the biological processes tested were similar, despite the different levels of emphasis each had in the teaching unit. Together, these results indicate that students can benefit from instruction addressing these processes more explicitly. This requires pedagogical design quite different from that usually practiced with students at this level.

  2. Comparing American and Chinese Students' Learning Progression on Carbon Cycling in Socio-Ecological Systems

    ERIC Educational Resources Information Center

    Chen, J.; Anderson, C. W.

    2015-01-01

    Previous studies identified a learning progression on the concept of carbon cycling that was typically followed by American students when they progress from elementary to high school. This study examines the validity of this previously identified learning progression for a different group of learners--Chinese students. The results indicate that…

  3. Academic Progress of Students across Inclusive and Traditional Settings

    ERIC Educational Resources Information Center

    Cole, Cassandra M.; Waldron, Nancy; Majd, Massoumeh

    2004-01-01

    Effects of inclusive school settings for students in six Indiana school corporations were investigated. Results reveal that students without disabilities educated in inclusive settings made significantly greater academic progress in mathematics and reading. For students with disabilities, there were no significant differences in reading and math…

  4. Senior nursing students' self-reported college experiences and gains toward liberal education goals.

    PubMed

    Zaborowska, R

    1995-04-01

    The purpose of this descriptive study is to assess baccalaureate nursing students' self-reported achievements toward liberal education goals in college and university settings and compare them to norms for the general college population by measuring their perceived involvement in campus life and activities. At the end of the spring semester, senior nursing students from 11 nursing programs in the Midwest filled out the College Student Experience Questionnaire, developed by Pace (1984), which measures the effort students put into liberal education goals. Nursing students reported high involvement in academic activities, but little involvement in other types of experiences in the college; they reported significant progress toward academic goals like intellectual skills, but less progress toward liberal education goals like art, literature, and music. Nursing students were very similar to other college students (except for students in selective liberal arts colleges) in reported involvement in activities and made similar progress toward liberal education goals.

  5. Pathways Theory of Progression through Higher Education

    ERIC Educational Resources Information Center

    Robinson, Rosalie A.; Bornholt, Laurel J.

    2007-01-01

    This paper is concerned with the pathways students take through their studies at university. A critique of current research demands a fresh approach to explaining student progression, in particular within Australian higher education. To date, theories of student progression commonly consider the fit of the person to the university environment…

  6. Accelerated Math®. Primary Mathematics. What Works Clearinghouse Intervention Report

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2017

    2017-01-01

    "Accelerated Math®," published by Renaissance Learning, is a software tool that provides practice problems for students in grades K-12 and provides teachers with reports to monitor student progress. "Accelerated Math®" creates individualized student assignments, scores the assignments, and generates reports on student progress.…

  7. Following the Mobile Student: Can We Develop the Capacity for a Comprehensive Database To Assess Student Progression? Research Report.

    ERIC Educational Resources Information Center

    Ewell, Peter T.; Schild, Paula R.; Paulson, Karen

    A major problem in measuring student success in postsecondary education is the difficulty in tracking students' progress as they transfer from one institution to another. National studies have shown that more than half of students attend more than one institution in their pursuit of a bachelor's degree. This study examined existing state-level…

  8. Validation of the Learning Progression-based Assessment of Modern Genetics in a college context

    NASA Astrophysics Data System (ADS)

    Todd, Amber; Romine, William L.

    2016-07-01

    Building upon a methodologically diverse research foundation, we adapted and validated the Learning Progression-based Assessment of Modern Genetics (LPA-MG) for college students' knowledge of the domain. Toward collecting valid learning progression-based measures in a college majors context, we redeveloped and content validated a majority of a previous version of the LPA-MG which was developed for high school students. Using a Rasch model calibrated on 316 students from 2 sections of majors introductory biology, we demonstrate the validity of this version and describe how college students' ideas of modern genetics are likely to change as the students progress from low to high understanding. We then utilize these findings to build theory around the connections college students at different levels of understanding make within and across the many ideas within the domain.

  9. Student Experiences of High-Stakes Testing for Progression in One Undergraduate Nursing Program

    ERIC Educational Resources Information Center

    McClenny, Tammy

    2016-01-01

    High-stakes testing in undergraduate nursing education are those assessments used to make critical decisions for student progression and graduation. The purpose of this study was to explore the different ways students experience multiple high-stakes tests for progression in one undergraduate BSN program. Research participants were prelicensure…

  10. Does Missing Classes Decelerate Student Exam Performance Progress? Empirical Evidence and Policy Implications

    ERIC Educational Resources Information Center

    Lin, Tin-Chun

    2014-01-01

    A total of 389 business students in undergraduate introductory microeconomics classes in spring 2007, 2009, and 2011, and fall 2012 participated in an exam performance progress study. Empirical evidence suggested that missing classes decelerates and hampers high-performing students' exam performance progress. Nevertheless, the evidence does…

  11. Assessing and Monitoring Student Progress in an E-Learning Personnel Preparation Environment.

    ERIC Educational Resources Information Center

    Meyen, Edward L.; Aust, Ronald J.; Bui, Yvonne N.; Isaacson, Robert

    2002-01-01

    Discussion of e-learning in special education personnel preparation focuses on student assessment in e-learning environments. It includes a review of the literature, lessons learned by the authors from assessing student performance in e-learning environments, a literature perspective on electronic portfolios in monitoring student progress, and the…

  12. Development of a competency-based formative progress test with student-generated MCQs: Results from a multi-centre pilot study.

    PubMed

    Wagener, Stefan; Möltner, Andreas; Tımbıl, Sevgi; Gornostayeva, Maryna; Schultz, Jobst-Hendrik; Brüstle, Peter; Mohr, Daniela; Vander Beken, Anna; Better, Julian; Fries, Martin; Gottschalk, Marc; Günther, Janine; Herrmann, Laura; Kreisel, Christian; Moczko, Tobias; Illg, Claudius; Jassowicz, Adam; Müller, Andreas; Niesert, Moritz; Strübing, Felix; Jünger, Jana

    2015-01-01

    Progress tests provide students feedback on their level of proficiency over the course of their medical studies. Peer-assisted learning and competency-based education have become increasingly important in medical education. Although progress tests have been proven to be useful as a longitudinal feedback instrument, there are currently no progress tests that have been created in cooperation with students or that focus on competency in medical education. In this study, we investigated the extent to which students can be included in the development of a progress test and demonstrated that aspects of knowledge related to competency can be represented on a competency-based progress test. A two-dimensional blueprint for 144 multiple-choice questions (MCQs) covering groups of medical subjects and groups of competency areas was generated by three expert groups for developing the competency-based progress test. A total of 31 students from seven medical schools in Germany actively participated in this exercise. After completing an intensive and comprehensive training programme, the students generated and reviewed the test questions for the competency-based progress test using a separate platform of the ItemManagementSystem (IMS). This test was administered as a formative test to 469 students in a pilot study in November 2013 at eight medical schools in Germany. The scores were analysed for the overall test and differentiated according to the subject groups and competency areas. A pool of more than 200 MCQs was compiled by the students for pilot use, of which 118 student-generated MCQs were used in the progress test. University instructors supplemented this pool with 26 MCQs, which primarily addressed the area of scientific skills. The post-review showed that student-generated MCQs were of high quality with regard to test statistic criteria and content. Overall, the progress test displayed a very high reliability. When the academic years were compared, the progress test mapped out over the course of study not only by the overall test but also in terms of the subject groups and competency areas. Further development in cooperation with students will be continued. Focus will be on compiling additional questions and test formats that can represent competency at a higher skill level, such as key feature questions, situational judgement test questions and OSCE. In addition, the feedback formats will be successively expanded. The intention is also to offer the formative competency-based progress test online.

  13. Teaching Methods Associated with Student Progress in General Education Courses. IDEA Research Report #9

    ERIC Educational Resources Information Center

    Benton, Stephen L.; Li, Dan

    2015-01-01

    This study examined which teaching methods are most highly correlated with student progress on relevant course objectives in first- and second-year (lower-level) general education courses. We specifically sought to identify teaching methods that distinguish progress made by students taking a general education course from that made by students…

  14. [Individual Progress Program for the Extremely Gifted Student in the Greater Seattle Area.

    ERIC Educational Resources Information Center

    Norsen, Barbara G.; Wick, Christine

    The Individual Progress Program (IPP) is an approach designed to serve extremely advanced gifted students (grades 1 through 9) in the Seattle area. IPP is intended to meet students' unmet educational needs by allowing them to progress at their own accelerated pace through a broadly based curriculum while also pursuing interest areas. The program…

  15. A Study of Factors Related to Dissertation Progress among Doctoral Candidates: Focus on Students' Research Self-Efficacy as a Result of Their Research Training and Experiences.

    ERIC Educational Resources Information Center

    Faghihi, Forooz; Rakow, Ernest A.; Ethington, Corinna

    This study examined relationships among doctoral candidates' background characteristics, research preparation, research environment, research involvement, student-advisor relationship, research self-efficacy, and dissertation progress. The study focused on differences in research self-efficacy and dissertation progress among students from the…

  16. Combining the Use of Progressive Writing Techniques and Popular Movies in Introductory Psychology.

    ERIC Educational Resources Information Center

    Hemenover, Scott H.; Caster, Jeffrey B.; Mizumoto, Ayumi

    1999-01-01

    Examines whether the use of progressive writing for a psychology paper assignment affects students' writing and motivation when used to discuss course material illustrated in popular movies. Reveals that the students felt their writing improved and 44% of the students earned 90% of the overall points; student motivation was lower than expected.…

  17. Learning Progression of Ecological System Reasoning for Lower Elementary (G1-4) Students

    ERIC Educational Resources Information Center

    Hokayem, Hayat Al

    2012-01-01

    In this study, I utilized a learning progression framework to investigate lower elementary students (G1-4) systemic reasoning in ecology and I related students reasoning to their sources of knowledge. I used semi-structured interviews with 44 students from first through fourth grade, four teachers, and eight parents. The results revealed that a…

  18. The Achievement Progress of English Learner Students in Nevada. REL 2016-154

    ERIC Educational Resources Information Center

    Haas, Eric; Huang, Min; Tran, Loan; Yu, Airong

    2016-01-01

    The purpose of this study was to examine the cumulative progress of English learner students in Nevada in English language proficiency (ELP) and in academic content knowledge in both reading and mathematics. This study identified students in grades kindergarten, 3, and 6 who were designated as English learner students in 2006/07 and examined their…

  19. Technical Adequacy of Early Numeracy Curriculum-Based Progress Monitoring Measures for Kindergarten and First-Grade Students

    ERIC Educational Resources Information Center

    Hampton, David D.; Lembke, Erica S.; Lee, Young-Sun; Pappas, Sandra; Chiong, Cynthia; Ginsburg, Herbert P.

    2012-01-01

    The purpose of this study was to examine six early numeracy measures used to monitor the mathematics progress of kindergarten and first-grade students. Seventy-one kindergarten students and 75 first-grade students were administered the measures each week. Delayed-alternate form reliability was adequate for instructional decision making on some…

  20. Academic Persistence of Online Students in Higher Education Impacted by Student Progress Factors and Social Media

    ERIC Educational Resources Information Center

    Lint, Anna H.

    2013-01-01

    This quantitative study evaluated and investigated the theoretical underpinnings of the Kember's (1995) student progress model that examines the direct or indirect effects of student persistence in online education by identifying the relationships between variables. The primary method of data collection in this study was a survey by exploring the…

  1. 25 CFR 30.115 - Which students' performance data must be included for purposes of AYP?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 25 Indians 1 2011-04-01 2011-04-01 false Which students' performance data must be included for... EDUCATION ADEQUATE YEARLY PROGRESS Assessing Adequate Yearly Progress § 30.115 Which students' performance data must be included for purposes of AYP? The performance data of all students assessed pursuant to...

  2. 25 CFR 30.115 - Which students' performance data must be included for purposes of AYP?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false Which students' performance data must be included for... EDUCATION ADEQUATE YEARLY PROGRESS Assessing Adequate Yearly Progress § 30.115 Which students' performance data must be included for purposes of AYP? The performance data of all students assessed pursuant to...

  3. Students' Progress throughout Examination Process as a Markov Chain

    ERIC Educational Resources Information Center

    Hlavatý, Robert; Dömeová, Ludmila

    2014-01-01

    The paper is focused on students of Mathematical methods in economics at the Czech university of life sciences (CULS) in Prague. The idea is to create a model of students' progress throughout the whole course using the Markov chain approach. Each student has to go through various stages of the course requirements where his success depends on the…

  4. The 360-degree evaluation model: A method for assessing competency in graduate nursing students. A pilot research study.

    PubMed

    Cormack, Carrie L; Jensen, Elizabeth; Durham, Catherine O; Smith, Gigi; Dumas, Bonnie

    2018-05-01

    The 360 Degree Evaluation Model is one means to provide a comprehensive view of clinical competency and readiness for progression in an online nursing program. This pilot project aimed to evaluate the effectiveness of implementing a 360 Degree Evaluation of clinical competency of graduate advanced practice nursing students. The 360 Degree Evaluation, adapted from corporate industry, encompasses assessment of student knowledge, skills, behaviors and attitudes and validates student's progression from novice to competent. Cohort of advanced practice nursing students in four progressive clinical semesters. Graduate advanced practice nursing students (N = 54). Descriptive statistics and Jonckheere's Trend Test were used to evaluate OSCE's scores from graded rubric, standardized patient survey scores, student reflection and preceptor evaluation. We identified all students passed the four OSCEs during a first attempt or second attempt. Scaffolding OSCE's over time allowed faculty to identify cohort weakness and create subsequent learning opportunities. Standardized patients' evaluation of the students' performance in the domains of knowledge, skills and attitudes, showed high scores of 96% in all OSCEs. Students' self-reflection comments were a mix of strengths and weaknesses in their self-evaluation, demonstrating themes as students progressed. Preceptor evaluation scores revealed the largest increase in knowledge and learning skills (NONPF domain 1), from an aggregate average of 90% in the first clinical course, to an average of 95%. The 360 Degree Evaluation Model provided a comprehensive evaluation of the student and critical information for the faculty ensuring individual student and cohort data and ability to analyze cohort themes. Copyright © 2018 Elsevier Ltd. All rights reserved.

  5. Refining a Learning Progression of Energy

    ERIC Educational Resources Information Center

    Yao, Jian-Xin; Guo, Yu-Ying; Neumann, Knut

    2017-01-01

    This paper presents a revised learning progression for the energy concept and initial findings on diverse progressions among subgroups of sample students. The revised learning progression describes how students progress towards an understanding of the energy concept along two progress variables identified from previous studies--key ideas about…

  6. Academic status and progress of deaf and hard-of-hearing students in general education classrooms.

    PubMed

    Antia, Shirin D; Jones, Patricia B; Reed, Susanne; Kreimeyer, Kathryn H

    2009-01-01

    The study participants were 197 deaf or hard-of-hearing students with mild to profound hearing loss who attended general education classes for 2 or more hours per day. We obtained scores on standardized achievement tests of math, reading, and language/writing, and standardized teacher's ratings of academic competence annually, for 5 years, together with other demographic and communication data. Results on standardized achievement tests indicated that, over the 5-year period, 63%-79% of students scored in the average or above-average range in math, 48%-68% in reading, and 55%-76% in language/writing. The standardized test scores for the group were, on average, half an SD below hearing norms. Average student progress in each subject area was consistent with or better than that made by the norm group of hearing students, and 79%-81% of students made one or more year's progress annually. Teachers rated 69%-81% of students as average or above average in academic competence over the 5 years. The teacher's ratings also indicated that 89% of students made average or above-average progress. Students' expressive and receptive communication, classroom participation, communication mode, and parental participation in school were significantly, but moderately, related to academic outcomes.

  7. Student Success in University Education: A Multi-Measurement Study of the Impact of Student and Faculty Factors on Study Progress

    ERIC Educational Resources Information Center

    Van Den Berg, M. N.; Hofman, W. H. A.

    2005-01-01

    This study focuses on the factors that determine study progress and numerical success rate in higher education. Study progress is influenced at three levels, namely the student level, course/institute level and government level. It is expected that various groups of economic, social, psychological and organisational factors will together influence…

  8. The Achievement Progress of English Learner Students in Utah. REL 2016-155

    ERIC Educational Resources Information Center

    Haas, Eric; Huang, Min; Tran, Loan; Yu, Airong

    2016-01-01

    The purpose of this study was to examine the cumulative progress of English learner students in Utah in English language proficiency (ELP) and in academic content knowledge in both English language arts (ELA) and mathematics. This study identified students in grades kindergarten, 3, and 6 who were designated as English learner students in 2006/07…

  9. California Update: Student Progress in State and Federally Funded Adult Education Programs during the 1997-98 Instructional Year.

    ERIC Educational Resources Information Center

    Comprehensive Adult Student Assessment System, San Diego, CA.

    This document outlines student progress within each of California's Adult Education programs for the 1997-1998 academic year. During this time period, California's Adult Education programs served 1,435,341 learners. Among those enrolled, 161,364 students were served by Adult Basic Education (ABE) programs, and an additional 1,220,594 students were…

  10. Examining the progression and consistency of thermal concepts: a cross-age study

    NASA Astrophysics Data System (ADS)

    Adadan, Emine; Yavuzkaya, Merve Nur

    2018-03-01

    This cross-sectional study examined how the progression and consistency of students' understanding of thermal concepts in everyday contexts changes across the grade levels. A total of 656 Turkish students from Grade 8 (age 13-14), Grade 10 (age 15-16), and the first year of college (age 19-20) participated in the study. The data were analysed using statistical procedures (descriptive and inferential). Findings indicated a substantial progression in the students' scientific understanding of thermal concepts across grade levels. In addition, the students' alternative conceptions about thermal concepts generally decreased in frequency across grade levels, but certain alternative conceptions were observed in every grade level to a similar extent. Even though the number of students who consistently used scientific ideas increased across grade levels, the number of students who consistently used non-scientific ideas decreased across grade levels. However, the number of students who used scientific and non-scientific ideas inconsistently generally increased as they progressed in the science curriculum. These findings can be associated with either fragmentation or alternative conceptions that result from the gradual enrichment processes students experience when they try to integrate scientific concepts into their conceptual frameworks.

  11. Effects of Inclusion Classrooms on Academic Achievement of Students with Learning Disabilities and Students in General Education

    ERIC Educational Resources Information Center

    Ware, Sharon

    2016-01-01

    The purpose of this study was threefold: (a) to examine the academic progress of students in reading, who have a learning disability in reading, as they transfer from pull-out support services to inclusion services; and (b) to examine the academic progress of general education students in reading, as they transfer from a general education setting…

  12. Creating a Progress-Monitoring System in Reading for Middle-School Students: Tracking Progress toward Meeting High-Stakes Standards

    ERIC Educational Resources Information Center

    Espin, Christine; Wallace, Teri; Lembke, Erica; Campbell, Heather; Long, Jeffrey D.

    2010-01-01

    In this study, we examined the reliability and validity of curriculum-based measures (CBM) in reading for indexing the performance of secondary-school students. Participants were 236 eighth-grade students (134 females and 102 males) in the classrooms of 17 English teachers. Students completed 1-, 2-, and 3-minute reading aloud and 2-, 3-, and…

  13. Spelling Strategies: Take Stock of Students' Spelling Progress.

    ERIC Educational Resources Information Center

    Gentry, J. Richard

    1998-01-01

    Presents four informal assessments that elementary teachers can use to compare students' spelling progress to typical midyear benchmarks. The assessments, which target K-6 students, emphasize alphabet recognition, phonemic awareness, attitude and consciousness about spelling, and spelling growth through writing samples. The paper includes a…

  14. Using Automated Scores of Student Essays to Support Teacher Guidance in Classroom Inquiry

    NASA Astrophysics Data System (ADS)

    Gerard, Libby F.; Linn, Marcia C.

    2016-02-01

    Computer scoring of student written essays about an inquiry topic can be used to diagnose student progress both to alert teachers to struggling students and to generate automated guidance. We identify promising ways for teachers to add value to automated guidance to improve student learning. Three teachers from two schools and their 386 students participated. We draw on evidence from student progress, observations of how teachers interact with students, and reactions of teachers. The findings suggest that alerts for teachers prompted rich teacher-student conversations about energy in photosynthesis. In one school, the combination of the automated guidance plus teacher guidance was more effective for student science learning than two rounds of personalized, automated guidance. In the other school, both approaches resulted in equal learning gains. These findings suggest optimal combinations of automated guidance and teacher guidance to support students to revise explanations during inquiry and build integrated understanding of science.

  15. Student-Led Conferences: Students Taking Responsibility

    ERIC Educational Resources Information Center

    Nauss, Sherri A.

    2010-01-01

    One of the many challenges that face middle grade students, parents, and teachers is the student's lack of ownership of their academic achievements. Student-led conferences are a unique way to engage the student and the parent in the academic progress. Parents and teachers discuss the student's attitude toward the work, the student's work ethic in…

  16. 34 CFR 668.34 - Satisfactory progress.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false Satisfactory progress. 668.34 Section 668.34 Education..., DEPARTMENT OF EDUCATION STUDENT ASSISTANCE GENERAL PROVISIONS Student Eligibility § 668.34 Satisfactory... requirements contained in § 668.32(f), the student must be making satisfactory under the provisions of...

  17. Mapping of Students’ Learning Progression Based on Mental Model in Magnetic Induction Concepts

    NASA Astrophysics Data System (ADS)

    Hamid, R.; Pabunga, D. B.

    2017-09-01

    The progress of student learning in a learning process has not been fully optimally observed by the teacher. The concept being taught is judged only at the end of learning as a product of thinking, and does not assess the mental processes that occur in students’ thinking. Facilitating students’ thinking through new phenomena can reveal students’ variation in thinking as a mental model of a concept, so that students who are assimilative and or accommodative can be identified in achieving their equilibrium of thought as well as an indicator of progressiveness in the students’ thinking stages. This research data is obtained from the written documents and interviews of students who were learned about the concept of magnetic induction through Constructivist Teaching Sequences (CTS) models. The results of this study indicate that facilitating the students’ thinking processes on the concept of magnetic induction contributes to increasing the number of students thinking within the "progressive change" category, and it can be said that the progress of student learning is more progressive after their mental models were facilitated through a new phenomena by teacher.

  18. Might Progress Assessments Hinder Equitable Progress? Evidence from England

    ERIC Educational Resources Information Center

    Alcott, Benjamin

    2017-01-01

    Prior research has highlighted the importance of educational achievement throughout school in predicting subsequent progression to higher education in England. However, progress assessments may not only demonstrate students' prior academic achievement but also influence their future achievement. I compare students who have received different…

  19. Alternative Approach to Teaching Veterinary Anatomy: A Progress Report

    ERIC Educational Resources Information Center

    Hullinger, Ronald; Render, Gary F.

    1975-01-01

    Students in microscopic anatomy at Purdue University School of Veterinary Medicine selected a self-directed or teacher-directed approach to the course. Adoption of the experimental approach described here increased faculty time for evaluating student progress but was supportive of student development particularly in cognitive skills and affective…

  20. Teaching Multi-Level Classes: A Lesson from the Past.

    ERIC Educational Resources Information Center

    Book, Leon C.

    The laboratory school for Southeast Missouri State University offers individualized French and Spanish second language instruction to secondary students by scheduling them together in one multilevel class. Students progress individually and in small groups through planned, self-paced, continuous progress programs. Each student is given a checklist…

  1. The First Year: A Cultural Shift towards Improving Student Progress

    ERIC Educational Resources Information Center

    Jobe, Rebecca L.; Spencer, Martha; Hinkle, Jessica P.; Kaplan, Jonathan A.

    2016-01-01

    Student attrition has been a primary focus among higher education institutions for nearly 50 years, yet overall retention and graduation rates continue to be of significant concern. Despite increased attention, ongoing struggles of colleges and universities to effectively address potential barriers to student progress are well-documented. Part of…

  2. Educational Expectations and Progress of Community College Students: Does Socialization Matter?

    ERIC Educational Resources Information Center

    Wang, Xueli

    2016-01-01

    Background: While literature is abundant on factors associated with community college student outcomes, limited attention has been paid to what shapes educational expectations after students enroll, and how these expectations are linked to educational progress. To address this gap, Weidman's (1989) undergraduate socialization theory is…

  3. Clutch-Starting Stalled Research Students

    ERIC Educational Resources Information Center

    Ahern, Kathy; Manathunga, Catherine

    2004-01-01

    Many research students go through periods where their research seems to stall, their motivation drops, and they seem unable to make any progress. As supervisors, we attempt to remain alert to signs that our student's progress has stalled. Drawing on cognitive strategies, this article explores a problem-solving model supervisors can use to identify…

  4. Applying Item Response Theory methods to design a learning progression-based science assessment

    NASA Astrophysics Data System (ADS)

    Chen, Jing

    Learning progressions are used to describe how students' understanding of a topic progresses over time and to classify the progress of students into steps or levels. This study applies Item Response Theory (IRT) based methods to investigate how to design learning progression-based science assessments. The research questions of this study are: (1) how to use items in different formats to classify students into levels on the learning progression, (2) how to design a test to give good information about students' progress through the learning progression of a particular construct and (3) what characteristics of test items support their use for assessing students' levels. Data used for this study were collected from 1500 elementary and secondary school students during 2009--2010. The written assessment was developed in several formats such as the Constructed Response (CR) items, Ordered Multiple Choice (OMC) and Multiple True or False (MTF) items. The followings are the main findings from this study. The OMC, MTF and CR items might measure different components of the construct. A single construct explained most of the variance in students' performances. However, additional dimensions in terms of item format can explain certain amount of the variance in student performance. So additional dimensions need to be considered when we want to capture the differences in students' performances on different types of items targeting the understanding of the same underlying progression. Items in each item format need to be improved in certain ways to classify students more accurately into the learning progression levels. This study establishes some general steps that can be followed to design other learning progression-based tests as well. For example, first, the boundaries between levels on the IRT scale can be defined by using the means of the item thresholds across a set of good items. Second, items in multiple formats can be selected to achieve the information criterion at all the defined boundaries. This ensures the accuracy of the classification. Third, when item threshold parameters vary a bit, the scoring rubrics and the items need to be reviewed to make the threshold parameters similar across items. This is because one important design criterion of the learning progression-based items is that ideally, a student should be at the same level across items, which means that the item threshold parameters (d1, d 2 and d3) should be similar across items. To design a learning progression-based science assessment, we need to understand whether the assessment measures a single construct or several constructs and how items are associated with the constructs being measured. Results from dimension analyses indicate that items of different carbon transforming processes measure different aspects of the carbon cycle construct. However, items of different practices assess the same construct. In general, there are high correlations among different processes or practices. It is not clear whether the strong correlations are due to the inherent links among these process/practice dimensions or due to the fact that the student sample does not show much variation in these process/practice dimensions. Future data are needed to examine the dimensionalities in terms of process/practice in detail. Finally, based on item characteristics analysis, recommendations are made to write more discriminative CR items and better OMC, MTF options. Item writers can follow these recommendations to write better learning progression-based items.

  5. A Learning Progression for Elementary Students' Functional Thinking

    ERIC Educational Resources Information Center

    Stephens, Ana C.; Fonger, Nicole; Strachota, Susanne; Isler, Isil; Blanton, Maria; Knuth, Eric; Murphy Gardiner, Angela

    2017-01-01

    In this article we advance characterizations of and supports for elementary students' progress in generalizing and representing functional relationships as part of a comprehensive approach to early algebra. Our learning progressions approach to early algebra research involves the coordination of a curricular framework and progression, an…

  6. High school chemistry students' learning of the elements, structure, and periodicity of the periodic table: Contributions of inquiry-based activities and exemplary graphics

    NASA Astrophysics Data System (ADS)

    Roddy, Knight Phares, Jr.

    The main research question of this study was: How do selected high school chemistry students' understandings of the elements, structure, and periodicity of the Periodic Table change as they participate in a unit study consisting of inquiry-based activities emphasizing construction of innovative science graphics? The research question was answered using a multiple case study/mixed model design which employed elements of both qualitative and quantitative methodologies during data collection and analyses. The unit study was conducted over a six-week period with 11th -grade students enrolled in a chemistry class. A purposive sample of six students from the class was selected to participate in interviews and concept map coconstruction (Wandersee & Abrams, 1993) periodically across the study. The progress of the selected students of the case study was compared to the progress of the class as a whole. The students of the case study were also compared to a group of high school chemistry students at a comparative school. The results show that the students from both schools left traditional instruction on the periodic table (lecture and textbook activities) with a very limited understanding of the topic. It also revealed that the inquiry-based, visual approach of the unit study helped students make significant conceptual progress in their understanding of the periodic table. The pictorial periodic table (which features photographs of the elements), used in conjunction with the graphic technique of data mapping, enhanced students understanding of the patterns of the physical properties of the elements on the periodic table. The graphic technique of compound mapping helped students learn reactivity patterns between types and groups of elements on the periodic table. The recreation of the periodic table with element cards created from the pictorial periodic table helped students progress in their understanding of periodicity and its key concepts. The Periodic Table Literacy Rubric (PTLR) proved to be a valuable tool for assessing students' conceptual progress, and helped to identify a critical juncture in the learning of periodicity. In addition, the PTLR rubric's historical-conceptual design demonstrates how the history of science can be used to inform today's science teaching.

  7. Cooling Out Undergraduates with Health Impairments: The Freshman Experience

    PubMed Central

    Carroll, Jamie M.; Muller, Chandra; Pattison, Evangeleen

    2016-01-01

    Students with health impairments represent a growing sector of the college population, but health based disparities in bachelor’s degree completion persist. The classes students pass and the grades they receive during the first year of college provide signals of degree progress and academic fit that shape educational expectations, potentially subjecting students to a cooling out process (Clark 1960). Using the Beginning Postsecondary Students Longitudinal Study (BPS 04/09), we compare signals of degree progress and academic fit and changes in educational expectations between students with and without health impairments during the first year of college. We find that net of academic preparation, type of institution, enrollment intensity and first year experiences, students with mental impairments are more likely to lower their educational expectations after the first year of college, due partially to negative signals of academic fit. We find limited evidence that gaps in learning are related to the use of academic accommodations for students with health impairments. Our results suggest that students with mental impairments are disadvantaged in reaching first year benchmarks of degree progress and academic fit and are disproportionately cooled out. PMID:27818527

  8. Reading Achievement of U.S. Fourth-Grade Students in an International Context: First Look at the Progress in International Reading Literacy Study (PIRLS) 2016 and ePIRLS 2016. NCES 2018-017

    ERIC Educational Resources Information Center

    Warner-Griffin, Catharine; Liu, Huili; Tadler, Chrystine; Herget, Debbie; Dalton, Ben

    2017-01-01

    The Progress in International Reading Literacy Study (PIRLS) is an international assessment of student performance in reading literacy at the fourth grade. PIRLS measures students in the fourth year of formal schooling because this is typically when students' learning transitions from a focus on "learning to read" to a focus on…

  9. Is High School Graduation an Illusion? A Study to Determine the Academic and Graduation Progression between Students with Disabilities and Their Non-Disabled Peers in Georgia Public High Schools

    ERIC Educational Resources Information Center

    Thinguri, Ruth W.

    2010-01-01

    The study examined the academic and graduation progression of students with disabilities compared to their non-disabled students in Georgia public high schools. Specifically, the Georgia High School Graduation Tests (GHSGT) in math and English and graduation rates were analyzed for their progression since the enactment of the No Child Left Behind…

  10. Two-Way Bilingual Education: A Progress Report on the Amigos Program. Research Report: 7.

    ERIC Educational Resources Information Center

    Cazabon, Mary; And Others

    The progress report on the Amigos two-way bilingual education program in the Cambridge (Massachusetts) public schools describes: research on the achievement in mathematics, Spanish, and English of Amigos students and students in control/comparison groups; data gathered on students' and parents' attitudes toward bilingualism and biculturalism;…

  11. Measuring Student Progress in the Classroom: A Guide to Testing and Evaluating Progress of Students with Disabilities.

    ERIC Educational Resources Information Center

    Hartman, Rhona C.; Redden, Martha Ross

    This fact sheet provides guidelines on adapting testing situations for disabled postsecondary students. Discussed in the first section are considerations in determining when testing adaptations are needed including disability verification procedures, policy consistency, and maintenance of academic and technical standards. Facts about disabilities…

  12. Ku I Ke Ao: Hawaiian Cultural Identity and Student Progress at Kamehameha Elementary School

    ERIC Educational Resources Information Center

    Stender, Robert Holoua

    2010-01-01

    The relationship between Hawaiian cultural identity and student progress at Kamehameha Elementary School (KES) is the focal point of this study. As the student demographics continue to evolve at Kamehameha Schools, most recently with increasing numbers of children coming from orphan and indigent backgrounds, teachers want greater understanding of…

  13. Characteristics of Students on Academic or Progress Probation, Spring 1992 through Spring 1995.

    ERIC Educational Resources Information Center

    Southwestern Coll., Chula Vista, CA.

    Between spring 1992 and spring 1995, California's Southwestern College (SWC) conducted a study on the characteristics of students on academic or progress probation. The study was done as part of the Matriculation Research and Evaluation Plan to assess academic outcomes for SWC students. The report explores the demographic and educational…

  14. The Impact of Task Difficulty and Performance Scores on Student Engagement and Progression

    ERIC Educational Resources Information Center

    Lynch, Raymond; Patten, James Vincent; Hennessy, Jennifer

    2013-01-01

    Background: This article considers the impact of differential task difficulty on student engagement and progression within an Irish primary school context. Gaining and maintaining student engagement during learning tasks such as homework is a significant and understandable on-going challenge for teachers. The findings of this study hold the…

  15. Finding the Right Mix: Teaching Methods as Predictors for Student Progress on Learning Objectives

    ERIC Educational Resources Information Center

    Glover, Jacob I.

    2012-01-01

    This study extends existing student ratings research by exploring how teaching methods, individually and collectively, influence a minimum standard of student achievement on learning objectives and how class size impacts this influence. Twenty teaching methods were used to predict substantial or exceptional progress on each of 12 learning…

  16. Monitoring Progress of Students Who Are Deaf or Hard of Hearing

    ERIC Educational Resources Information Center

    Rose, Susan

    2007-01-01

    Federal and state legislation has placed a renewed emphasis on accountability and academic outcomes among students who are deaf or hard of hearing. While much attention is given to norm-referenced standardized testing accommodations, there is a need for functional formative assessments for the purpose of monitoring students' academic progress.…

  17. Advising and Progress in the Community College STEM Transfer Pathway

    ERIC Educational Resources Information Center

    Packard, Becky Wai-Ling; Jeffers, Kimberly C.

    2013-01-01

    Community college students enrolled in science and technology fields face many challenges as they pursue transfer pathways to earn a 4-year degree. Despite clear links to student persistence, advising interactions that facilitate or inhibit transfer progress are not clearly understood. In this study, 82 community college students pursuing science…

  18. Training and Generalization Effects of a Reading Comprehension Learning Strategy on Computer and Paper-Pencil Assessments

    ERIC Educational Resources Information Center

    Worrell, Jamie; Duffy, Mary Lou; Brady, Michael P.; Dukes, Charles; Gonzalez-DeHass, Alyssa

    2016-01-01

    Many schools use computer-based testing to measure students' progress for end-of-the-year and statewide assessments. There is little research to support whether computer-based testing accurately reflects student progress, particularly among students with learning, performance, and generalization difficulties. This article summarizes an…

  19. The Role of Social Capital in Students' Perceptions of Progress in Higher Education

    ERIC Educational Resources Information Center

    Daza, Lidia

    2016-01-01

    This paper aims to analyse the effects of students' social relationships at university on students' success. Specifically, whether a student with heterogeneous relationships obtains better academic results than a student whose relationships are mostly with classmates. Further, the research examines whether students' social relationships make up…

  20. Feasibility and Outcomes of Implementing a Portfolio Assessment System Alongside a Traditional Grading System.

    PubMed

    O'Brien, Celia Laird; Sanguino, Sandra M; Thomas, John X; Green, Marianne M

    2016-11-01

    Portfolios are a powerful tool to collect and evaluate evidence of medical students' competence across time. However, comprehensive portfolio assessment systems that are implemented alongside traditional graded curricula at medical schools in the United States have not been described in the literature. This study describes the development and implementation of a longitudinal competency-based electronic portfolio system alongside a graded curriculum at a relatively large U.S. medical school. In 2009, the authors developed a portfolio system that served as a repository for all student assessments organized by competency domain. Five competencies were selected for a preclerkship summative portfolio review. Students submitted reflections on their performance. In 2014, four clinical faculty members participated in standard-setting activities and used expert judgment and holistic review to rate students' competency achievement as "progressing toward competence," "progressing toward competence with some concern," or "progressing toward competence pending remediation." Follow-up surveys measured students' and faculty members' perceptions of the process. Faculty evaluated 156 portfolios and showed high levels of agreement in their ratings. The majority of students achieved the "progressing toward competence" benchmark in all competency areas. However, 31 students received at least one concerning rating, which was not reflected in their course grades. Students' perceptions of the system's ability to foster self-assessment were mixed. The portfolio review process allowed faculty to identify students with a concerning rating in a behavioral competency who would not have been identified in a traditional grading system. Identification of these students allows for intervention and early remediation.

  1. Making the nursing curriculum more inclusive for students with specific learning difficulties (SpLD): embedding specialist study skills into a core module.

    PubMed

    Wray, Jane; Aspland, Jo; Taghzouit, Jayne; Pace, Kerry

    2013-06-01

    Wray et al. (2012) found that providing specialist 'add on' study skills sessions to students with SpLD increased the likelihood of progression and earlier identification. However, 48% of students identified as 'at risk' of having a SpLD did not pursue further assessment/support, which is of concern. OBJECTIVES/DESIGN/PARTICIPANTS/SETTINGS: The study aimed to explore the impact of embedding nine study skills sessions designed for students with SpLD into the mainstream curriculum on pre-registration nursing students in one HEI in the north of England. Two cohorts (September 2009 (n=257) and February 2010 (n=127)) took part; a total of 300 students completed a student feedback questionnaire (201 from September 2009, 99 from February 2010 (response rates of 87% and 80%)). The study used an outcome evaluation approach (Watson et al., 2008) to explore the impact of the sessions using a range of measures: (i) a student feedback questionnaire, (ii) length of time from registration to first contact with Disability Services, and (iii) progression data. Overall, the sessions were received very positively, especially those on essay writing, reflection and learning techniques. Students in the study cohorts made contact with Disability Services 4-6 weeks earlier than other cohorts; referrals were also higher. Equally, students with SpLD with access to study skills had higher rates of progression (e.g. 87% in 2009) than in years with no sessions (e.g. 62% in 2008); progression rates were comparable to their non-disabled peers. Mainstreaming what had previously been a reasonable adjustment made time- and resource-savings for the institution. Such approaches to embedding are important in encouraging and retaining talented and able students. Copyright © 2012 Elsevier Ltd. All rights reserved.

  2. Applying Item Response Theory Methods to Design a Learning Progression-Based Science Assessment

    ERIC Educational Resources Information Center

    Chen, Jing

    2012-01-01

    Learning progressions are used to describe how students' understanding of a topic progresses over time and to classify the progress of students into steps or levels. This study applies Item Response Theory (IRT) based methods to investigate how to design learning progression-based science assessments. The research questions of this study are: (1)…

  3. Federal Student Aid Handbook, 2006-2007. Volume 1: Student Eligibility

    ERIC Educational Resources Information Center

    US Department of Education, 2006

    2006-01-01

    There are many factors to be considered when reviewing a student's application for aid from the FSA programs, such as whether the student is a U.S. citizen or permanent resident, whether the student is making satisfactory academic progress, and whether the student has a defaulted FSA loan. This volume of the Federal Student Aid Handbook discusses…

  4. How Do Undergraduate Students Conceptualize Acid-Base Chemistry? Measurement of a Concept Progression

    ERIC Educational Resources Information Center

    Romine, William L.; Todd, Amber N.; Clark, Travis B.

    2016-01-01

    We developed and validated a new instrument, called "Measuring Concept progressions in Acid-Base chemistry" (MCAB) and used it to better understand the progression of undergraduate students' understandings about acid-base chemistry. Items were developed based on an existing learning progression for acid-base chemistry. We used the Rasch…

  5. 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.…

  6. The Relationship between Types of Paragraphs and Topic Progression Used in Paragraphs Written by Iranian EFL Students

    ERIC Educational Resources Information Center

    Ghabanchi, Zargham; Alavi, Sahar Zahed

    2011-01-01

    Using Lautmatti's (1978) framework, this study examines the types of topic progression techniques used in 120 paragraphs written by 40 Iranian undergraduate students. Each student was asked to write three types of paragraphs; namely, those of comparison and contrast, cause-effect, and chronology. The present study investigates the relationship…

  7. Add+VantageMR® Assessments: A Case Study of Teacher and Student Gains

    ERIC Educational Resources Information Center

    Briand, Cathy

    2013-01-01

    This case study analyzes the effect of the Add+VantageMRRTM (AVMR) program on a teacher's pedagogy and on her students' progress in mathematics. AVMR, a professional development program in early mathematics, trains teachers to assess their students' progress and apply those insights to their teaching pedagogy. The AVMR assessment uses a…

  8. Progression in High School Students' (Aged 16-18) Conceptualizations about Chemical Reactions in Solution.

    ERIC Educational Resources Information Center

    Boo, Hong-Kwen; Watson, J. R.

    2001-01-01

    Explores the development over time of students' understandings of the concept of chemical reaction in the context of two familiar reactions in solution. Based on interviews (n=48), results show that students made some progress in their understanding of the concept of chemical reaction but some fundamental misconceptions remained. (Author/MM)

  9. Student Perceptions of the Progress Test in Two Settings and the Implications for Test Deployment

    ERIC Educational Resources Information Center

    Wade, Louise; Harrison, Chris; Hollands, James; Mattick, Karen; Ricketts, Chris; Wass, Val

    2012-01-01

    Background: The Progress Test (PT) was developed to assess student learning within integrated curricula. Whilst it is effective in promoting and rewarding deep approaches to learning in some settings, we hypothesised that implementation of the curriculum (design and assessment) may impact on students' preparation for the PT and their learning.…

  10. A Visualization System for Predicting Learning Activities Using State Transition Graphs

    ERIC Educational Resources Information Center

    Okubo, Fumiya; Shimada, Atsushi; Taniguchi, Yuta

    2017-01-01

    In this paper, we present a system for visualizing learning logs of a course in progress together with predictions of learning activities of the following week and the final grades of students by state transition graphs. Data are collected from 236 students attending the course in progress and from 209 students attending the past course for…

  11. An Examination of 40 Years of Mathematics Education among Norwegian Braille-Reading Students

    ERIC Educational Resources Information Center

    Klingenberg, Oliv G.; Fosse, Per; Augestad, Liv Berit

    2012-01-01

    Introduction: The study presented here estimated the occurrence of braille-reading students in Norway who were educated according to their grade-level progression in mathematics from 1967 to 2007. It also analyzed the association among these students' progression in mathematics and the causes of visual impairment, the age at which the diagnosis…

  12. Fundamental Research in Engineering Education. Identifying and Repairing Student Misconceptions in Thermal and Transport Science: Concept Inventories and Schema Training Studies

    ERIC Educational Resources Information Center

    Miller, Ronald L.; Streveler, Ruth A.; Yang, Dazhi; Roman, Aidsa I. Santiago

    2011-01-01

    This paper summarizes progress on two related lines of chemical engineering education research: 1) identifying persistent student misconceptions in thermal and transport science (fluid mechanics, heat transfer, and thermodynamics); and, 2) developing a method to help students repair these misconceptions. Progress on developing the Thermal and…

  13. Assessing and Interpreting Student Progress: Evaluating the Competency in the Preparation of Teachers.

    ERIC Educational Resources Information Center

    Stolworthy, Reed L.

    The purpose of this study was to determine the adequacy of the preparation provided by the teacher preparation program at Washburn University (Kansas) relative to the competency of assessing and interpreting student progress. Answers were sought to the following questions: (1) How does the student teacher evaluate his/her competence in regards to…

  14. The influence of personal qualities on performance and progression in a pre-registration nursing programme.

    PubMed

    Pitt, Victoria; Powis, David; Levett-Jones, Tracy; Hunter, Sharyn

    2014-05-01

    Research conducted primarily with psychology and medical students has highlighted that personal qualities play an important role in students' academic performance. In nursing there has been limited investigation of the relationship between personal qualities and performance. Yet, reports of student incivility and a lack of compassion have prompted appeals to integrate the assessment of personal qualities into pre-registration nursing student selection. Before this can be done research is needed to explore the influence of students' personal qualities on programme performance and progression. This study explores the relationships between students' personal qualities and their academic and clinical performance, behaviours and progression through a pre-registration nursing programme in Australia. This longitudinal descriptive correlational study was undertaken with a sample of Australian pre-registration nursing students (n=138). Students' personal qualities were assessed using three personal qualities assessment (PQA) instruments. Outcome measures included grades in nursing theory and clinical courses, yearly grade point average, final clinical competency, progression (completion), class attendance and levels of life event stress. Significant correlations were found between academic performance and PQA scores for self-control, resilience and traits of aloofness, confidence and involvement. Final clinical competence was predicted by confidence and self-control scores. Students with higher empathy had higher levels of life event stress in their first year and class attendance had a positive correlation with self-control. Completing the programme in three years was weakly predicted by the measure of resilience. No difference was noted between extreme or non-extreme scorers on the PQA scales with respect to performance or progression. This sample of students' personal qualities was found to influence their academic and clinical performance and their ability to complete a pre-registration programme in three years. However, further research is required with larger cohorts to confirm the use of personal qualities assessment during selection. © 2013.

  15. Students' Development of Astronomy Concepts across Time

    NASA Astrophysics Data System (ADS)

    Plummer, Julia

    Students in Grades 1, 3, and 8 (N = 60) were interviewed while using a planetarium-like setting that allowed the students to demonstrate their ideas about apparent celestial motion both verbally and with their own motions. Though the older students were generally more accurate in many conceptual areas compared with the younger students, in several areas, the eighth-grade students showed no improvement over the third-grade students. The use of kinesthetic learning techniques in a planetarium program was also explored as a method to improve understanding of celestial motion. Pre- and postinterviews were conducted with participants from seven classes of first- and second-grade students (N = 63). Students showed significant improvement in all areas of apparent celestial motion covered by the planetarium program and surpassed the middle school students' understanding of these concepts in most areas. Based on the results of these studies, a learning progression was developed describing how children may progress through successively more complex ways of understanding apparent celestial motion across elementary grades.

  16. Tracking student progress in a baccalaureate nursing program: academic indicators.

    PubMed

    Brennan, A L; Best, D G; Small, S P

    1996-01-01

    Identification of students "most likely to succeed" has long been a goal of educational institutions, from the perspective of both identifying valid and reliable admission criteria and decreasing attrition rates within a program. In this study, scholastic performance prior to admission to a baccalaureate nursing program was examined in relation to students' level of achievement in courses and their progression in the first two years of the program. Although their incoming averages indicated that both classes of students were at "low risk" for failure in university, only 60% of the 89 students in the two classes were progressing without interruption. Students who did well in high school tended to continue to do well in prerequisite university courses and later in nursing. Students who were behind in their class at the end of Year 1 or Year 2 in the nursing program had significantly lower mean averages on high school credits and on prerequisite university courses. These findings have implications for the admission and counselling of students and lead to the recommendation that similar studies across nursing programs and a prospective longitudinal study within the sampled program be carried out to validate and expand upon study findings.

  17. Students' perception of an integrated approach of teaching entire sequence of medicinal chemistry, pharmacology, and pharmacotherapeutics courses in PharmD curriculum.

    PubMed

    Islam, Mohammed A; Schweiger, Teresa A

    2015-04-01

    To develop an integrated approach of teaching medicinal chemistry, pharmacology, and pharmacotherapeutics and to evaluate students' perceptions of integration as they progress through the PharmD curriculum. Instructors from each discipline jointly mapped the course contents and sequenced the course delivery based on organ systems/disease states. Medicinal chemistry and pharmacology contents were integrated and aligned with respective pharmacotherapeutics contents to deliver throughout second and third year of the curriculum. In addition to classroom lectures, active learning strategies such as recitation, case studies, online-discussion boards, open book quizzes, and writing patient progress notes were incorporated to enhance student learning. Student learning was assessed by examination scores, patient progress notes, and writing assignments. The impact of course integration was evaluated by a Web-based survey. One hundred and sixty-nine students completed the survey. Students exhibited positive attitude toward the integrated approach of teaching medicinal chemistry, pharmacology, and therapeutics. The P3 and P4 students better appreciated the benefits of integration compared to P2 students (P < .05). Students perceived the course integration as an effective way of learning. This study supports course improvement and the viability of expanding the concept of integration to other courses in the curriculum. © The Author(s) 2014.

  18. Case study method and problem-based learning: utilizing the pedagogical model of progressive complexity in nursing education.

    PubMed

    McMahon, Michelle A; Christopher, Kimberly A

    2011-08-19

    As the complexity of health care delivery continues to increase, educators are challenged to determine educational best practices to prepare BSN students for the ambiguous clinical practice setting. Integrative, active, and student-centered curricular methods are encouraged to foster student ability to use clinical judgment for problem solving and informed clinical decision making. The proposed pedagogical model of progressive complexity in nursing education suggests gradually introducing students to complex and multi-contextual clinical scenarios through the utilization of case studies and problem-based learning activities, with the intention to transition nursing students into autonomous learners and well-prepared practitioners at the culmination of a nursing program. Exemplar curricular activities are suggested to potentiate student development of a transferable problem solving skill set and a flexible knowledge base to better prepare students for practice in future novel clinical experiences, which is a mutual goal for both educators and students.

  19. Employee Perceptions of Progress with Implementing a Student-Centered Model of Institutional Improvement: An Achieving the Dream Case Study

    ERIC Educational Resources Information Center

    Cheek, Annesa LeShawn

    2011-01-01

    Achieving the Dream is a national initiative focused on helping more community college students succeed, particularly students of color and low-income students. Achieving the Dream's student-centered model of institutional improvement focuses on eliminating gaps and raising student achievement by helping institutions build a culture of evidence…

  20. Effects of Instruction on Chinese College Students' Use of Thematic Progression in English Essays

    ERIC Educational Resources Information Center

    Wei, Jing

    2017-01-01

    Thematic progression (TP) patterns used in English leaner essays provide clues as to how they organize information and develop important concepts in their essays. This quasi-experimental research proved that instruction in TP produced positive effects on Chinese college students' use of linear progressions, constant progressions and new Themes.…

  1. Curriculum-Based Measurement of Oral Reading: Quality of Progress Monitoring Outcomes

    ERIC Educational Resources Information Center

    Christ, Theodore J.; Zopluoglu, Cengiz; Long, Jeffery D.; Monaghen, Barbara D.

    2012-01-01

    Curriculum-based measurement of oral reading (CBM-R) is frequently used to set student goals and monitor student progress. This study examined the quality of growth estimates derived from CBM-R progress monitoring data. The authors used a linear mixed effects regression (LMER) model to simulate progress monitoring data for multiple levels of…

  2. NCLB: Let's Get It Right

    ERIC Educational Resources Information Center

    American Federation of Teachers, 2005

    2005-01-01

    This document suggests changes to the No Child Left Behind Act (NCLB) in four targeted areas. Regarding Adequate Yearly Progress (AYP), The American Federation of Teachers (AFT) supports: (1) Setting challenging but demonstrably attainable student progress goals; (2) Judging school effectiveness by measuring progress of the same students over…

  3. Exploring Alignment among Learning Progressions, Teacher-Designed Formative Assessment Tasks, and Student Growth: Results of a Four-Year Study

    ERIC Educational Resources Information Center

    Furtak, Erin Marie; Circi, Ruhan; Heredia, Sara C.

    2018-01-01

    This article describes a 4-year study of experienced high school biology teachers' participation in a five-step professional development experience in which they iteratively studied student ideas with the support of a set of learning progressions, designed formative assessment activities, practiced using those activities with their students,…

  4. Determinants of Timely Completion: The Impact of Bachelor's Degree Programme Characteristics and Student Motivation on Study Progress

    ERIC Educational Resources Information Center

    Suhre, Cor J. M.; Jansen, Ellen P. W. A.; Torenbeek, M.

    2013-01-01

    Timely completion of university degree programmes is a topic of growing concern to higher education institutions and their students. This paper reports on a study about the impact of degree programme characteristics and student motivation on study progress. The setting for the study is a Dutch law school. Data on degree programme characteristics,…

  5. Foundations of Formative Assessment: Introducing a Learning Progression to Guide Preservice Physics Teachers' Video-Based Interpretation of Student Thinking

    ERIC Educational Resources Information Center

    von Aufschnaiter, Claudia; Alonzo, Alicia C.

    2018-01-01

    Establishing nuanced interpretations of student thinking is central to formative assessment but difficult, especially for preservice teachers. Learning progressions (LPs) have been proposed as a framework for promoting interpretations of students' thinking; however, research is needed to investigate whether and how an LP can be used to support…

  6. The Effect of Instructing Cognitive and Metacognitive Strategies on the Academic Progress of Ilam Medical University Students

    ERIC Educational Resources Information Center

    Abdolhosseini, Amir; Keikhavani, Sattar; Hasel, Kourosh Mohammadi

    2011-01-01

    This study reviewed the effect of instructing cognitive and metacognitive strategies on the academic progress of Medical Sciences of Ilam University students. The research is quasi-experimental including a pre-test and a post-test. The population of the research includes the students of Medical Sciences of Ilam University. The sample includes 120…

  7. Analyzing Students' Learning Progressions throughout a Teaching Sequence on Acoustic Properties of Materials with a Model-Based Inquiry Approach

    ERIC Educational Resources Information Center

    Hernández, María Isabel; Couso, Digna; Pintó, Roser

    2015-01-01

    The study we have carried out aims to characterize 15-to 16-year-old students' learning progressions throughout the implementation of a teaching-learning sequence on the acoustic properties of materials. Our purpose is to better understand students' modeling processes about this topic and to identify how the instructional design and actual…

  8. Curriculum-Based Measurement: Developing a Computer-Based Assessment Instrument for Monitoring Student Reading Progress on Multiple Indicators

    ERIC Educational Resources Information Center

    Forster, Natalie; Souvignier, Elmar

    2011-01-01

    The purpose of this study was to examine the technical adequacy of a computer-based assessment instrument which is based on hierarchical models of text comprehension for monitoring student reading progress following the Curriculum-Based Measurement (CBM) approach. At intervals of two weeks, 120 third-grade students finished eight CBM tests. To…

  9. Enhancement of Student Learning Performance Using Personalized Diagnosis and Remedial Learning System

    ERIC Educational Resources Information Center

    Chen, Ling-Hsiu

    2011-01-01

    Although conventional student assessments are extremely convenient for calculating student scores, they do not conceptualize how students organize their knowledge. Therefore, teachers and students rarely understand how to improve their future learning progress. The limitations of conventional testing methods indicate the importance of accurately…

  10. A Program Evaluation of a Literacy Initiative for Students with Moderate to Severe Disabilities

    ERIC Educational Resources Information Center

    De La Cruz, Carrie F.

    2009-01-01

    Recently the National Reading Panel concluded that systematic and direct instruction in phonological awareness, phonics, fluency, vocabulary, and comprehension that is informed by ongoing assessments of student progress results in positive student achievement (NICHHD, 2002). For students with moderate to severe disabilities and students with…

  11. Personal Commitment, Support and Progress in Doctoral Studies

    ERIC Educational Resources Information Center

    Martinsuo, Miia; Turkulainen, Virpi

    2011-01-01

    Earlier research on doctoral education has associated study progress with the student's own capabilities and faculty support. The purpose of this study is to investigate how students' personal commitment and various forms of support, as well as their complementary effects, explain progress in doctoral studies. Data were collected by a…

  12. Changing the System of Student Support in Norway: Intended and Unintended Effects on Students

    ERIC Educational Resources Information Center

    Opheim, V.

    2011-01-01

    In 2002 the student finance system in Norway went through a major restructuring. The changes included an increase in student support and an introduction of progression-dependent grants. Using two student welfare surveys conducted in 1998 and 2005, the paper analyses the effect of the changes on the students. The analysis compares the risk of study…

  13. Building a Grad Nation: Progress and Challenge in Raising High School Graduation Rates. Annual Update 2016

    ERIC Educational Resources Information Center

    DePaoli, Jennifer L.; Balfanz, Robert; Bridgeland, John

    2016-01-01

    The nation has achieved an 82.3 percent high school graduation rate--a record high. Graduation rates rose for all student subgroups, and the number of low-graduation-rate high schools and students enrolled in them dropped again, indicating that progress has had far-reaching benefits for all students. This report is the first to analyze 2014…

  14. Content and Alignment of State Writing Standards and Assessments as Predictors of Student Writing Achievement: An Analysis of 2007 National Assessment of Educational Progress Data

    ERIC Educational Resources Information Center

    Troia, Gary A.; Olinghouse, Natalie G.; Zhang, Mingcai; Wilson, Joshua; Stewart, Kelly A.; Mo, Ya; Hawkins, Lisa

    2018-01-01

    We examined the degree to which content of states' writing standards and assessments (using measures of content range, frequency, balance, and cognitive complexity) and their alignment were related to student writing achievement on the 2007 National Assessment of Educational Progress (NAEP), while controlling for student, school, and state…

  15. Coaching Doctoral Students--A Means to Enhance Progress and Support Self-Organisation in Doctoral Education

    ERIC Educational Resources Information Center

    Godskesen, Mirjam; Kobayashi, Sofie

    2016-01-01

    In this paper we focus on individual coaching carried out by an external coach as a new pedagogical element that can impact doctoral students' sense of progress in doctoral education. The study used a mixed-methods approach in that we draw on quantitative and qualitative data from the evaluation of a project on coaching doctoral students. We…

  16. The Academic Performance of PVCC Students Transferring to Virginia Public Senior Institutions of Higher Education, 1990-91. PVCC Institutional Research Brief. Brief No. 92-3.

    ERIC Educational Resources Information Center

    Head, Ronald B.

    Following a legislative mandate that required public four-year colleges and universities in Virginia to report the academic progress of community college transfer students, seven senior institutions submitted data to Piedmont Virginia Community College (PVCC) on the progress of PVCC transfer students. According to the submitted data, 176 PVCC…

  17. Building a Learning Progression for Celestial Motion: An Exploration of Students' Reasoning about the Seasons

    ERIC Educational Resources Information Center

    Plummer, Julia D.; Maynard, L.

    2014-01-01

    We present the development of a construct map addressing the reason for the seasons, as a subset of a larger learning progression on celestial motion. Five classes of 8th grade students (N?=?38) participated in a 10-day curriculum on the seasons. We revised a hypothetical seasons construct map using a Rasch model analysis of students'…

  18. The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    The National Assessment of Educational Progress (NAEP) mathematics assessment measures students' knowledge and skills in mathematics and students' ability to apply their knowledge in problem-solving situations. At each grade, students responded to questions designed to measure what they know and can do across five mathematics content areas: number…

  19. Latent class analysis of diagnostic science assessment data using Bayesian networks

    NASA Astrophysics Data System (ADS)

    Steedle, Jeffrey Thomas

    2008-10-01

    Diagnostic science assessments seek to draw inferences about student understanding by eliciting evidence about the mental models that underlie students' reasoning about physical systems. Measurement techniques for analyzing data from such assessments embody one of two contrasting assessment programs: learning progressions and facet-based assessments. Learning progressions assume that students have coherent theories that they apply systematically across different problem contexts. In contrast, the facet approach makes no such assumption, so students should not be expected to reason systematically across different problem contexts. A systematic comparison of these two approaches is of great practical value to assessment programs such as the National Assessment of Educational Progress as they seek to incorporate small clusters of related items in their tests for the purpose of measuring depth of understanding. This dissertation describes an investigation comparing learning progression and facet models. Data comprised student responses to small clusters of multiple-choice diagnostic science items focusing on narrow aspects of understanding of Newtonian mechanics. Latent class analysis was employed using Bayesian networks in order to model the relationship between students' science understanding and item responses. Separate models reflecting the assumptions of the learning progression and facet approaches were fit to the data. The technical qualities of inferences about student understanding resulting from the two models were compared in order to determine if either modeling approach was more appropriate. Specifically, models were compared on model-data fit, diagnostic reliability, diagnostic certainty, and predictive accuracy. In addition, the effects of test length were evaluated for both models in order to inform the number of items required to obtain adequately reliable latent class diagnoses. Lastly, changes in student understanding over time were studied with a longitudinal model in order to provide educators and curriculum developers with a sense of how students advance in understanding over the course of instruction. Results indicated that expected student response patterns rarely reflected the assumptions of the learning progression approach. That is, students tended not to systematically apply a coherent set of ideas across different problem contexts. Even those students expected to express scientifically-accurate understanding had substantial probabilities of reporting certain problematic ideas. The learning progression models failed to make as many substantively-meaningful distinctions among students as the facet models. In statistical comparisons, model-data fit was better for the facet model, but the models were quite comparable on all other statistical criteria. Studying the effects of test length revealed that approximately 8 items are needed to obtain adequate diagnostic certainty, but more items are needed to obtain adequate diagnostic reliability. The longitudinal analysis demonstrated that students either advance in their understanding (i.e., switch to the more advanced latent class) over a short period of instruction or stay at the same level. There was no significant relationship between the probability of changing latent classes and time between testing occasions. In all, this study is valuable because it provides evidence informing decisions about modeling and reporting on student understanding, it assesses the quality of measurement available from short clusters of diagnostic multiple-choice items, and it provides educators with knowledge of the paths that student may take as they advance from novice to expert understanding over the course of instruction.

  20. Student Data Portfolios Give Students the Power to See Their Own Learning

    ERIC Educational Resources Information Center

    Cruz, Heather L.; Zambo, Debby

    2013-01-01

    Every day in classrooms across the country teachers are using district, state, and federal standards and assessments to prove their effectiveness, monitor students' progress, and understand students' strengths and needs. Jobs depend on student achievement, and in today's age of accountability, assessment scores define what students…

  1. Assessment Practices for Students with Learning Disabilities in Lebanese Private Schools: A National Survey

    ERIC Educational Resources Information Center

    ElSaheli-Elhage, Rasha; Sawilowsky, Shlomo

    2016-01-01

    Education is intended to provide diverse students with the skills and competencies needed to enhance their lives. This includes assessment practices that enable teachers to identify students' current level of skills, their strength and weaknesses, target instruction at student's personal level, monitor student learning and progress and plan and…

  2. The Potency of "READS" to Inform Students' Reading Ability

    ERIC Educational Resources Information Center

    Mohamed, Abdul Rashid; Eng, Lin Siew; Mohamed Ismail, Shaik Abdul Malik

    2012-01-01

    This paper shares an initiative conducted in Malaysia in terms of knowledge to gauge students' Reading Age and to inform teachers of their students' reading progress and learning. Ensuring teachers understand the needs of students' reading ability and preparing students to read and comprehend texts are the two most fundamental parallel tasks in…

  3. Progression in Ethical Reasoning When Addressing Socio-scientific Issues in Biotechnology

    NASA Astrophysics Data System (ADS)

    Berne, Birgitta

    2014-11-01

    This article reports on the outcomes of an intervention in a Swedish school in which the author, a teacher-researcher, sought to develop students' (14-15 years old) ethical reasoning in science through the use of peer discussions about socio-scientific issues. Prior to the student discussions various prompts were used to highlight different aspects of the issues. In addition, students were given time to search for further information themselves. Analysis of students' written arguments, from the beginning of the intervention and afterwards, suggests that many students seem to be moving away from their use of everyday language towards using scientific concepts in their arguments. In addition, they moved from considering cloning and 'designer babies' solely in terms of the present to considering them in terms of the future. Furthermore, the students started to approach the issues in additional ways using not only consequentialism but also the approaches of virtue ethics, and rights and duties. Students' progression in ethical reasoning could be related to the characteristics of the interactions in peer discussions as students who critically and constructively argued with each other's ideas, and challenged each other's claims, made progress in more aspects of ethical reasoning than students merely using cumulative talk. As such, the work provides valuable indications for the importance of introducing peer discussions and debates about SSIs in connection to biotechnology into the teaching of science in schools.

  4. Assessing progression of clinical reasoning through virtual patients: An exploratory study.

    PubMed

    Forsberg, Elenita; Ziegert, Kristina; Hult, Håkan; Fors, Uno

    2016-01-01

    To avoid test-driven learning, there have been discussions regarding the use of more formative assessments in health care education to promote students' deep learning. Feedback is important in formative assessment, but many students ignore it; therefore, interventions should be introduced which stimulate them to reflect on the new knowledge. The aim for this study was to explore if Virtual Patient (VP)-based formative assessments, in connection with self-evaluations, had an impact on postgraduate pediatric nursing students' development of clinical reasoning abilities. Students' self-evaluations served as the basis for measuring progress. Data was analysed using deductive content analysis. The findings showed a clear progression of the clinical reasoning ability of the students. After the first assessment, the students described feelings of uncertainty and that their knowledge gaps were exposed. At the mid-course assessment the awareness of improved clinical reasoning was obvious and the students were more certain of knowing how to solve the VP cases. In the final assessment, self-efficacy was expressed. VP-based assessments, in connection with self-evaluations, early in the education resulted in a gain of students' own identification of the concept of clinical reasoning, awareness of what to focus on during clinical practice and visualised expected clinical competence. Copyright © 2015 Elsevier Ltd. All rights reserved.

  5. Perceptions of a computer-based instruction system in special education: high school teachers and students views.

    PubMed

    Chiang, Hsin-Yu Ariel; Jacobs, Karen

    2010-01-01

    Researchers investigated how one type of computer-based instruction (CBI)--Kurzweil 3000 (K-3000), was perceived to affect the reading, functional task performance, and academic self-perception of high school students with special needs. 16 students with special needs used K-3000 (assistive software that provides students with reading support) for six months to read assignments for their English language arts class and six teachers who had previous experience with integrating K-3000 into their classes were recruited. Data from focus group interviews of students and teachers were used. The advantages and disadvantages of K-3000, the factors that affected teachers' use of CBI and users' progress were explored. After the regular use of K-3000, students and teachers reported improvement in the amount and speed of reading and increased academic self-perception, specifically related to reading comprehension and pronunciation. Teachers reported that lack of accessibility to technology, time constraints, and difficulties with class management were the major reasons that hindered CBI use in their classrooms. Student participants noted that CBI was helpful when they were engaged in functional activities related to reading and writing. The progress of students in self-perception, and the advantages and drawbacks of the K-3000, along with the mechanism of users' progression were described and discussed.

  6. Analyzing Students' Learning Progressions Throughout a Teaching Sequence on Acoustic Properties of Materials with a Model-Based Inquiry Approach

    NASA Astrophysics Data System (ADS)

    Hernández, María Isabel; Couso, Digna; Pintó, Roser

    2015-04-01

    The study we have carried out aims to characterize 15- to 16-year-old students' learning progressions throughout the implementation of a teaching-learning sequence on the acoustic properties of materials. Our purpose is to better understand students' modeling processes about this topic and to identify how the instructional design and actual enactment influences students' learning progressions. This article presents the design principles which elicit the structure and types of modeling and inquiry activities designed to promote students' development of three conceptual models. Some of these activities are enhanced by the use of ICT such as sound level meters connected to data capture systems, which facilitate the measurement of the intensity level of sound emitted by a sound source and transmitted through different materials. Framing this study within the design-based research paradigm, it consists of the experimentation of the designed teaching sequence with two groups of students ( n = 29) in their science classes. The analysis of students' written productions together with classroom observations of the implementation of the teaching sequence allowed characterizing students' development of the conceptual models. Moreover, we could evidence the influence of different modeling and inquiry activities on students' development of the conceptual models, identifying those that have a major impact on students' modeling processes. Having evidenced different levels of development of each conceptual model, our results have been interpreted in terms of the attributes of each conceptual model, the distance between students' preliminary mental models and the intended conceptual models, and the instructional design and enactment.

  7. ACE

    NASA Technical Reports Server (NTRS)

    Lumia, R.

    1999-01-01

    This document describes the progress made during the fourth year of the Center for Autonomous Control Engineering (ACE). We currently support 30 graduate students, 52 undergraduate students, 9 faculty members, and 4 staff members. Progress will be divided into two categories. The first category explores progress for ACE in general. The second describes the results of each specific project supported within ACE.

  8. Common Progress Monitoring Omissions: Planning and Practice. Progress Monitoring Brief #1

    ERIC Educational Resources Information Center

    National Center on Response to Intervention, 2013

    2013-01-01

    Progress monitoring, one of the essential components of Response to Intervention (RTI), is characterized by repeated measurement of academic performance that is conducted at least monthly. The process may be used to assess students' academic performance over time, to quantify student rates of improvement or responsiveness to instruction, and to…

  9. Learning Progressions, Vertical Scales, and Testable Hypotheses: Promising Intuitions and Points for Clarification

    ERIC Educational Resources Information Center

    Maul, Andrew

    2015-01-01

    Briggs and Peck [in "Using Learning Progressions to Design Vertical Scales That Support Coherent Inferences about Student Growth"] call for greater care in the conceptualization of the target attributes of students, or "what it is that is growing from grade to grade." In particular, they argue that learning progressions can…

  10. A Progression of Fraction Schemes Common to Chinese and U.S. Students

    ERIC Educational Resources Information Center

    Norton, Anderson; Wilkins, Jesse L. M.; Xu, Cong ze

    2018-01-01

    Through their work on the Fractions Project, Steffe and Olive (2010) identified a progression of fraction schemes that describes students' development toward more and more sophisticated ways of operating with fractions. Although several quantitative studies have affirmed this progression, the question has remained open as to whether it is specific…

  11. Initial Progress Rates as Related to Performance in a Personalized System of Instruction

    ERIC Educational Resources Information Center

    Henneberry, John K.

    1976-01-01

    Discusses research which explored the hypothesis that students who are fast starters in a personalized system of instruction psychology course would perform better and maintain faster course progress rates than slow starters. Findings indicate that students' starting pace is predictive of course performance and subsequent progress rates.…

  12. MAPP (Monitoring Academic Progress Policy): Providing Advising Direction Through the Use of a Degree Auditing System.

    ERIC Educational Resources Information Center

    Severy, Lawrence J.; Slinger, Peter J.

    1996-01-01

    Describes a computerized partial degree auditing system, MAPP (Monitoring Academic Progress Policy), developed at the University of Florida to monitor students' progress into appropriate majors and apply institutional policy concerning degrees. The system generates letters directing students to advisors when needed. Discusses advantages for…

  13. The Effects of Instructor Differences Upon Student Progress in Naval Aviation Training. Medical Research Progress No. 4.

    ERIC Educational Resources Information Center

    Waag, Wayne L.; Shannon, Richard H.

    The investigation attempted to determine: whether instructor differences could be measured quantitatively; if such differences affected the grades which they assigned; if such differences affected the student's progress through the flight training program. Using an unstructured rating form, it was found that reliable instructor differences could…

  14. Common Progress Monitoring Omissions: Reporting Information to Parents. Progress Monitoring Brief #4

    ERIC Educational Resources Information Center

    National Center on Response to Intervention, 2013

    2013-01-01

    Progress monitoring, one of the essential components of Response to Intervention (RTI), is characterized by repeated measurement of academic performance that is conducted at least monthly. The process may be used to assess students' academic performance over time, to quantify student rates of improvement or responsiveness to instruction, and to…

  15. A learning progression based teaching module on the causes of seasons

    NASA Astrophysics Data System (ADS)

    Galano, S.

    2016-03-01

    In this paper, we report about designing and validating a teaching learning module based on a learning progression and focused on the causes of seasons. An initial learning progression about the Celestial Motion big idea -causes of seasons, lunar and solar eclipse and Moon phases- was developed and validated. Existing curricula, research studies on alternative conceptions about these phenomena, and students' answers to an open questionnaire were the starting point to develop initial learning progressions; then, a two-tier multiple-choice questionnaire was designed to validate and improve it. The questionnaire was submitted to about 300 secondary-school students whose answers were used to revise the hypothesized learning progressions. This improved version of the learning progression was used to design a module focused on the causes of seasons in which students were engaged in quantitative measurements with a photovoltaic panel to explain changes of the Sun rays' flow on the Earth's surface over the year. The efficacy of our module in improving students' understanding of the phenomenon of the seasons was tested using our questionnaire as pre- and post-test.

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

    PubMed

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

    2011-01-01

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

  17. Layers of reading intervention in kindergarten through third grade: changes in teaching and student outcomes.

    PubMed

    O'Connor, Rollanda E; Fulmer, Deborah; Harty, Kristin R; Bell, Kathryn M

    2005-01-01

    In this study, students and their teachers participated in a layered approach to reading intervention in kindergarten through third grade that included professional development for teachers in scientifically based reading instruction, ongoing measurement of reading progress, and additional small-group or individual instruction for students whose progress was insufficient to maintain grade-level reading achievement. Reading outcomes were compared with historical control groups of students in the same schools. The findings revealed overall improvements in reading, improved reading for students who began the study in high-risk categories, and decreases in the incidence of reading disability at the end of third grade. Implications for scaling up are discussed.

  18. Limited English Proficient Students: Progress of 2008-09 High School Cohort. Data Trends. D&A Report No. 13.14

    ERIC Educational Resources Information Center

    Baenen, Nancy

    2013-01-01

    Students with Limited English Proficiency (LEP) entering U.S. schools in grade 9 face a tight timeline to simultaneously learn English and graduate from high school in four or five years. This study focuses on student outcomes and progress indicators for the cohort of ninth graders new to WCPSS in 2008-09 who had limited English proficiency. Based…

  19. Closing the Achievement Gap for Economically Disadvantaged Students? Analyzing Change since No Child Left Behind Using State Assessments and the National Assessment of Educational Progress

    ERIC Educational Resources Information Center

    Blank, Rolf K.

    2011-01-01

    A critical state-level indicator of progress in public education is student achievement annual performance and change over time. The Council of Chief State School Officers (CCSSO) has been very active in tracking and reporting on student achievement results and using state assessment scores and other data to analyze achievement trends. A central…

  20. Do Students Think as We Do? Progress with Piaget.

    ERIC Educational Resources Information Center

    Phillips, John L., Jr.

    1982-01-01

    Piaget's theories of cognitive development are applied to the college student and suggestions are given for helping students at different developmental stages. It is proposed that teachers provide experiences that promote cognitive conflict as a means of moving students into new stages. (MSE)

  1. Student-Led Parent-Teacher Conferences.

    ERIC Educational Resources Information Center

    Borba, John A.; Olvera, Cherise M.

    2001-01-01

    Outlines the six-stage process used at Gustine Middle School for student-led parent-teacher conferences. Discusses how this encourages students to participate actively in evaluating their own progress, which motivates them toward personal initiatives to inspire learning, and improves student communication about learning with both parents and…

  2. Addressing Student Diversity and Equity

    ERIC Educational Resources Information Center

    Januszyk, Rita; Miller, Emily C.; Lee, Okhee

    2016-01-01

    While student demographics continue to change nationwide, science achievement gaps persist, as measured by the National Assessment of Educational Progress (NCES 2012). As traditional racial and ethnic minority students have become the numeric majority (NCES 2013), teaching science for all increasingly means addressing diverse student populations.…

  3. Accessible Text-to-Speech Options for Students Who Struggle with Reading

    ERIC Educational Resources Information Center

    Bone, Erin K.; Bouck, Emily C.

    2017-01-01

    As students progress through school they spend more time reading to obtain information. Reading to learn can be a struggle for any student, but it tends to be a bigger obstacle for students with disabilities. Using text-to-speech applications and extensions is one way to assist students with disabilities who struggle to independently complete…

  4. Using Automated Scores of Student Essays to Support Teacher Guidance in Classroom Inquiry

    ERIC Educational Resources Information Center

    Gerard, Libby F.; Linn, Marcia C.

    2016-01-01

    Computer scoring of student written essays about an inquiry topic can be used to diagnose student progress both to alert teachers to struggling students and to generate automated guidance. We identify promising ways for teachers to add value to automated guidance to improve student learning. Three teachers from two schools and their 386 students…

  5. Student-Teacher Racial Match and Its Association with Black Student Achievement: An Exploration Using Multilevel Structural Equation Modeling

    ERIC Educational Resources Information Center

    Yarnell, Lisa M.; Bohrnstedt, George W.

    2018-01-01

    This study examines student-teacher "racial match" for its association with Black student achievement. Multilevel structural equation modeling was used to analyze 2013 National Assessment for Educational Progress (NAEP) Grade 4 Reading Assessment data to examine interactions of teacher race and student race in their associations with…

  6. Sharing Teaching Ideas.

    ERIC Educational Resources Information Center

    Isaacs, Carol; Fisher, Julie

    1992-01-01

    Presents a student project that requires students to create a puzzle involving some form of manipulative and present it to the class with an advertisement. Uses writing to have students report on their progress. (MDH)

  7. The influence of critical thinking skills on performance and progression in a pre-registration nursing program.

    PubMed

    Pitt, Victoria; Powis, David; Levett-Jones, Tracy; Hunter, Sharyn

    2015-01-01

    The importance of developing critical thinking skills in preregistration nursing students is recognized worldwide. Yet, there has been limited exploration of how students' critical thinking skill scores on entry to pre-registration nursing education influence their academic and clinical performance and progression. The aim of this study was to: i) describe entry and exit critical thinking scores of nursing students enrolled in a three year bachelor of nursing program in Australia in comparison to norm scores; ii) explore entry critical thinking scores in relation to demographic characteristics, students' performance and progression. This longitudinal correlational study used the Health Sciences Reasoning Test (HSRT) to measure critical thinking skills in a sample (n=134) of students, at entry and exit (three years later). A one sample t-test was used to determine if differences existed between matched student critical thinking scores between entry and exit points. Academic performance, clinical performance and progression data were collected and correlations with entry critical thinking scores were examined. There was a significant relationship between critical thinking scores, academic performance and students' risk of failing, especially in the first semester of study. Critical thinking scores were predictive of program completion within three years. The increase in critical thinking scores from entry to exit was significant for the 28 students measured. In comparison to norm scores, entry level critical thinking scores were significantly lower, but exit scores were comparable. Critical thinking scores had no significant relationship to clinical performance. Entry critical thinking scores significantly correlate to academic performance and predict students risk of course failure and ability to complete a nursing degree in three years. Students' critical thinking scores are an important determinant of their success and as such can inform curriculum development and selection strategies. Copyright © 2014 Elsevier Ltd. All rights reserved.

  8. Darkness and near work: myopia and its progression in third-year law students.

    PubMed

    Loman, Jane; Quinn, Graham E; Kamoun, Layla; Ying, Gui-Shuang; Maguire, Maureen G; Hudesman, David; Stone, Richard A

    2002-05-01

    To evaluate myopia prevalence, myopia progression, and various potential myopia risk factors in third-year law students. Cross-sectional study and survey. One hundred seventy-nine third-year law students at the University of Pennsylvania. We administered a questionnaire to assess the prevalence of myopia, myopia progression, and risk factors, including near work, family history, and daily light/dark exposure. We conducted a screening eye examination to ascertain myopia status. Myopia was defined as the mean spherical equivalent of the two eyes of 5.6 hours of darkness per day (95% vs. 80%, P = 0.07). To account for possible confounding effects of risk factors with myopia progression, logistic regression with categorization of the continuous exposure variables (hours of near work, sleep, and darkness) above or below median values weakened the near work association (odds ratio 1.8, 95% confidence interval 0.5-6.7, P = 0.35) but continued to identify darkness association with daily hours of darkness (odds ratio 4.8, 95% confidence interval 1.0 >/= 23.3, P < 0.05). Among the 77 students with myopia onset before college, those with

  9. Predicting Success of Developmental Math Students

    ERIC Educational Resources Information Center

    Martinez, Isaac

    2017-01-01

    Addressing the needs of developmental math students has been one of the most challenging problems in higher education. Administrators at a private university were concerned about poor academic performance of math-deficient students and sought to identify factors that influenced students' successful progression from developmental to college-level…

  10. Bayesian Methods for Scalable Multivariate Value-Added Assessment

    ERIC Educational Resources Information Center

    Lockwood, J. R.; McCaffrey, Daniel F.; Mariano, Louis T.; Setodji, Claude

    2007-01-01

    There is increased interest in value-added models relying on longitudinal student-level test score data to isolate teachers' contributions to student achievement. The complex linkage of students to teachers as students progress through grades poses both substantive and computational challenges. This article introduces a multivariate Bayesian…

  11. High Impact Practices: Student Engagement and Retention

    ERIC Educational Resources Information Center

    Bonet, Giselle; Walters, Barbara R.

    2016-01-01

    Community college students face special challenges that can impede their academic progress, resulting in lower grades and persistence than students in selective four-year colleges. Kingsborough Community College in Brooklyn, New York, successfully addresses these challenges with learning communities: small cohorts of students in a blocked program…

  12. Student Portfolios 101

    ERIC Educational Resources Information Center

    Lippert, Robert

    2004-01-01

    Student portfolios can offer great benefits to both high school and postsecondary education programs. They assist instructors in determining the progress of a student's performance and provide students with a vital self-promotion tool for job searches or the higher education application process. This brief article describes a few considerations to…

  13. Developing a Learning Progression for Curriculum, Instruction, and Student Learning: An Example from Mathematics Education

    ERIC Educational Resources Information Center

    Fonger, Nicole L.; Stephens, Ana; Blanton, Maria; Isler, Isil; Knuth, Eric; Gardiner, Angela Murphy

    2018-01-01

    Learning progressions have been demarcated by some for science education, or only concerned with levels of sophistication in student thinking as determined by logical analyses of the discipline. We take the stance that learning progressions can be leveraged in mathematics education as a form of curriculum research that advances a linked…

  14. Empirical Validation of a Modern Genetics Progression Web for College Biology Students

    ERIC Educational Resources Information Center

    Todd, Amber; Romine, William L.

    2017-01-01

    Research in learning progressions (LPs) has been essential towards building understanding of how students' ideas change over time. There has been little work, however, into how ideas between separate but related constructs within a multi-faceted LP relate. The purpose of this paper is to elaborate on the idea of "progression webs" to…

  15. Excellence in the Classroom

    ERIC Educational Resources Information Center

    Governor's Business Council (Texas), 2006

    2006-01-01

    Texas has made good progress in education since the school reform movement began in earnest 15 years ago. State test scores are up for all groups of students in all grades in all subjects. On the National Assessment of Educational Progress, Texas is close to the top in student performance in math, and has finally begun to make real progress in…

  16. Monitoring Academic and Social Skills in Elementary School: A Psychometric Evaluation of the Classroom Performance Survey

    ERIC Educational Resources Information Center

    Caldarella, Paul; Larsen, Ross A. A.; Williams, Leslie; Wehby, Joseph H.; Wills, Howard; Kamps, Debra

    2017-01-01

    Numerous well-validated academic progress monitoring tools are used in schools, but there are fewer behavioral progress monitoring measures available. Some brief behavior rating scales have been shown to be effective in monitoring students' progress, but most focus only on students' social skills and do not address critical academic-related…

  17. Monitoring Academic and Social Skills in Elementary School: A Psychometric Evaluation of the Classroom Performance Survey

    ERIC Educational Resources Information Center

    Caldarella, Paul; Larsen, Ross A. A.; Williams, Leslie; Wehby, Joseph H.; Wills, Howard P.; Kamps, Debra M.

    2017-01-01

    Numerous well validated academic progress monitoring tools are used in schools, but there are fewer behavioral progress monitoring measures available. Some brief behavior rating scales have been shown to be effective in monitoring students' progress, but most focus only on students' social skills and do not address critical academic-related…

  18. A Method to Reveal Fine-Grained and Diverse Conceptual Progressions during Learning

    ERIC Educational Resources Information Center

    Lombard, François; Merminod, Marie; Widmer, Vincent; Schneider, Daniel K.

    2018-01-01

    Empirical data on learners' conceptual progression is required to design curricula and guide students. In this paper, we present the Reference Map Change Coding (RMCC) method for revealing students' progression at a fine-grained level. The method has been developed and tested through the analysis of successive versions of the productions of eight…

  19. A schema theory analysis of students' think aloud protocols in an STS biology context

    NASA Astrophysics Data System (ADS)

    Quinlan, Catherine Louise

    This dissertation study is a conglomerate of the fields of Science Education and Applied Cognitive Psychology. The goal of this study is to determine what organizational features and knowledge representation patterns high school students exhibit over time for issues pertinent to science and society. Participants are thirteen tenth grade students in a diverse suburban-urban classroom in a northeastern state. Students' think alouds are recorded, pre-, post-, and late-post treatment. Treatment consists of instruction in three Science, Technology, and Society (STS) biology issues, namely the human genome project, nutrition and health, and stem cell research. Coding and analyses are performed using Marshall's knowledge representations---identification knowledge, elaboration knowledge, planning knowledge, and execution knowledge, as well as qualitative research analysis methods. Schema theory, information processing theory, and other applied cognitive theory provide a framework in which to understand and explain students' schema descriptions and progressions over time. The results show that students display five organizational features in their identification and elaboration knowledge. Students also fall into one of four categories according to if they display prior schema or no prior schema, and their orientation "for" or "against," some of the issues. Students with prior schema and orientation "against" display the most robust schema descriptions and schema progressions. Those with no prior schemas and orientation "against" show very modest schema progressions best characterized by their keyword searches. This study shows the importance in considering not only students' integrated schemas but also their individual schemes. A role for the use of a more schema-based instruction that scaffolds student learning is implicated.

  20. Using Constant Time Delay to Teach Braille and the Nemeth Code for Mathematics and Science Notation to Students Making the Transition from Print to Braille

    ERIC Educational Resources Information Center

    Ivy, Sarah E.; Hooper, Jonathan D.

    2015-01-01

    Introduction: Many students with adventitious vision loss or progressive vision loss need to transition from print to braille as a primary literacy medium. It is important that this transition is handled efficiently so that the student can have continued access to a literacy medium and make progress in the core curriculum. For this study, we used…

  1. Challenges of Supervising Part-Time PhD Students: Towards Student-Centred Practice

    ERIC Educational Resources Information Center

    Watts, Jacqueline H.

    2008-01-01

    The supervision of part-time doctoral students is a long-term academic enterprise requiring stamina both on the part of the supervisor and the student. Because of the fractured student identity of the part-time doctoral candidate, who is usually balancing a range of work, study, and family commitments, strategies to support their progress have to…

  2. Progress in Student Academic Achievement: Evaluation of New City Charter School in 2008-09

    ERIC Educational Resources Information Center

    Gozali-Lee, Edith

    2010-01-01

    This report describes New City Charter School student achievement in the 2008-09 school year, the school's sixth operating year. The number of students enrolled in the school was 125, an increase from 60 students enrolled the first year of the school. Student academic achievement is measured using the Woodcock-Johnson III Tests of Achievement…

  3. Patterns of English Learner Student Reclassification in New York City Public Schools. REL 2017-200

    ERIC Educational Resources Information Center

    Kieffer, Michael J.; Parker, Caroline E.

    2016-01-01

    With the rapid growth in the number of English learner students served by schools in the United States, educators are increasingly concerned with how these students progress toward proficiency in English. The large and diverse English learner student population in New York City public schools, where more than 41 percent of students speak a…

  4. Building a Culture of Evidence for Community College Student Success: Early Progress in the Achieving the Dream Initiative

    ERIC Educational Resources Information Center

    Brock, Thomas; Jenkins, Davis; Ellwein, Todd; Miller, Jennifer; Gooden, Susan; Martin, Kasey; MacGregor, Casey; Pih, Michael

    2007-01-01

    Can community colleges make better use of data to improve student outcomes? That's the fundamental idea behind "Achieving the Dream: Community Colleges Count," a bold initiative launched in 2003 by Lumina Foundation for Education to help community college students succeed--particularly, low-income students and students of color, who have…

  5. Science Sampler: Enhancing Student Understanding of Physical and Chemical Changes

    ERIC Educational Resources Information Center

    McIntosh, Julie; White, Sandra; Suter, Robert

    2009-01-01

    Students within the Findlay, Ohio, City School District, as well as students across the country, struggle with understanding physical and chemical changes. Therefore, in this article, the authors suggest some standards-based activities to clarify misconceptions and provide formative assessments to measure your students' progress as they determine…

  6. Student vs Faculty Curriculum Advising

    ERIC Educational Resources Information Center

    Brown, Coke R.; Myers, Rosemary

    1975-01-01

    Attitudes toward advisers and first-year academic progress were assessed for 223 freshman students at Idaho State University. Students advised by students had more positive attitudes toward their advisers and lower drop rates than those advised by faculty. No difference was observed for achieved GPA. Bases for evaluation are discussed. (Author)

  7. Can Group Discussions and Individualized Assignments Help More Students Succeed in Developmental Mathematics?

    ERIC Educational Resources Information Center

    Jaafar, Reem

    2015-01-01

    Students taking developmental mathematics courses resist attempting word problems when they are presented to them. Although word problems can help students contextualize learning, develop better understanding of the concepts and apply world knowledge, they constitute an impediment to students' progress in developmental mathematics courses. A…

  8. Seizing Opportunity at the Top: Reaching Every Student with Excellent Teachers--Policymakers' Checklist

    ERIC Educational Resources Information Center

    Public Impact, 2012

    2012-01-01

    Research continues to confirm that without "excellent" teachers consistently, most students who start behind stay behind, and too few middling and advanced students leap ahead. Even solid teachers who achieve one year of learning progress leave achievement gaps intact. Schools that "consistently" provide all students with…

  9. Competency Testing for Limited-English-Proficient Students.

    ERIC Educational Resources Information Center

    Gold, Norman C.

    The competency testing movement will yield few improvements in the schools and will create arbitrary barriers to progress for some students. Although it may stimulate educational improvement for limited-English-proficient (LEP) students, as for other students, by giving cohesion to the curriculum, guiding scarce resources for remediation,…

  10. Making the Grade in America's Cities: Assessing Student Achievement in Urban Districts

    ERIC Educational Resources Information Center

    Blagg, Kristin

    2016-01-01

    Many US education reform efforts focus on student performance in large, urban school districts. The National Assessment of Educational Progress's Trial Urban District Assessment (TUDA) program provides data on student achievement in these districts, but differences in student characteristics complicate comparisons of district performance. I use…

  11. Modular Access and Progression Routes: Support Issues and Student Directed Learning.

    ERIC Educational Resources Information Center

    Ward, Jill

    1995-01-01

    The effects of modularizing Access Courses provided by the University of Derby were examined for 299 adult students. No significant differences appeared in retention, but the modular approach had increased recruitment/retention of unskilled and lower achieving students. Students with lower entry qualifications had higher achievement than similar…

  12. Assessment of Student Academic Achievement.

    ERIC Educational Resources Information Center

    Neosho County Community Coll., Chanute, KS.

    Neosho Community College (NCC) in Kansas developed an assessment program to measure changes in student learning and progress in courses and programs. The specific objectives of student assessment at NCC are to determine readiness for regular college courses; to determine proper placement; to assist students in meeting personal objectives; and to…

  13. 34 CFR 200.46 - LEA responsibilities for supplemental educational services.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ...) Not disclose to the public, without the written permission of the student's parents, the identity of... and teachers of the student's progress; (iii) Provide for the termination of the agreement if the... permission of the student's parents, the identity of any student who is eligible for, or receiving...

  14. 34 CFR 200.46 - LEA responsibilities for supplemental educational services.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ...) Not disclose to the public, without the written permission of the student's parents, the identity of... and teachers of the student's progress; (iii) Provide for the termination of the agreement if the... permission of the student's parents, the identity of any student who is eligible for, or receiving...

  15. 34 CFR 200.46 - LEA responsibilities for supplemental educational services.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ...) Not disclose to the public, without the written permission of the student's parents, the identity of... and teachers of the student's progress; (iii) Provide for the termination of the agreement if the... permission of the student's parents, the identity of any student who is eligible for, or receiving...

  16. 34 CFR 200.46 - LEA responsibilities for supplemental educational services.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ...) Not disclose to the public, without the written permission of the student's parents, the identity of... and teachers of the student's progress; (iii) Provide for the termination of the agreement if the... permission of the student's parents, the identity of any student who is eligible for, or receiving...

  17. 34 CFR 200.46 - LEA responsibilities for supplemental educational services.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ...) Not disclose to the public, without the written permission of the student's parents, the identity of... and teachers of the student's progress; (iii) Provide for the termination of the agreement if the... permission of the student's parents, the identity of any student who is eligible for, or receiving...

  18. Accelerated Reader™. What Works Clearinghouse Intervention Report. Updated

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2016

    2016-01-01

    Accelerated Reader™ is a computerized supplementary reading program that provides guided reading instruction to students in grades K-12. It aims to improve students' reading skills through reading practice and by providing frequent feedback on students' progress to teachers. The Accelerated Reader™ program requires students to select and read a…

  19. The Problem with "Proficient"

    ERIC Educational Resources Information Center

    Harvey, James

    2018-01-01

    New research sheds light on the claim that U.S. students' achievement lags behind that of students worldwide. This research reveals a paradox: While large amounts of U.S. students who take the National Assessment of Educational Progress (NAEP) fail to meet its Proficient benchmarks in reading and math, when students' results on NAEP are…

  20. Student Conceptions about Energy Transformations: Progression from General Chemistry to Biochemistry

    ERIC Educational Resources Information Center

    Wolfson, Adele J.; Rowland, Susan L.; Lawrie, Gwendolyn A.; Wright, Anthony H.

    2014-01-01

    Students commencing studies in biochemistry must transfer and build on concepts they learned in chemistry and biology classes. It is well established, however, that students have difficulties in transferring critical concepts from general chemistry courses; one key concept is "energy." Most previous work on students' conception of energy…

  1. Predicting Students' Writing Performance on the NAEP from Student- and State-Level Variables

    ERIC Educational Resources Information Center

    Mo, Ya; Troia, Gary A.

    2017-01-01

    This study examines the relationship between students' demographic background and their experiences with writing at school, the alignment between state and National Assessment of Educational Progress (NAEP) direct writing assessments, and students' NAEP writing performance. The study utilizes primary data collection via content analysis of writing…

  2. College Student Development: Theory and Practice for the ACPA Media Publication No. 49.

    ERIC Educational Resources Information Center

    Creamer, Don G., Ed.

    This book contains articles on the most recent thinking about developmental programming in student affairs. "Progress Toward Intentional Student Development" (Don Creamer) introduces a concept orientation in developmental programming. "The Professional Practice of Student Development" (C. Carney Strange and Patricia King) presents a rationale for…

  3. The Role of Parents in College Students' Sociopolitical Awareness, Academic, and Social Development

    ERIC Educational Resources Information Center

    Harper, Casandra E.; Sax, Linda J.; Wolf, De'Sha S.

    2012-01-01

    This study examined the relationship between parental contact (frequency of student-parent communication) and involvement (parents' interest and/or involvement in students' academic progress and decision-making) with college students' personal, social, and academic development. Parental involvement accounted for over two-thirds of the significant…

  4. Turkish Students' Science Performance and Related Factors in PISA 2006 and 2009

    ERIC Educational Resources Information Center

    Topçu, Mustafa Sami; Arikan, Serkan; Erbilgin, Evrim

    2015-01-01

    The OECD's Programme for International Student Assessment (PISA) enables participating countries to monitor 15-year old students' progress in reading, mathematics, and science literacy. The present study investigates persistent factors that contribute to science performance of Turkish students in PISA 2006 and PISA 2009. Additionally, the study…

  5. Modeling Student Cognition in Digital and Nondigital Assessment Environments

    ERIC Educational Resources Information Center

    DiCerbo, Kristen E.; Xu, Yuning; Levy, Roy; Lai, Emily; Holland, Laura

    2017-01-01

    Inferences about student knowledge, skills, and attributes based on digital activity still largely come from whether students ultimately get a correct result or not. However, the ability to collect activity stream data as individuals interact with digital environments provides information about students' processes as they progress through learning…

  6. Students' development of astronomy concepts across time

    NASA Astrophysics Data System (ADS)

    Plummer, Julia Diane

    2006-02-01

    The National Science Education Standards (NRC, 1996) recommend that students understand the apparent patterns of motion of the sun, moon and stars visible by the end of early elementary school. However, little information exists on students' knowledge of apparent celestial motion or instruction in this area. The goals of this dissertation were to describe children's knowledge of apparent celestial motion across elementary and middle school, explore early elementary students' ability to learn these topics through planetarium instruction, and begin the development of a learning progression for these concepts, First, third, and eighth grade students (N=60) were interviewed using a planetarium-like setting that allowed the students to demonstrate their ideas both verbally and with their own motions on an artificial sky. Analysis of these interviews suggests that students are not making the types of observations of the sky necessary to learn apparent celestial motion and any instruction they may have received has not helped them reach an accurate understanding of most topics. Most students at each grade level could not accurately describe the patterns of motion. Though the older students were more accurate in most of their descriptions than the younger students, in several areas the eighth grade students showed no improvement over the third grade students. The use of kinesthetic learning techniques in a planetarium program was also explored as a method to improve understanding of celestial motion. Pre- and post-interviews were conducted with participants from seven classes of first and second grade students (N=63). Students showed significant improvement in all areas of apparent celestial motion covered by the planetarium program and surpassed the middle school students' understanding of these concepts in most areas. This suggests that students in early elementary school are capable of learning the accurate description of apparent celestial motion. The results demonstrate the value of both kinesthetic learning techniques and the rich visual environment of the planetarium for improved understanding of celestial motion. Based on the results of these studies, I developed a learning progression describing how children may progress through successively more complex ways of understanding apparent celestial motion across elementary grades.

  7. Myopic progression and dark focus variation in optometric students during the first academic year.

    PubMed

    Jiang, Bai-chuan; Schatz, Scott; Seger, Ken

    2005-05-01

    The aim of this research was to investigate the change in refractive error (RE) of optometric students during their first academic year and whether these changes relate to changes in their dark focus (DF). The RE and DF of 64 students were measured objectively every three months during the first academic year, a total of four times, using a Canon R-1 infrared optometer. Thirty-five of the 64 students had an additional RE and DF measurement three weeks immediately after their Summer vacation. Students completed a survey regarding the near work demands they experienced during the Winter break and the teaching semesters. Over nine months, the average RE of the students changed significantly from -2.22 +/- 1.93 (SD) D to -2.50 +/- 2.05 D (p = 0.0002). The rate of myopic progression averaged -0.37 dioptres per year. Inclusion of measurements taken on 35 students immediately after the Summer vacation showed that their change in RE during the Summer vacation was not significant (p = 0.79). For these subjects, the DF measured immediately after the vacation was significantly lower than the DF measured before the vacation (p = 0.007). The reduction in the DF after the vacations corresponded to a period of relative myopic stability in these subjects. The results of this study suggest that optometric students performing extensive near work are at risk of developing myopia. The variation of their DF values indicates the changing demand for near work during different periods of the year. After Winter and Summer vacations, the DF was lower and the myopic progression was suspended. These findings further support the notion that myopic progression is related to high near work demands and suggest that this progression can be slowed by a period of reduced near work, for example, vacation periods.

  8. Holding a mirror to society? Progression towards achieving better sociodemographic representation among the University of Otago's health professional students.

    PubMed

    Crampton, Peter; Weaver, Naomi; Howard, Andrea

    2018-06-08

    1) To describe the sociodemographic characteristics of students accepted into eight health professional programmes at the University of Otago in 2016. 2) To provide an update on an earlier (2012) paper to illustrate progress towards increasing diversity within the health professional student cohort. Student data were obtained from the University of Otago's central student records system. Data were obtained in anonymous, summary form. New Zealand population data were obtained from Statistics New Zealand. Descriptive statistics were calculated. Between 2010 and 2016 there was: a marked increase in the proportion of Māori (124% increase) and Pacific students (121% increase) in health professional programmes, more pronounced in medicine and dentistry (increases of 179% and 133% respectively); an increase in the proportion of students from rural areas from 19.2% to 22.5%; an increase in the proportion of female students from 59.6% to 61.3%; and little overall change in the overall socioeconomic profile. Between 2010 and 2016 there was an overall increase in diversity in the health professional student body, with strong growth in Māori, Pacific and rural students. The recent introduction of new affirmative categories will hopefully result in an increase in socioeconomic diversity and in the number of refugee students.

  9. "They're Too Focused on Being Progressive to Actually Be Progressive": Understanding the Lived Experience of Progressivism at a Liberal Arts College

    ERIC Educational Resources Information Center

    Lane, Amy; Fraser, Abigail; Eathorne, Jamie; Lawrence, Roxann; Meyer, Kylie; Morton, Brittany; Sullivan, Sarah

    2015-01-01

    This article investigates to what extent students' experiences at a small liberal arts college reflect the institutional commitment to progressive thinking and practice. Through in-depth interviews across two studies carried out in 2012 and 2014, the authors found students reported that they felt institutional-level multicultural programming can…

  10. Some Thoughts on "Using Learning Progressions to Design Vertical Scales That Support Coherent Inferences about Student Growth"

    ERIC Educational Resources Information Center

    Kingston, Neal M.; Broaddus, Angela; Lao, Hongling

    2015-01-01

    Briggs and Peck (2015) have written a thought-provoking article on the use of learning progressions in the design of vertical scales that support inferences about student growth. Organized learning models, including learning trajectories, learning progressions, and learning maps have been the subject of research for many years, but more recently…

  11. Making Progress: The Use of Multiple Progress Reports to Enhance Advertising Students' Media Plan Term Projects

    ERIC Educational Resources Information Center

    Kritz, Gary H.; Lozada, Hector R.; Long, Mary M.

    2007-01-01

    Since the AACSB mandates that students demonstrate effective oral and written communication skills, it is imperative that business professors do what is necessary to improve such skills. The authors investigate whether the use of using multiple progress reports in an Advertising class project improves the final product. The data results show that…

  12. Factors related to progression and graduation rates for RN-to-bachelor of science in nursing programs: searching for realistic benchmarks.

    PubMed

    Robertson, Sue; Canary, Cheryl Westlake; Orr, Marsha; Herberg, Paula; Rutledge, Dana N

    2010-03-01

    Measurement and analysis of progression and graduation rates is a well-established activity in schools of nursing. Such rates are indices of program effectiveness and student success. The Commission on Collegiate Nursing Education (2008), in its recently revised Standards for Accreditation of Baccalaureate and Graduate Degree Nursing Programs, specifically dictated that graduation rates (including discussion of entry points, timeframes) be calculated for each degree program. This context affects what is considered timely progression to graduation. If progression and graduation rates are critical outcomes, then schools must fully understand their measurement as well as interpretation of results. Because no national benchmarks for nursing student progression/graduation rates exist, schools try to set expectations that are realistic yet academically sound. RN-to-bachelor of science in nursing (BSN) students are a unique cohort of baccalaureate learners who need to be understood within their own learning context. The purposes of this study were to explore issues and processes of measuring progression and graduation rates in an RN-to-BSN population and to identify factors that facilitate/hinder their successful progression to work toward establishing benchmarks for success. Using data collected from 14 California schools of nursing with RN-to-BSN programs, RN-to-BSN students were identified as generally older, married, and going to school part-time while working and juggling family responsibilities. The study found much program variation in definition of terms and measures used to report progression and graduation rates. A literature review supported the use of terms such as attrition, retention, persistence, graduation, completion, and success rates, in an overlapping and sometimes synonymous fashion. Conceptual clarity and standardization of measurements are needed to allow comparisons and setting of realistic benchmarks. One of the most important factors identified in this study is the potentially prolonged RN-to-BSN timeline to graduation. This underlines the need to look beyond standardized educational norms for graduation rates and consider the realities of "persistence" by which these students are successful in completing their studies. It also raises the question of whether student success and program success/effectiveness are two separate measures or two separate events on one progression timeline. While clarifying our thinking about success in this population of students, the study raised many questions that warrant further research and debate.

  13. Gaps in Perspective: Who Should Be Responsible for Tracking Student Progress across Education Institutions? California Education Policy, Student Data, and the Quest to Improve Student Progress, Part I. Policy Brief

    ERIC Educational Resources Information Center

    Moore, Colleen; Grubb, Brock; Esch, Camille

    2016-01-01

    Conventional wisdom suggests that local educators tend to be wary of efforts by the state to gather more information from their institutions, due to the burdens that such requests often entail. But California's current education landscape, with its shift from state to local control of funding and accountability in the K-12 system, its massive…

  14. Student Perception on a Student Response System Formed by Combining Mobile Phone and a Polling Website

    ERIC Educational Resources Information Center

    Wong, Adam

    2016-01-01

    Every teacher understands the importance of getting timely student feedback for effective and efficient teaching and learning. However, students are not always keen to answer questions in the classroom in front of their peers. There is a need for an efficient method to engage all the students in a classroom and quickly evaluate the progress of…

  15. A critical exploration of how English language learners experience nursing education.

    PubMed

    Mulready-Shick, N

    2013-01-01

    With nursing education reform calling for greater numbers of graduates from diverse backgrounds, this study explored the experiences of students who identified as English language learners (ELs). Educators may view students from underrepresented groups at the margins of nursing education. Minimal research on the experiences of students identifying as ELs exists. Interpretive phenomenological and critical methodologies were used to explore students' lived experiences in the nursing classroom. Academic progress involved additional time and effort dedicated to learning English and the languages of health care and nursing. Traditional and monocultural pedagogical practices, representing acts of power and dominance, thwarted learning. Yet students made progress despite less effective pedagogical practices and socioeconomic realities. This inquiry began with one notion of identity, "English-learners," but evolved to students' perceptions of "being-in-the-world," wholeness, and future endeavors. This study counters the dominant view that students without a greater command of English are not ready for the rigors of nursing education.

  16. Learning outcomes as a tool to assess progression.

    PubMed

    Harden, Ronald M

    2007-09-01

    In the move to outcome-based education (OBE) much of the attention has focussed on the exit learning outcomes-the outcomes expected of a student at the end of a course of studies. It is important also to plan for and monitor students progression to the exit outcomes. A model is described for considering this progression through the phases of undergraduate education. Four dimensions are included-increasing breadth, increasing depth, increasing utility and increasing proficiency. The model can also be used to develop a blueprint for a more seamless link between undergraduate education, postgraduate training and continuing professional development. The progression model recognises the complexities of medical practice and medical education. It supports the move to student-centred and adaptive approaches to learning in an OBE environment.

  17. Growth through Levels

    ERIC Educational Resources Information Center

    Thissen, David

    2015-01-01

    In "Using Learning Progressions to Design Vertical Scales that Support Coherent Inferences about Student Growth" (hereafter ULR), Briggs and Peck suggest that learning progressions could be used as the basis of vertical scales with naturally benchmarked descriptions of student proficiency. They propose and provide a single example of a…

  18. Practical Strategies for Supporting Learners with Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Shelton, Tricia; Jalongo, Mary Renck

    2016-01-01

    Showcase the diverse capabilities of students with ASD, and pervasive developmental disorders. Descriptive examples and interactive activities guide teachers to understand how these disorders affect student progress and how educators can tap into student potential.

  19. Early grade curriculum-based reading measures for students with intellectual disability.

    PubMed

    Hill, David R; Lemons, Christopher J

    2015-12-01

    The purpose of this study was to extend previous research on the use of curriculum-based measurement (CBM) for students with intellectual disability by having 19 special education teachers monitor weekly reading progress of 38 students with intellectual disability for approximately 15 weeks and examining whether students exhibited gains on the progress monitoring measures. In addition to the weekly CBM, teachers reported the type and duration of daily reading instruction. Data were analyzed to explore relationships between CBM performance and reading instruction. Our results indicate that teachers are capable of administering and scoring CBM on a weekly basis and that CBM does capture reading growth for some students with intellectual disability. Correlations between CBM performance and a teacher report of skills taught during reading instruction indicate that teachers may be differentiating instruction based on students' reading ability. Directions for future research as well as limitations of the study are discussed. © The Author(s) 2015.

  20. Knowledge Strands: Enhancing Student Perception of Online Postings

    ERIC Educational Resources Information Center

    Gaudry-Hudson, Christine; Yalda, Sepideh

    2008-01-01

    An important component of student-centered learning is students' ability to connect to their own experiences and to build on their initial perspectives. In this collaborative project, two courses, one in foreign language and one in meteorology, use online postings and threaded discussions to guide the student in a self-study of progress, learning,…

  1. Student Pathways through High School to College. Preschool through Postsecondary.

    ERIC Educational Resources Information Center

    Pierce, David R.

    The way students progress from high school to college is in need of change. This paper examines five programs for student pathways and determines which have enough promise to merit consideration by policymakers. "High Schools That Work" prepares students for college by requiring them to take a minimum core of courses. "Tech…

  2. Understanding and Working with Attention Deficit Disorder Students

    ERIC Educational Resources Information Center

    Buttery, Thomas J.

    2009-01-01

    From a holistic perspective the term attention refers to a student's capacity to focus, direct and sustain their attention on a particular stimulus within their environment for a significant period of time. The development of students' attention spans develops progressively from the time they enter school. From the beginning some students have…

  3. Examining a Grade-Level Math CBM Designed for Persistently Low-Performing Students

    ERIC Educational Resources Information Center

    Anderson, Daniel; Lai, Cheng-Fei; Alonzo, Julie; Tindal, Gerald

    2011-01-01

    Students with disabilities participate in two major measurement systems. The Individuals with Disabilities Education Act emphasizes working within a Response to Intervention (RTI) framework to identify and monitor the progress of low-performing students. Persistent low-performing students also may be eligible for some form of an alternate…

  4. Mathematics Assessment Accommodations: Implications of Differential Boost for Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Lindstrom, Jennifer H.

    2010-01-01

    The inclusion of students with learning disabilities (LD) in assessment is deemed critical to improve the quality of educational opportunities for these students and to provide meaningful and useful information about student performance. Mandated inclusion and accountability for progress raise many interesting questions regarding how to fairly,…

  5. Exploration of Individual Study Paths of Successful First-Year Students: An Interview Study

    ERIC Educational Resources Information Center

    Lindblom-Ylänne, Sari; Haarala-Muhonen, Anne; Postareff, Liisa; Hailikari, Telle

    2017-01-01

    The aim of the present study was to explore the individual profiles of successful, rapidly progressing first-year university students. The participants numbered 38 humanities and law students, who volunteered to be interviewed. The interview data were analysed using abductive content analysis. Two student profiles were distinguished:…

  6. Through Strength and Struggle: Boston's Asian American Student/Community/Labor Solidarity.

    ERIC Educational Resources Information Center

    Kiang, Peter N.; Ng, Man Chak

    1989-01-01

    Linkage between students, the Chinatown community in Boston (Massachusetts), and labor solidarity are examined. The focus is on students as supporters of Chinese immigrant workers displaced by the closing of a large garment factory. Aided by the students and the Chinese Progressive Association, the workers organized themselves and won their…

  7. Career/Education Plans and Student Engagement in Secondary School

    ERIC Educational Resources Information Center

    Plasman, Jay Stratte

    2018-01-01

    Student engagement in education is key to ensuring successful learning. Engagement becomes crucial as students progress through high school and transition into young adulthood; however, engaging them in high school can be an arduous task. A career/education plan can help students make strong connections between their work in high school and their…

  8. The Boeing Company's Manufacturing Technology Student Internship. Final Evaluation Report for 1996.

    ERIC Educational Resources Information Center

    Owens, Tom

    A study evaluated The Boeing Company's Student Internship Program for students enrolled in a manufacturing technology program. The programs in the Seattle (Washington) and Portland (Oregon) areas provided students with three progressive internship levels offered in the summers of grades 11, 12, and 13 (the first year of community college). The…

  9. Dental Charting. Learning Activities, Unit Tests, Progress Chart, and Work Sheet.

    ERIC Educational Resources Information Center

    Texas Univ., Austin. Center for Occupational Curriculum Development.

    These materials are part of a series dealing with skills and information needed by students in dental assisting. The individualized student materials are suitable for classroom, laboratory, or cooperative training programs. These student materials, designed to be used with the Dental Charting Student Manual, consist of learning activities, unit…

  10. Measures of Student Growth

    ERIC Educational Resources Information Center

    Texas Education Agency, 2016

    2016-01-01

    Beginning in the 2017-2018 school year, appraisal systems in Texas, whether the state-recommended system or a locally developed system, will need to include a measure of student growth at the individual teacher level. Student growth measures how much a student progresses academically during his or her time with a particular teacher. It takes into…

  11. Engaging College Students on a Community Engagement with High School Students with Disabilities

    ERIC Educational Resources Information Center

    Lawler, James; Joseph, Anthony; Narula, Stuti

    2014-01-01

    Community engagement is a common course in college curricula of computer science and information systems. In this study, the authors analyze the benefits of digital storytelling, in a course engaging college students with high school students with disabilities. The authors discover that a project of storytelling progressively enables high…

  12. Adventures in the Blogosphere: From Blog Readers to Blog Writers

    ERIC Educational Resources Information Center

    Ducate, Lara C.; Lomicka, Lara L.

    2008-01-01

    This paper reports on a year-long project in which students participated as both readers and writers of blogs. Specifically, this study examines the steps students progress through while reading and writing blogs, students' reactions to blogging, and how self-expression is characterised in the blogosphere. Data from student blogs, reports, and…

  13. Understanding Australian Aboriginal Tertiary Student Needs

    ERIC Educational Resources Information Center

    Oliver, Rhonda; Rochecouste, Judith; Bennell, Debra; Anderson, Roz; Cooper, Inala; Forrest, Simon; Exell, Mike

    2013-01-01

    Drawing from a study of the experiences of Australian Aboriginal and Torres Strait Islander university students, this paper presents an overview of the specific needs of these students as they enter and progress through their tertiary education. Extracts from a set of case studies developed from both staff and student interviews and an online…

  14. Why Secondary Teachers Fail Students.

    ERIC Educational Resources Information Center

    Ligon, Glynn; Jackson, Elaine E.

    The perceptions of teachers about students' lack of success were studied, and the groundwork was laid for the future study of the effectiveness of a policy of warning students and parents of impending failure. The primary sources of data were teacher-coded reasons for failure, given on notices (progress reports) to secondary school students in the…

  15. How Can We Measure Student Progress in Art?

    ERIC Educational Resources Information Center

    Shafton, Helen Goren

    2012-01-01

    Students demonstrate their understanding of art by drawing upon many aspects of their being. Art products are based, in part, upon the student's cognition of the subject, context, techniques, and materials. In addition to the cognitive aspect of art production, the student is also drawing upon his or her creativity, motor skills, emotions, life…

  16. Categorical Differences in Statewide Standardized Testing Scores of Students with Disabilities

    ERIC Educational Resources Information Center

    Trexler, Ellen L.

    2013-01-01

    The No Child Left Behind Act requires all students be proficient in reading and mathematics by 2014, and students in subgroups to make Adequate Yearly Progress. One of these groups is students with disabilities, who continue to score well below their general education peers. This quantitative study identified scoring differences between disability…

  17. Perceived Exertion of the PACER in High School Students

    ERIC Educational Resources Information Center

    Smith, John D.; Holmes, Patricia A.

    2013-01-01

    The purpose of this study was to explore high school students' perceived exertion after participating in the Progressive Aerobic Cardiovascular Endurance Run (PACER). Immediately after completing the PACER, students (N = 792) indicated their perceived exertion on the OMNI rating of perceived exertion (RPE) for children (1-10 scale). All students,…

  18. Variation in Student Selection within the Australian Unified National System: A Case Study in Undergraduate Business Studies from Western Australia.

    ERIC Educational Resources Information Center

    Stanley, Gordon; Oliver, Jeff

    1994-01-01

    Data on admission criteria for four undergraduate business administration programs in Western Australian universities were used to investigate variation in student characteristics across schools. Results indicated large differences in student characteristics among schools, which could affect student progress and outcomes. Implications for such…

  19. Social Participation of Students with Special Educational Needs in Different Educational Systems

    ERIC Educational Resources Information Center

    Bossaert, Goele; de Boer, Anke A.; Frostad, Per; Pijl, Sip Jan; Petry, Katja

    2015-01-01

    Yearly data are collected describing progress in inclusive education. Frequently used criteria are the percentages of students attending special schooling or percentages of students officially labelled as having special educational needs (SEN). However, both criteria have pitfalls. In this study, the social participation of students was used as a…

  20. Creating a Living Portfolio: Documenting Student Growth with Electronic Portfolios.

    ERIC Educational Resources Information Center

    Siegle, Del

    2002-01-01

    This article explains how teachers can use electronic portfolios of students' work to document learner progress. It considers different file formats for storing student work, describes steps to creating an electronic portfolio, and discusses an art and literature electronic magazine created by one school featuring work from student portfolios. (CR)

  1. Biometric and Intelligent Self-Assessment of Student Progress System

    ERIC Educational Resources Information Center

    Kaklauskas, A.; Zavadskas, E. K.; Pruskus, V.; Vlasenko, A.; Seniut, M.; Kaklauskas, G.; Matuliauskaite, A.; Gribniak, V.

    2010-01-01

    All distance learning participants (students, professors, instructors, mentors, tutors and the rest) would like to know how well the students have assimilated the study materials being taught. The analysis and assessment of the knowledge students have acquired over a semester are an integral part of the independent studies process at the most…

  2. Early Grade Curriculum-Based Reading Measures for Students with Intellectual Disability

    ERIC Educational Resources Information Center

    Hill, David R.; Lemons, Christopher J.

    2015-01-01

    The purpose of this study was to extend previous research on the use of curriculum-based measurement (CBM) for students with intellectual disability by having 19 special education teachers monitor weekly reading progress of 38 students with intellectual disability for approximately 15 weeks and examining whether students exhibited gains on the…

  3. Students' Argumentation Skills across Two Socio-Scientific Issues in a Confucian Classroom: Is transfer possible?

    NASA Astrophysics Data System (ADS)

    Foong, Chan-Choong; Daniel, Esther G. S.

    2013-09-01

    This paper argues the possible simultaneous development and transfer of students' argumentation skills from one socio-scientific issue to another in a Confucian classroom. In Malaysia, the Chinese vernacular schools follow a strict Confucian philosophy in the teaching and learning process. The teacher talks and the students listen. This case study explored the transfer of argumentation skills across two socio-scientific issues in such a Form 2 (8th grade) classroom. An instructional support to complement the syllabus was utilised. The teaching approach in the instructional support was more constructivist in nature and designed to introduce argumentation skills which is uncommon in a Confucian classroom. The two socio-scientific issues were genetically modified foods and deforestation. This paper presents a part of the bigger case study that was conducted. Data collected from written arguments were analysed using an analytical framework built upon Toulmin's ideas. The whole class analysis indicated progression in students' argumentation skills in their ability to give more valid grounds and rebuttals during the transfer. The individual analysis suggests progression in the majority of students' performance, while several students demonstrated non-progression when they faced a different socio-scientific issue.

  4. Influence of PBL with open-book tests on knowledge retention measured with progress tests.

    PubMed

    Heijne-Penninga, M; Kuks, J B M; Hofman, W H A; Muijtjens, A M M; Cohen-Schotanus, J

    2013-08-01

    The influence of problem-based learning (PBL) and open-book tests on long-term knowledge retention is unclear and subject of discussion. Hypotheses were that PBL as well as open-book tests positively affect long-term knowledge retention. Four progress test results of fifth and sixth-year medical students (n = 1,648) of three medical schools were analyzed. Two schools had PBL driven curricula, and the third one had a traditional curriculum (TC). One of the PBL schools (PBLob) used a combination of open-book (assessing backup knowledge) and closed-book tests (assessing core knowledge); the other two schools (TC and PBLcb) only used closed-book tests. The items of the progress tests were divided into core and backup knowledge. T tests (with Bonferroni correction) were used to analyze differences between curricula. PBL students performed significantly better than TC students on core knowledge (average effect size (av ES) = 0.37-0.74) and PBL students tested with open-book tests scored somewhat higher than PBL students tested without such tests (av ES = 0.23-0.30). Concerning backup knowledge, no differences were found between the scores of the three curricula. Students of the two PBL curricula showed a substantially better long-term knowledge retention than TC students. PBLob students performed somewhat better on core knowledge than PBLcb students. These outcomes suggest that a problem-based instructional approach in particular can stimulate long-term knowledge retention. Distinguishing knowledge into core and backup knowledge and using open-book tests alongside closed-book tests could enhance long-term core knowledge retention.

  5. Continuous Progress Education: An Ideal that Works.

    ERIC Educational Resources Information Center

    Jenkins, John M.

    1982-01-01

    Continuous progress education (CP) provides for the individualization of all significant aspects of learning, including materials, content, objectives, methods, pacing, and student-teacher relationships. It is based on the proposition that no general prescriptions are equally appropriate for all students. A brief description of Hood River Valley…

  6. Monitoring Students' Academic & Disciplinary Progression.

    ERIC Educational Resources Information Center

    McDonald, Fred; Kellogg, Larry J.

    This document outlines the objectives and procedures of a program at a New Mexico school district whose purpose is to enable school personnel to systematically monitor students' academic and disciplinary progression. The objectives of the program are to diagnose academic or disciplinary problems and prescribe remedies, to establish an oncampus…

  7. 25 CFR 30.114 - Which students must be assessed?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... Adequate Yearly Progress § 30.114 Which students must be assessed? All students in grades three through eight and at least once in grades ten through twelve who are enrolled in a Bureau-funded school must be...

  8. 25 CFR 30.114 - Which students must be assessed?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... Adequate Yearly Progress § 30.114 Which students must be assessed? All students in grades three through eight and at least once in grades ten through twelve who are enrolled in a Bureau-funded school must be...

  9. 25 CFR 30.114 - Which students must be assessed?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... Adequate Yearly Progress § 30.114 Which students must be assessed? All students in grades three through eight and at least once in grades ten through twelve who are enrolled in a Bureau-funded school must be...

  10. 25 CFR 30.114 - Which students must be assessed?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... Adequate Yearly Progress § 30.114 Which students must be assessed? All students in grades three through eight and at least once in grades ten through twelve who are enrolled in a Bureau-funded school must be...

  11. 25 CFR 30.114 - Which students must be assessed?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... Adequate Yearly Progress § 30.114 Which students must be assessed? All students in grades three through eight and at least once in grades ten through twelve who are enrolled in a Bureau-funded school must be...

  12. From Cheerleader to Coach: The Developmental Progression of Bedside Teachers in Giving Feedback to Early Learners.

    PubMed

    Wenrich, Marjorie D; Jackson, Molly Blackley; Maestas, Ramoncita R; Wolfhagen, Ineke H A P; Scherpbier, Albert J J

    2015-11-01

    Medical students learn clinical skills at the bedside from teaching clinicians, who often learn to teach by teaching. Little is known about the process of becoming an effective clinical teacher. Understanding how teaching skills and approaches change with experience may help tailor faculty development for new teachers. Focusing on giving feedback to early learners, the authors asked: What is the developmental progression of clinician-teachers as they learn to give clinical skills feedback to medical students? This qualitative study included longitudinal interviews with clinician-teachers over five years in a new clinical skills teaching program for preclinical medical students. Techniques derived from grounded theory were used for initial analyses. The current study focused on one theme identified in initial analyses: giving feedback to students. Transcript passages were organized by interview year, coded, and discussed in year clusters; thematic codes were compared and emergent codes developed. Themes related to giving feedback demonstrated a dyadic structure: characteristic of less experienced teachers versus characteristic of experienced teachers. Seven dominant dyadic themes emerged, including teacher as cheerleader versus coach, concern about student fragility versus understanding resilience, and focus on creating a safe environment versus challenging students within a safe environment. With consistent teaching, clinical teachers demonstrated progress in giving feedback to students in multiple areas, including understanding students' developmental trajectory and needs, developing tools and strategies, and adopting a dynamic, challenging, inclusive team approach. Ongoing teaching opportunities with targeted faculty development may help improve clinician-teachers' feedback skills and approaches.

  13. Classroom interactions: exploring the practices of high- and low-expectation teachers.

    PubMed

    Rubie-Davies, Christine M

    2007-06-01

    Early research exploring teacher expectations concentrated on the dyadic classroom interactions of teachers with individual students. More recent studies have shown whole class factors to have more significance in portraying teachers' expectations. Recently teachers having high or low expectations for all their students have been identified. The aim of the current investigation was to explore whether the classroom exchanges of high- and low-expectation teachers differed substantially and might be considered a mechanism for teachers' expectations. The participants were 12 primary school teachers from eight schools who had been identified as having expectations for their students' learning that were either significantly above or below the children's achievement level. The teachers formed three groups called high-expectation, low-expectation and average-progress teachers. The participants were observed twice in the academic year during half-hour reading lessons. Two people observed each lesson, one completing a structured observation protocol and the other a running record and audiotape. In contrast to the average progress and low expectation teachers, the high-expectation teachers spent more time providing a framework for students' learning, provided their students with more feedback, questioned their students using more higher-order questions, and managed their students' behaviour more positively. There appear to be important differences in the classroom environments for the students of high-expectation, average-progress and low-expectation teachers. The differences apply to both the instructional and socioemotional environments of the classroom. Such disparities may act as mechanisms for teacher expectation effects.

  14. The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Kindergarten. Technical Report # 0921

    ERIC Educational Resources Information Center

    Alonzo, Julie; Tindal, Gerald

    2009-01-01

    In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in kindergarten. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2008 and administered to approximately 2800 students from…

  15. Progressive Transitions from Algorithmic to Conceptual Understanding in Student Ability To Solve Chemistry Problems: A Lakatosian Interpretation.

    ERIC Educational Resources Information Center

    Niaz, Mansoor

    The main objective of this study is to construct models based on strategies students use to solve chemistry problems and to show that these models form sequences of progressive transitions similar to what Lakatos (1970) in the history of science refers to as progressive 'problemshifts' that increase the explanatory' heuristic power of the models.…

  16. Promoting Student Development of Models and Scientific Inquiry Skills in Acid-Base Chemistry: An Important Skill Development in Preparation for AP Chemistry

    ERIC Educational Resources Information Center

    Hale-Hanes, Cara

    2015-01-01

    In this study, two groups of 11th grade chemistry students (n = 210) performed a sequence of hands-on and virtual laboratories that were progressively more inquiry-based. One-half of the students did the laboratory sequence with the addition of a teacher-led discussion connecting student data to student-generated visual representations of…

  17. An Analysis of Mathematics Achievement Disparities between Black and White Students and Socioeconomically Disadvantaged and Advantaged Students across Content Strands by Elementary and Middle School Level in a Diverse Virginia School District

    ERIC Educational Resources Information Center

    Lewis, Benjamin L.

    2013-01-01

    Student achievement gaps between Black and White students, and socioeconomically disadvantaged and advantaged students, have been observed and formally documented since the National Assessment of Educational Progress (NAEP) began in the 1970s. In particular, the mathematics achievement gap between these historically disadvantaged populations has…

  18. Mapping students' ideas about chemical reactions at different educational levels

    NASA Astrophysics Data System (ADS)

    Yan, Fan

    Understanding chemical reactions is crucial in learning chemistry at all educational levels. Nevertheless, research in science education has revealed that many students struggle to understand chemical processes. Improving teaching and learning about chemical reactions demands that we develop a clearer understanding of student reasoning in this area and of how this reasoning evolves with training in the discipline. Thus, we have carried out a qualitative study using semi-structured interviews as the main data collection tool to explore students reasoning about reaction mechanism and causality. The participants of this study included students at different levels of training in chemistry: general chemistry students (n=22), organic chemistry students (n=16), first year graduate students (n=13) and Ph.D. candidates (n=14). We identified major conceptual modes along critical dimensions of analysis, and illustrated common ways of reasoning using typical cases. Main findings indicate that although significant progress is observed in student reasoning in some areas, major conceptual difficulties seem to persist even at the more advanced educational levels. In addition, our findings suggest that students struggle to integrate important concepts when thinking about mechanism and causality in chemical reactions. The results of our study are relevant to chemistry educators interested in learning progressions, assessment, and conceptual development.

  19. Student perceptions of stress, coping, relationships, and academic civility: a longitudinal study.

    PubMed

    Clark, Cynthia M; Nguyen, Danh T; Barbosa-Leiker, Celestina

    2014-01-01

    Academic incivility can increase student stress, jeopardize learning, damage relationships, and negatively impact the academic environment. This 3-year longitudinal study measured a cohort of prelicensure nursing students' progressive perceptions of stress, coping, student-student and faculty-student relationships, and levels of academic civility. While civility scores remained mild to moderately high overall, there was a slightly declining trend over the 3-year period. Perceived stressors and coping strategies and ways to improve academic civility are identified and discussed.

  20. Summer Student Research Presentations

    NASA Technical Reports Server (NTRS)

    Casey, Carol (Editor)

    2005-01-01

    In 2005, over 150 undergraduate students and first-year graduate students participated in a variety of research programs coordinated by the Jet Propulsion Laboratory Education Office in conjunction with the Caltech Student- Faculty Programs Office. The programs give students the opportunity to conduct research under the guidance of an experienced mentor for a 10-week period. Students gain valuable experience while contributing to the ongoing goals of JPL. Students are required to submit progress reports and an abstract, and to give an oral presentation of their projects to an audience of JPL staff and other students. This set of abstracts provides brief descriptions of the projects that were conducted by these students and their mentors. A schedule of student talks is also included.

  1. What Story Does the Work Tell? A Resource of Curricular Units, Student Work and Commentary by Philadelphia Teachers.

    ERIC Educational Resources Information Center

    Cantrill, Christina, Comp.; Glass, Don, Comp.; Sparks, Andrew, Comp.

    This document is a tool to help teachers look at student work as a means to assess individual student progress. It contains work samples, accompanying commentaries, and assessment tools which originate from students and teachers in Philadelphia public schools who participated in the Philadelphia Education Fund's Small Learning Community…

  2. The Labor Market Returns to For-Profit Higher Education: Evidence for Transfer Students. A CAPSEE Working Paper

    ERIC Educational Resources Information Center

    Liu, Yuen Ting; Belfield, Clive

    2014-01-01

    This study examines the labor market gains for students who enrolled at for-profit colleges after beginning their post-secondary education in community college. We use student-level administrative record data from college transcripts, Unemployment Insurance earnings data, and progression data from the National Student Clearinghouse across full…

  3. Student Progress in a Social Work Writing Course: Self-Efficacy, Course Objectives, and Skills

    ERIC Educational Resources Information Center

    Woody, Jane D.; Zeleny, Mary G.; D'Souza, Henry J.; Harder, Jeanette; Reiser, Jacqueline; Szto, Peter

    2014-01-01

    Although instructors express concerns about social work students' writing skills, little research has been conducted. One remedy is a social work-focused writing course. This study assessed a required writing course with a sample of 49 baccalaureate students. From online pre- and posttest surveys, 2 student outcomes improved significantly:…

  4. The Challenge of Induction! Introducing Engineering Students to Higher Education: A Task-Oriented Approach.

    ERIC Educational Resources Information Center

    Edward, Norrie; Middleton, June

    2002-01-01

    First-year engineering students at Robert Gordon University (Scotland) were presented with a task-oriented induction program. Students were divided into groups and assigned a facilitator, later personal tutor, to whom they could refer. Student reaction to the experience was very favorable. Effect on progression rates is yet to be determined. (AEF)

  5. The Role of Personal Best (PB) Goals in the Achievement and Behavioral Engagement of Students with ADHD and Students without ADHD

    ERIC Educational Resources Information Center

    Martin, Andrew J.

    2012-01-01

    In the context of competitive classroom settings and relativistic assessment schedules, some groups of students may particularly benefit from an emphasis on personal progress and personal growth approaches to their academic development. Building on recent promising results from general samples of high school students (undifferentiated by…

  6. The Pipeline and Student Perceptions of Schooling: Good News and Bad News.

    ERIC Educational Resources Information Center

    Moses, Michele S.; And Others

    The existence of a math/science "ipieline" in public schooling is well documented in which the number of female students, students with lower socioeconomic status, and students of color in proportion to white males in advanced math and science progressively shrinks during high school. As part of an ongoing gender equity project, separate versions…

  7. A Retrospective Study of the Impact Faculty Dispositions Have on Undergraduate Engineering Students

    ERIC Educational Resources Information Center

    Hong, Barbara S. S.; Shull, Peter J.

    2010-01-01

    Despite the progress made in studying the dynamics of attracting and retaining STEM students, limited research have focused on understanding the values and impact faculty could have on the learning outcomes of students. This exploratory study presents the voices of six successful engineering students through a case study interview approach. Common…

  8. Handheld tools that 'Informate' Assessment of Student Learning in Science: A Requirements Analysis

    ERIC Educational Resources Information Center

    Roschelle, Jeremy; Penuel, William R.; Yarnall, Louise; Shechtman, Nicole; Tatar, Deborah

    2005-01-01

    An important challenge faced by many teachers as they involve students in science investigations is measuring (assessing) students' progress. Our detailed requirements analysis in a particular school district led to the idea that what teachers need most are ways to increase the quality of the information they have about what students know and can…

  9. What Challenges and Benefits Can Non-Formal Law and Language Integrated Learning Bring to University Students?

    ERIC Educational Resources Information Center

    Atabekova, Atabekova; Gorbatenko, Rimma; Belousov, Aleksandr; Grebnev, Ruslan; Sheremetieva, Olga

    2016-01-01

    The paper explores the ways in which non-formal content and language integrated learning within university studies can affect students' academic progress. The research has included theoretical and empirical studies. The article focuses on the observation of students' learning process, draws attention to challenges and benefits students experienced…

  10. Meeting the Assistive Technology Needs of Students with Duchenne Muscular Dystrophy

    ERIC Educational Resources Information Center

    Heller, Kathryn Wolff; Mezei, Peter J.; Avant, Mary Jane Thompson

    2009-01-01

    Students with Duchenne muscular dystrophy (DMD) have a degenerative disease that requires ongoing changes in assistive technology (AT). The AT team needs to be knowledgeable about the disease and its progression in order to meet these students' changing needs in a timely manner. The unique needs of students with Duchenne muscular dystrophy in…

  11. Retrospectives on Factors Influencing Inclusive Opportunities for College Students with Extensive Support Needs

    ERIC Educational Resources Information Center

    Orlando, Ann-Marie; Klinepeter, Elizabeth; Foster, Megan

    2016-01-01

    Current U.S. legislation calls for students with disabilities to be involved and make progress in general education curriculum. Despite the legislation, students with extensive support needs continue to be segregated from their peers and post-school outcomes remain dismal for this population of students. The purpose of this retrospective study was…

  12. Maritime Tactile Education for Urban Secondary Education Students

    ERIC Educational Resources Information Center

    Sulzer, Arthur Henry, IV

    2012-01-01

    Urban high-school students' low average level of academic achievement is a national problem. A lack of academic progress is a factor that contributes to students failing to graduate. In response to these urban high school student problems, a growing number of urban charter high schools have opened as an alternative to the traditional public high…

  13. Doctoral Students' Experiences Leading to Completion or Attrition: A Matter of Sense, Progress and Distress

    ERIC Educational Resources Information Center

    Devos, Christelle; Boudrenghien, Gentiane; Van der Linden, Nicolas; Azzi, Assaad; Frenay, Mariane; Galand, Benoit; Klein, Olivier

    2017-01-01

    A central trend in qualitative studies investigating doctoral students' dropout is to stress the importance of students' integration and socialisation in their working environment. Yet, few of these studies actually compared the experiences of doctoral students who completed or quit their PhD. In order to overcome this limitation and identify the…

  14. Factors Affecting Student Progression and Achievement: Prediction and Intervention. A Two-Year Study

    ERIC Educational Resources Information Center

    Lowis, Mike; Castley, Andrew

    2008-01-01

    First-year student dropout in the university sector can reach 20% or higher. Over a two-year period, a simple instrument was developed to identify potential student low performance and withdrawal. It was based on a measure of students' early expectation of higher education, matched subsequently with their actual experience. The instrument design…

  15. The Use of Team-Based Learning as an Approach to Increased Engagement and Learning for Marketing Students: A Case Study

    ERIC Educational Resources Information Center

    Chad, Paul

    2012-01-01

    Marketing educators are often faced with poor preclass preparation by students, declining student interest in attending classes as the semester progresses, and student complaints regarding previous bad experiences with team assessment activities. Team-based learning (TBL) is an innovative teaching strategy using semiformalized guidelines aimed to…

  16. Teachers' Perceptions of High School Principal's Monitoring of Student Progress and the Relationship to Student Achievement

    ERIC Educational Resources Information Center

    Chappelear, T. C.; Price, Ted

    2012-01-01

    Principals in school buildings are under immense pressure to improve outcomes for all students. Recent literature suggests this accountability may be at least partly warranted, as there is overwhelming evidence that building principals can positively impact student achievement through their behavior as effective instructional leaders. Much of the…

  17. Addressing Student Diversity and Equity: The "Next Generation Science Standards" Are Leading a New Wave of Reform

    ERIC Educational Resources Information Center

    Januszyk, Rita; Miller, Emily C.; Lee, Okhee

    2016-01-01

    While student demographics continue to change nationwide, science achievement gaps persist, as measured by the National Assessment of Educational Progress (NCES 2012). As traditional racial and ethnic minority students have become the numeric majority (NCES 2013), teaching science for all increasingly means addressing diverse student populations.…

  18. Effects of Person versus Process Praise on Student Motivation: Stability and Change in Emerging Adulthood

    ERIC Educational Resources Information Center

    Haimovitz, Kyla; Henderlong Corpus, Jennifer

    2011-01-01

    This study examined the effects of person praise and process praise on college students' motivation and how these effects change as students progress through their undergraduate years. Hundred and eleven college students worked on three puzzle tasks and received either person praise, process praise, or no praise. Following subsequent failure,…

  19. The Use of a Performance Assessment for Identifying Gifted Lebanese Students: Is DISCOVER Effective?

    ERIC Educational Resources Information Center

    Sarouphim, Ketty M.

    2009-01-01

    The purpose of this study was to investigate the effectiveness of DISCOVER, a performance- based assessment in identifying gifted Lebanese students. The sample consisted of 248 students (121 boys, 127 girls) from Grades 3-5 at two private schools in Beirut, Lebanon. Students were administered DISCOVER and the Raven Standard Progressive Matrices…

  20. Teachers' Beliefs about Students' Social Disadvantage and Student Achievement. CEPA Working Paper No. 15-03

    ERIC Educational Resources Information Center

    Rochmes, Jane

    2015-01-01

    While progress to close racial achievement gaps has stagnated and income achievement gaps have grown, recent case studies enthusiastically describe "transformational" schools, which claim to establish conditions that enable students--primarily poor students of color--to achieve at levels far higher than their social background predicts.…

  1. Student Performance Data in the Classroom: Measurement and Evaluation of Student Progress.

    ERIC Educational Resources Information Center

    Cooke, Nancy L.; And Others

    1991-01-01

    This survey of 510 special education teachers found that most teachers collect, record, and use data on student performance to determine instructional effectiveness, appropriate time to move students to the next skill, and which objectives have been met. Only one-third of teachers used graphs for displaying and interpreting data. (Author/JDD)

  2. Learning Progressions & Climate Change

    ERIC Educational Resources Information Center

    Parker, Joyce M.; de los Santos, Elizabeth X.; Anderson, Charles W.

    2015-01-01

    Our society is currently having serious debates about sources of energy and global climate change. But do students (and the public) have the requisite knowledge to engage these issues as informed citizenry? The learning-progression research summarized here indicates that only 10% of high school students typically have a level of understanding…

  3. Mathematics Framework for the 2013 National Assessment of Educational Progress

    ERIC Educational Resources Information Center

    National Assessment Governing Board, 2012

    2012-01-01

    Since 1973, the National Assessment of Educational Progress (NAEP) has gathered information about student achievement in mathematics. Results of these periodic assessments, produced in print and web-based formats, provide valuable information to a wide variety of audiences. They inform citizens about the nature of students' comprehension of the…

  4. Relationship between Admission Selection Criteria and Academic Progression for Student Nurse Anesthetists

    ERIC Educational Resources Information Center

    Burns, Sharon M.

    2009-01-01

    Today's admission selection criteria require refinement with the intention of fostering academic progression for students entering nurse anesthesia programs (Reese, 2002).With the escalating cost of graduate education coupled with the current economic crisis, efforts by educational leaders to minimize attrition remains pivotal (Andrews, Johansson,…

  5. Science Education Reform in Qatar: Progress and Challenges

    ERIC Educational Resources Information Center

    Said, Ziad

    2016-01-01

    Science education reform in Qatar has had limited success. In the Trends in International Mathematics and Science Study (TIMMS), Qatari 4th and 8th grade students have shown progress in science achievement, but they remain significantly below the international average. Also, in the Program for International Student Assessment (PISA), Qatari…

  6. Pillars of Progress. Lumina Foundation Focus. Spring 2008

    ERIC Educational Resources Information Center

    Powell, David S., Ed.

    2008-01-01

    Minority-Serving Institutions (MSIs) often go above and beyond the call of duty to encourage engagement and provide support to traditionally underrepresented students. This issue of Lumina Foundation Focus magazine, titled "Pillars of progress," examines MSIs and their efforts to maximize student success. Following the President's Message, In…

  7. Advancing Stage 2 Research on Measures for Monitoring Kindergarten Reading Progress

    ERIC Educational Resources Information Center

    Clemens, Nathan H.; Soohoo, Michelle M.; Wiley, Colby P.; Hsiao, Yu-Yu; Estrella, Ivonne; Allee-Smith, Paula J.; Yoon, Myeongsun

    2018-01-01

    Although several measures exist for frequently monitoring early reading progress, little research has specifically investigated their technical properties when administered on a frequent basis with kindergarten students. In this study, kindergarten students (N = 137) of whom the majority was receiving supplemental intervention for reading skills…

  8. The Impact of the Measures of Academic Progress (MAP) Program on Student Reading Achievement

    ERIC Educational Resources Information Center

    Cordray, David S.; Pion, Georgine M.; Brandt, Chris; Molefe, Ayrin

    2013-01-01

    One of the most widely used commercially available systems incorporating benchmark assessment and training in differentiated instruction is the Northwest Evaluation Association's (NWEA) Measures of Academic Progress (MAP) program. The MAP program involves two components: (1) computer-adaptive assessments administered to students three to four…

  9. Training General Education Pupils to Monitor Reading Using Curriculum-Based Measurement Procedures.

    ERIC Educational Resources Information Center

    Bentz, Johnell; And Others

    1990-01-01

    Although systematic monitoring of student progress has been associated with improved achievement, few teachers engage in progress monitoring because of testing-time requirements. Compared accuracy of 14 trained fourth- and fifth-grade general education students' curriculum-based reading assessments of second and third graders to accuracy of…

  10. Establishing Benchmarks and Measuring Progress at "HSTW" Sites.

    ERIC Educational Resources Information Center

    Southern Regional Education Board (SREB), 2010

    2010-01-01

    Schools that join the "High Schools That Work (HSTW)" network are expected to show progress in changing school and classroom practices in ways that improve student achievement and readiness for postsecondary studies and careers. They are expected to focus on practices that have proven most effective in advancing student achievement.…

  11. A Nursing Process Methodology.

    ERIC Educational Resources Information Center

    Ryan-Wenger, Nancy M.

    1990-01-01

    A nursing methodology developed by the faculty at The Ohio State University teaches nursing students problem-solving techniques applicable to any nursing situation. It also provides faculty and students with a basis for measuring students' progress and ability in applying the nursing process. (Author)

  12. Social Adjustment of At-Risk Technology Education Students

    ERIC Educational Resources Information Center

    Ernst, Jeremy V.; Moye, Johnny J.

    2013-01-01

    Individual technology education students' subgroup dynamic informs progressions of research while apprising technology teacher educators and classroom technology education teachers of intricate differences between students. Recognition of these differences help educators realize that classroom structure, instruction, and activities must be…

  13. Advancing Stage 2 Research on Measures for Monitoring Kindergarten Reading Progress.

    PubMed

    Clemens, Nathan H; Soohoo, Michelle M; Wiley, Colby P; Hsiao, Yu-Yu; Estrella, Ivonne; Allee-Smith, Paula J; Yoon, Myeongsun

    Although several measures exist for frequently monitoring early reading progress, little research has specifically investigated their technical properties when administered on a frequent basis with kindergarten students. In this study, kindergarten students ( N = 137) of whom the majority was receiving supplemental intervention for reading skills were monitored using Letter Sound Fluency, Phoneme Segmentation Fluency, Word Reading Fluency, Nonsense Word Fluency, Highly Decodable Passages, and Spelling on a biweekly basis between February and May. Acceptable reliability was observed for all measures. Analyses of slope validity using latent growth models, latent change score models, and slope differences according to level of year-end achievement indicated that the relation of slope to overall reading skills varied across the measures. A suggested approach to kindergarten students' reading progress is offered that includes Letter Sound Fluency and a measure of word-reading skills to provide a comprehensive picture of student growth toward important year-end reading outcomes.

  14. The Validation of a Case-Based, Cumulative Assessment and Progressions Examination

    PubMed Central

    Coker, Adeola O.; Copeland, Jeffrey T.; Gottlieb, Helmut B.; Horlen, Cheryl; Smith, Helen E.; Urteaga, Elizabeth M.; Ramsinghani, Sushma; Zertuche, Alejandra; Maize, David

    2016-01-01

    Objective. To assess content and criterion validity, as well as reliability of an internally developed, case-based, cumulative, high-stakes third-year Annual Student Assessment and Progression Examination (P3 ASAP Exam). Methods. Content validity was assessed through the writing-reviewing process. Criterion validity was assessed by comparing student scores on the P3 ASAP Exam with the nationally validated Pharmacy Curriculum Outcomes Assessment (PCOA). Reliability was assessed with psychometric analysis comparing student performance over four years. Results. The P3 ASAP Exam showed content validity through representation of didactic courses and professional outcomes. Similar scores on the P3 ASAP Exam and PCOA with Pearson correlation coefficient established criterion validity. Consistent student performance using Kuder-Richardson coefficient (KR-20) since 2012 reflected reliability of the examination. Conclusion. Pharmacy schools can implement internally developed, high-stakes, cumulative progression examinations that are valid and reliable using a robust writing-reviewing process and psychometric analyses. PMID:26941435

  15. Achievement motivation and level of aspiration: adolescent Ethiopian immigrants in the Israeli education system.

    PubMed

    Horowitz, T R; Mosher, N

    1997-01-01

    This paper focuses on two questions: Are Ethiopian high school children who immigrated to Israel achievement motivated? To what extent does the presence or absence of certain components of the achievement construct in the indigenous value system of Ethiopian students affect progress at school? The study is based on pilot research conducted in Israel in 1987 for which the central research questions were: Are elements of motivation to be found in the indigenous value system of Ethiopian students? If so, what is their effect on progress at school? The research is based on a questionnaire administered to 88 Ethiopian students and 85 veteran Israeli students. The main findings of this research are: There are some elements in the socialization of Ethiopian students that can be looked upon as components of achievement motivation. These include a high level of aspiration, the ability to postpone gratification, and obedience. These elements help the Ethiopian children succeed at school. On the other hand, some elements in the socialization of Ethiopian children hinder their progress: conformity restraints on individual creativity and external locus of control.

  16. Finding Opportunities to Nudge Student Groups over the Finish Line: Examining Students' Five-Year Progress. Data Notes. Volume 7, Number 1, January-February 2012

    ERIC Educational Resources Information Center

    Clery, Sue

    2012-01-01

    Past research has revealed that students who complete coursework in a concentrated area, defined as completing three or more courses in a specific field of study, are much more likely to have successful outcomes than those who do not. Moreover, fewer than half of students included in this research, which followed students over seven years, entered…

  17. The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 1. Technical Report # 0919

    ERIC Educational Resources Information Center

    Alonzo, Julie; Tindal, Gerald

    2009-01-01

    In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grade 1. These measures, available as part of easyCBM [TM], an online progress monitoring assessment system, were developed in 2008 and administered to approximately 2800 students from schools…

  18. Idea Bank: Progress through Incentives: How One Music Program Helps Students Progress to Higher Levels of Musicianship

    ERIC Educational Resources Information Center

    Boyd, Joshua

    2013-01-01

    Students are motivated when they have a constant system of rewards. They have a desire to please others and be recognized. It was with this idea in mind that the Smokey Road Middle School Band in Newman, Georgia, started using the "Power in the Progress System" in 2011. This system, created by H. Dwight Satterwhite, a professor of music…

  19. The Lure of Casino Gambling and Its Potential Impact on College Students in Mississippi.

    ERIC Educational Resources Information Center

    Bailey, E. Ann; Burroughs, Susie W.; Dabit, Jean S.; Hambrick, Rosalind S.; Theriot, Patricia B.

    1997-01-01

    Investigates the lure and potential impact of casino gambling on college students in Mississippi. Findings suggest that casino gambling may significantly impact college students in regard to financial management, alcohol consumption, academic progress, and behavioral changes. (MKA)

  20. Curriculum-Based Measurement, Program Development, Graphing Performance and Increasing Efficiency.

    ERIC Educational Resources Information Center

    Deno, Stanley L.; And Others

    1987-01-01

    Four brief articles look at aspects of curriculum based measurement (CBM) for academically handicapped students including procedures of CBM with examples, different approaches to graphing student performance, and solutions to the problem of making time to measure student progress frequently. (DB)

  1. The Association between Maternal Reproductive Age and Progression of Refractive Error in Urban Students in Beijing

    PubMed Central

    Vasudevan, Balamurali; Jin, Zi Bing; Ciuffreda, Kenneth J.; Jhanji, Vishal; Zhou, Hong Jia; Wang, Ning Li; Liang, Yuan Bo

    2015-01-01

    Purpose To investigate the association between maternal reproductive age and their children’ refractive error progression in Chinese urban students. Methods The Beijing Myopia Progression Study was a three-year cohort investigation. Cycloplegic refraction of these students at both baseline and follow-up vision examinations, as well as non-cycloplegic refraction of their parents at baseline, were performed. Student’s refractive change was defined as the cycloplegic spherical equivalent (SE) of the right eye at the final follow-up minus the cycloplegic SE of the right eye at baseline. Results At the final follow-up, 241 students (62.4%) were reexamined. 226 students (58.5%) with completed refractive data, as well as completed parental reproductive age data, were enrolled. The average paternal and maternal age increased from 29.4 years and 27.5 years in 1993–1994 to 32.6 years and 29.2 years in 2003–2004, respectively. In the multivariate analysis, students who were younger (β = 0.08 diopter/year/year, P<0.001), with more myopic refraction at baseline (β = 0.02 diopter/year/diopter, P = 0.01), and with older maternal reproductive age (β = -0.18 diopter/year/decade, P = 0.01), had more myopic refractive change. After stratifying the parental reproductive age into quartile groups, children with older maternal reproductive age (trend test: P = 0.04) had more myopic refractive change, after adjusting for the children's age, baseline refraction, maternal refraction, and near work time. However, no significant association between myopic refractive change and paternal reproductive age was found. Conclusions In this cohort, children with older maternal reproductive age had more myopic refractive change. This new risk factor for myopia progression may partially explain the faster myopic progression found in the Chinese population in recent decades. PMID:26421841

  2. Use of a student support group to reduce student stress in a nurse anesthesia program.

    PubMed

    Kless, J R

    1989-02-01

    Stress in nurse anesthesia programs may be excessive at times, especially in new students. While some degree of stress is necessary to motivate learning, excessive or prolonged stress can interfere with the normal learning process, thereby prolonging a student's clinical and academic progress. In the extreme, excessive stress may even preclude a student's successful completion of the educational program. Active faculty intervention through a student support group is advocated as a method for controlling stress levels and facilitating student learning. The positive effects of such intervention also increase the overall productivity of a program and better prepare nurse anesthesia students for their future careers.

  3. Exploring the experiences and coping strategies of international medical students

    PubMed Central

    2011-01-01

    Background Few studies have addressed the challenges that international medical students face and there is a dearth of information on the behavioural strategies these students adopt to successfully progress through their academic program in the face of substantial difficulties of language barrier, curriculum overload, financial constraints and assessment tasks that require high proficiency in communication skills. Methods This study was designed primarily with the aim of enhancing understanding of the coping strategies, skill perceptions and knowledge of assessment expectations of international students as they progress through the third and fourth years of their medical degree at the School of Medicine, University of Tasmania, Australia. Results Survey, focus group discussion and individual interviews revealed that language barriers, communication skills, cultural differences, financial burdens, heavy workloads and discriminatory bottlenecks were key factors that hindered their adaptation to the Australian culture. Quantitative analyses of their examination results showed that there were highly significant (p < 0.001) variations between student performances in multiple choice questions, short answer questions and objective structured clinical examinations (70.3%, 49.7% & 61.7% respectively), indicating existence of communication issues. Conclusions Despite the challenges, these students have adopted commendable coping strategies and progressed through the course largely due to their high sense of responsibility towards their family, their focus on the goal of graduating as medical doctors and their support networks. It was concluded that faculty needs to provide both academic and moral support to their international medical students at three major intervention points, namely point of entry, mid way through the course and at the end of the course to enhance their coping skills and academic progression. Finally, appropriate recommendations were made. PMID:21702988

  4. Data Stewardship: Managing Personally Identifiable Information in Electronic Student Education Records. SLDS Technical Brief 2. NCES 2011-602

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2010

    2010-01-01

    The growth of electronic student data in America's education system has focused attention on the ways these data are collected, processed, stored, and used. The use of records in Statewide Longitudinal Data Systems to follow the progress of individual students over time requires maintaining student education records that include information that…

  5. Profiles of Kindergarten Classroom and Elementary School Contexts: Associations with the First-Grade Outcomes of Children Transitioning from Head Start

    ERIC Educational Resources Information Center

    Lee, Phyllis; Bierman, Karen L.

    2016-01-01

    Poor-quality classroom and school contexts may impede the academic and behavioral adjustment of low-income students when they transition into kindergarten. Several studies have examined the impact of teacher-student interactions on student progress, whereas others have explored the impact of school-level adversity (e.g., student poverty, school…

  6. PA Student Achievement Rises for 8th Straight Year: 2010 Student Achievement Fast Facts

    ERIC Educational Resources Information Center

    Pennsylvania Department of Education, 2010

    2010-01-01

    This paper presents some facts about Pennsylvania's student achievement for 2010. These facts are: (1) Eighty two percent of Pennsylvania schools are meeting all of their Adequate Yearly Progress (AYP) targets--up from 78% of schools last year; (2) Pennsylvania students exceed state academic goals and achieve double digit gains since 2002; (3)…

  7. Scaling Student Success with Predictive Analytics: Reflections after Four Years in the Data Trenches

    ERIC Educational Resources Information Center

    Wagner, Ellen; Longanecker, David

    2016-01-01

    The metrics used in the US to track students do not include adults and part-time students. This has led to the development of a massive data initiative--the Predictive Analytics Reporting (PAR) framework--that uses predictive analytics to trace the progress of all types of students in the system. This development has allowed actionable,…

  8. Validity Issues Involved in Cross-Grade Statements about NAEP Results

    ERIC Educational Resources Information Center

    Thissen, David

    2012-01-01

    The reading and mathematics measures of the National Assessment of Educational Progress (NAEP) have been, and continue to be, reported on scales that appear to have the properties of "cross-grade" scales: Reported scores are higher for 8th-grade students than for 4th-grade students, and higher for 12th-grade students than for 8th-grade students.…

  9. Validation of Assessment for Learning Questionnaires for Teachers and Students

    ERIC Educational Resources Information Center

    Pat-El, Ron Jonathan; Tillema, Harm; Segers, Mien; Vedder, Paul

    2013-01-01

    Background: Assessment can be a powerful force in promoting student learning. Still, few measures exist to gauge Assessment for Learning (AFL) in the classroom. Literature on AFL suggests that it encompasses both a monitor to track student progress as well as a scaffold to show or help students recognize in what areas they need to improve. Aims:…

  10. Finding Context: What Today's College Students Say about Conducting Research in the Digital Age. Project Information Literacy Progress Report

    ERIC Educational Resources Information Center

    Head, Alison J.; Eisenberg, Michael B.

    2009-01-01

    A report of preliminary findings and analysis from student discussion groups held on 7 U.S. campuses in Fall 2008, as part of Project Information Literacy. Qualitative data from discussions with higher education students across the country suggest that conducting research is particularly challenging. Students' greatest challenges are related to…

  11. Common Themes, Challenges, Issues, and Aspirations of International Students Pursuing Doctoral Degrees in Education at a Midwestern University

    ERIC Educational Resources Information Center

    Mtika, Joe Mithi

    2009-01-01

    International students' studying abroad is a complicated phenomenon that has touched both the countries that send the students and those that receive them. The issues of international students have affected academic circles as well as public and private sectors. Participation of all stakeholders in higher education is crucial to the progress of…

  12. Keeping Our Students: Identifying Factors that Influence Student Withdrawal and Strategies to Enhance the Experience and Retention of First-Year Students

    ERIC Educational Resources Information Center

    Parmar, Deeba; Trotter, Eileen

    2004-01-01

    This article derives from local research at two UK universities as part of their institutional strategies to address retention and progression and enhance their students' experiences of higher education. In both Middlesex University and the University of Salford, research has been undertaken to identify factors which influence the retention and…

  13. Students' Perceptions of Written Feedback in Teacher Education: Ideally Feedback is a Continuing Two-Way Communication that Encourages Progress

    ERIC Educational Resources Information Center

    Dowden, Tony; Pittaway, Sharon; Yost, Helen; McCarthy, Robyn

    2013-01-01

    A small but growing body of research has investigated students' perceptions of written feedback in higher education but little attention has been brought to bear on students' emotional responses to feedback. This paper investigates students' perceptions of written feedback with particular emphasis on their emotional responses within a teacher…

  14. Highlights from PIRLS 2011: Reading Achievement of U.S. Fourth-Grade Students in an International Context. NCES 2013-010

    ERIC Educational Resources Information Center

    Thompson, Sheila; Provasnik, Stephen; Kastberg, David; Ferraro, David; Lemanski, Nita; Roey, Stephen; Jenkins, Frank

    2012-01-01

    The Progress in International Reading Literacy Study (PIRLS) is an international comparative study of student achievement. In 2011, PIRLS was administered to nationally representative samples of 4th-grade students in 53 education systems around the world. The PIRLS assessment measures student performance on a combined reading literacy scale, as…

  15. "An Adjective Is a Word Hanging down from a Noun": Learning to Write and Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Harris, Karen R.; Graham, Steve

    2013-01-01

    By the upper elementary grades, writing becomes an essential tool both for learning and for showing what you know. Students who struggle significantly with writing are at a terrible disadvantage. Data from the National Assessment of Educational Progress indicate that only 25% of students can be classified as competent writers; students with…

  16. Effects of Response to Intervention on Student Achievement

    ERIC Educational Resources Information Center

    Light, Heather

    2014-01-01

    All states test students at specified times as required by the No Child Left Behind Act, but the results of these tests indicate that many students do not meet adequate yearly progress (AYP). This problem was evident in a school district in Missouri in which 3rd-grade students in 2 of the 3 elementary schools did not meet AYP on the communication…

  17. Automating Individualized Formative Feedback in Large Classes Based on a Directed Concept Graph

    PubMed Central

    Schaffer, Henry E.; Young, Karen R.; Ligon, Emily W.; Chapman, Diane D.

    2017-01-01

    Student learning outcomes within courses form the basis for course completion and time-to-graduation statistics, which are of great importance in education, particularly higher education. Budget pressures have led to large classes in which student-to-instructor interaction is very limited. Most of the current efforts to improve student progress in large classes, such as “learning analytics,” (LA) focus on the aspects of student behavior that are found in the logs of Learning Management Systems (LMS), for example, frequency of signing in, time spent on each page, and grades. These are important, but are distant from providing help to the student making insufficient progress in a course. We describe a computer analytical methodology which includes a dissection of the concepts in the course, expressed as a directed graph, that are applied to test questions, and uses performance on these questions to provide formative feedback to each student in any course format: face-to-face, blended, flipped, or online. Each student receives individualized assistance in a scalable and affordable manner. It works with any class delivery technology, textbook, and learning management system. PMID:28293202

  18. An Exploration of Students' Science Learning Interest Related to Their Cognitive Anxiety, Cognitive Load, Self-Confidence and Learning Progress Using Inquiry-Based Learning With an iPad

    NASA Astrophysics Data System (ADS)

    Hong, Jon-Chao; Hwang, Ming-Yueh; Tai, Kai-Hsin; Tsai, Chi-Ruei

    2017-12-01

    Based on the cognitive-affective theory, the present study designed a science inquiry learning model, predict-observe-explain (POE), and implemented it in an app called "WhyWhy" to examine the effectiveness of students' science inquiry learning practice. To understand how POE can affect the cognitive-affective learning process, as well as the learning progress, a pretest and a posttest were given to 152 grade 5 elementary school students. The students practiced WhyWhy during six sessions over 6 weeks, and data related to interest in learning science (ILS), cognitive anxiety (CA), and extraneous cognitive load (ECL) were collected and analyzed through confirmatory factor analysis with structure equation modeling. The results showed that students with high ILS have low CA and ECL. In addition, the results also indicated that students with a high level of self-confidence enhancement showed significant improvement in the posttest. The implications of this study suggest that by using technology-enhanced science learning, the POE model is a practical approach to motivate students to learn.

  19. Sixth Grade Student Self-Regulation in Science

    NASA Astrophysics Data System (ADS)

    Reid, Lisa J.

    The positive relationship between self-regulation and student achievement has been repeatedly supported through research. Key considerations that have resulted from prior research include instructor feedback and explicit expectations, student perception of their control of their progress, accurate self-calibration, reflection, goal-setting, age, and methods by which a cycle which integrates all of these can be put in place. While research provides evidence for that fact that it is possible to support student success in several of these areas, many questions are left as to how guided, active self-regulation impacts students perception of their control over their performance, their ability to accurately assess and act upon their strengths and weaknesses, and, ultimately, their overall progress at different developmental stages. This study intended to provide a better understanding of how guidance in the self-regulation strategies of sixth grade science students can impact their attitudes toward learning. Specifically, this study investigated the question, "What is the effect of active reflection, graphing of grades, and goal setting on sixth-grade students' locus of control and ability to self-regulate?"

  20. Mobilizing Foucault: history, subjectivity and autonomous learners in nurse education.

    PubMed

    Darbyshire, Chris; Fleming, Valerie E M

    2008-12-01

    In the past 20, years the impact of progressive educational theories have become influential in nurse education particularly in relation to partnership and empowerment between lecturers and students and the development of student autonomy. The introduction of these progressive theories was in response to the criticisms that nurse education was characterized by hierarchical and asymmetrical power relationships between lecturers and students that encouraged rote learning and stifled student autonomy. This article explores how the work of Michel Foucault can be mobilized to think about autonomy in three different yet overlapping ways: as a historical event; as a discursive practice; and as part of an overall strategy to produce a specific student subject position. The implications for educational practice are that, rather than a site where students are empowered, nurse education is both a factory and a laboratory where new subjectivities are continually being constructed. This suggests that empowering practices and disciplinary practices uneasily co-exist. Critical reflection needs to be directed not only at structural dimensions of power but also on ourselves as students and lecturers by asking a Foucauldian question: How are you interested in autonomy?

  1. Best Practices at the Lamont-Doherty Earth Observatory (LDEO) REU Site

    NASA Astrophysics Data System (ADS)

    Abbott, D. H.

    2014-12-01

    At the LDEO REU site, we take student health and safety very seriously. In 2014, we gave the students training on laboratory safety, fire safety, and a Title IX orientation covering discrimination and sexual harassment. We also compile emergency contact information for all the students and distribute it to students, mentors and the administration. Students choose a research project and mentors then pick the best student for their project. Because the mentors choose the student, they are more invested in the student. Students and mentors are encouraged to interact before the program starts, both through discussions and assigned background reading. During these discussions, research projects are often modified to better-fit students interests and skill levels. During the program, we facilitate student-mentor interaction by conducting three research-focusing sessions with small groups of students. Students give 20-minute long oral presentations on the progress of their research and answer questions about their project. Mentors prepare the students for these sessions, thereby increasing student knowledge about their research project. Mid-way through the summer, students write a 3-page proposal about their research as part of a special seminar on scientific writing. The students also participate in a final poster session that is attended by the LDEO community. We maximize student engagement by giving students a choice of research projects that are specifically selected for their suitability for and interest among undergraduates. The track record of mentors is also considered. Mentors must be in residence at LDEO during most of the intern program and arrange a suitable co-mentor during any absences. Mentors must be individuals who are able to encourage the students while giving them constructive input on the progress of their research project. We also encourage students to present their research results at a national scientific meeting. Students and mentors are given a schedule at the start of the summer that includes the abstract deadlines for major national meetings. When it is possible, we fund each student's attendance of a national meeting. Enthusiastic students who wish to attend a second meeting are given information on how to apply for funding to support attendance.

  2. Mapping student thinking in chemical synthesis

    NASA Astrophysics Data System (ADS)

    Weinrich, Melissa

    In order to support the development of learning progressions about central ideas and practices in different disciplines, we need detailed analyses of the implicit assumptions and reasoning strategies that guide students' thinking at different educational levels. In the particular case of chemistry, understanding how new chemical substances are produced (chemical synthesis) is of critical importance. Thus, we have used a qualitative research approach based on individual interviews with first semester general chemistry students (n = 16), second semester organic chemistry students (n = 15), advanced undergraduates (n = 9), first year graduate students (n = 15), and PhD candidates (n = 16) to better characterize diverse students' underlying cognitive elements (conceptual modes and modes of reasoning) when thinking about chemical synthesis. Our results reveal a great variability in the cognitive resources and strategies used by students with different levels of training in the discipline to make decisions, particularly at intermediate levels of expertise. The specific nature of the task had a strong influence on the conceptual sophistication and mode of reasoning that students exhibited. Nevertheless, our data analysis has allowed us to identify common modes of reasoning and assumptions that seem to guide students' thinking at different educational levels. Our results should facilitate the development of learning progressions that help improve chemistry instruction, curriculum, and assessment.

  3. Placement, Progress, and Promotion: ESL Assessment in California's Adult Schools

    ERIC Educational Resources Information Center

    Gonzalves, Lisa

    2017-01-01

    In California adult schools, standardized language assessments are typically administered to adult English as a second language (ESL) students upon enrollment; students then take these same state-approved tests throughout the academic year to demonstrate progress. As these tests assess only listening and reading skills, schools may use their own…

  4. Development of an Empirically-Based Conditional Learning Progression for Climate Change

    ERIC Educational Resources Information Center

    Breslyn, Wayne; Drewes, Andrea; McGinnis, J. Randy; Hestness, Emily; Mouza, Chrystalla

    2017-01-01

    Climate change encompasses a broad and complex set of concepts that is often challenging for students and educators. Using a learning progressions (LPs) knowledge system, we developed a LP that described student learning of climate change. In this exploratory study, we present findings from written assessments of climate change (n = 294) and…

  5. Degrees of Impact: Analyzing the Effects of Progressive Librarian Course Collaborations on Student Performance

    ERIC Educational Resources Information Center

    Booth, Char; Lowe, M. Sara; Tagge, Natalie; Stone, Sean M.

    2015-01-01

    The Claremont Colleges Library conducted direct rubric assessment of Pitzer College First-Year Seminar research papers to analyze the impact of diverse levels of librarian course collaborations on information literacy (IL) performance in student writing. Findings indicate that progressive degrees of librarian engagement in IL-related course…

  6. Learning by Doing: the Progressive Novella Project.

    ERIC Educational Resources Information Center

    Conroy, Michael G.

    1996-01-01

    States that the Progressive Novella Project for high school students involves the collaborative writing of a 35-50 page novella. Explains that prior to the actual writing process, students are educated in the basic elements of fiction writing. Describes the division of labor into groups. Comments that the results of the project are invariably…

  7. Reflective Practice in the Ballet Class: Bringing Progressive Pedagogy to the Classical Tradition

    ERIC Educational Resources Information Center

    Zeller, Jessica

    2017-01-01

    This research seeks to broaden the dialogue on progressive ballet pedagogy through an examination of reflective practices in the ballet class. Ballet's traditional model of instruction has long required students to quietly comply with the pedagogue's directives, and it has thus become notorious for promoting student passivity. Despite strong…

  8. Affective Domain Progression in Single-Sex and Coeducational Schools

    ERIC Educational Resources Information Center

    Dhindsa, Harkirat S.; Salleh, Siti-Zahrani Binti Haji Md

    2018-01-01

    Students who study science in single-sex and coeducational schools have attracted lots of attention from the education community. However, changes to students' attitudes toward science as they progress to higher grades in these schools are not clearly understood. The aim of this study was to compare the changes in attitudes toward science among…

  9. African Americans and Mathematics Outcomes on National Assessment of Educational Progress: Parental and Individual Influences

    ERIC Educational Resources Information Center

    Noble, Richard, III; Morton, Crystal Hill

    2013-01-01

    This study investigated within group differences between African American female and male students who participated in the 2009 National Assessment of Educational Progress mathematics assessment. Using results from participating states, we compare average scale scores of African American students based on home regulatory environment and interest…

  10. Quantitative Evaluation of Flexibility in Undergraduate Engineering Curricula in the United Arab Emirates

    ERIC Educational Resources Information Center

    Darwish, Naif A.; Qasim, Muhammad

    2016-01-01

    In academia, smooth progression of students significantly depends on the way curricula are developed and organized. Curricula or study plans with high degree of interconnectivity between courses, multiple prerequisites, and hierarchically structured courses tend to complicate the smooth progress of the enrolled students. In this work, a rigorous…

  11. Progress Report: Access and Persistence of Minority Students in the Arizona Universities.

    ERIC Educational Resources Information Center

    Cotera, Augustus S.; And Others

    One of the working papers in the final report of the Arizona Board of Regents' Task Force on Excellence, Efficiency and Competitiveness, this report presents statistical information on the progress of minority student access and persistence in the three Arizona Universities, Arizona's community colleges, and the Arizona Department of Education.…

  12. Performance Plan: Progress Report, 3rd Quarter Fiscal Year 2000.

    ERIC Educational Resources Information Center

    Department of Education, Washington, DC. Student Financial Assistance.

    The U.S. Department of Education Student Financial Assistance (SFA) outlines its three major objectives for fiscal year 2000 in its progress report. The objectives are: 1)customer satisfaction; 2) reduction in the overall cost of delivering student aid; and 3) employee satisfaction. Several new capabilities were added to the Direct Loan servicing…

  13. Performance Plan: Progress Report 2nd Quarter Fiscal Year 2000.

    ERIC Educational Resources Information Center

    Department of Education, Washington, DC. Student Financial Assistance.

    This document is progress report on the U.S. Department of Education's Student Financial Assistance (SFA) programs. Regarding its customer satisfaction objective, SFA notes that it looks to private sector leaders in e-commerce and promotes electronic services; offers electronic filing of the Free Application For Student Aid (FAFSA); offers most…

  14. An Evaluation of the Effects of Graphic Aids in Improving Decision Accuracy in a Continuous Treatment Design

    ERIC Educational Resources Information Center

    Van Norman, Ethan R.; Nelson, Peter M.; Shin, Jae-Eun; Christ, Theodore J.

    2013-01-01

    Educators, school psychologists, and other professionals must evaluate student progress and decide to continue, modify, or terminate instructional programs to ensure student success. For this purpose, progress-monitoring data are often collected, plotted graphically, and visually analyzed. The current study evaluated the impact of three common…

  15. Getting the Most Out of Progress Files and Personal Development Planning

    ERIC Educational Resources Information Center

    Croot, David; Gedye, Sharon

    2006-01-01

    Progress Files have been set by the government as a specific element of all higher education provision in England and "should consist of two elements: a transcript recording student achievement which should follow a common format devised by institutions collectively through their representative bodies; and a means by which students can …

  16. Students' Progression of Understanding the Matter Concept from Elementary to High School

    ERIC Educational Resources Information Center

    Liu, Xiufeng; Lesniak, Kathleen M.

    2005-01-01

    Using the US national sample from the Third International Mathematics and Science Study (TIMSS) and the Rasch modeling method, this study identified the conceptual progression sequence of various matter concept aspects, and compared students' latent abilities against the sequence. We found that the four matter aspects, i.e. conservation, physical…

  17. Patterns of Reasoning about Ecological Systemic Reasoning for Early Elementary Students

    ERIC Educational Resources Information Center

    Hokayem, H.

    2016-01-01

    Systems and system models are recognized as a crosscutting concept in the newly released framework for K-12 science education (NRC [National Research Council], 2012). In previous work, I developed a learning progression for systemic reasoning in ecology at the elementary level. The learning progression captured five levels of students' reasoning…

  18. Psychometric Aspects of Pupil Monitoring Systems

    ERIC Educational Resources Information Center

    Glas, Cees A. W.; Geerlings, Hanneke

    2009-01-01

    Pupil monitoring systems support the teacher in tailoring teaching to the individual level of a student and in comparing the progress and results of teaching with national standards. The systems are based on the availability of an item bank calibrated using item response theory. The assessment of the students' progress and results can be further…

  19. Student Monitoring in Distance Education.

    ERIC Educational Resources Information Center

    Holt, Peter; And Others

    1987-01-01

    Reviews a computerized monitoring system for distance education students at Athabasca University designed to solve the problems of tracking student performance. A pilot project for tutors is described which includes an electronic conferencing system and electronic mail, and an evaluation currently in progress is briefly discussed. (LRW)

  20. How One Teacher Uses Student Records. Profiles/Dolly Lambdin.

    ERIC Educational Resources Information Center

    Locke, Lawrence F.; Dodds, Patt

    1982-01-01

    A physical education teacher has created a recordkeeping system which maintains a continuous record of each student's progress in fitness tests, basic motor skills, specific play skills, and interpersonal behavior. The system helps with student motivation, administration, decision making, and building parental support. (PP)

  1. High School Academics: Increasing the Standard

    ERIC Educational Resources Information Center

    Gard, Ashley N.

    2017-01-01

    Beyond heightened academic requirements, student athletes face a multitude of tasks including weight training, practice, film review, and travel for competition. This makes the student's life complex. As student athletes progress through their educational experience, they experience higher structured time demands in regard to their sport…

  2. The effects of a technology-enhanced, flexible choice science program on achievement, self-efficacy and the scale learner progression mechanism in science

    NASA Astrophysics Data System (ADS)

    Grace, Lori

    A mixed methods comparative case study of two DRG I urban high schools was used to determine the effectiveness of the Flexible Choice Science Program (FCSP) at producing equitable learning outcomes in students. FCSP recognized both 'among and within learner' differences, while allowing the teacher the semblance of a single lesson. Program sequencing, a differentiated technology platform and allowances for student control and creativity, allowed learners to progress from novice to master at their own pace. Results showed that holistic participation in FCSP by School A students led to significant positive learning effects, particularly for low ability learners. Results of this study challenge current educational grouping techniques that have resulted in inequity, by demonstrating that when students group themselves, their success increases by more than 100%. Results of this research also challenge common notion that cognition most defines student potential by demonstrating that student affect most influences learning.

  3. Three-Year Study of Students' Attitudes Toward Physical Education: Grades 4-8.

    PubMed

    Mercier, Kevin; Donovan, Corinne; Gibbone, Anne; Rozga, Kimberly

    2017-09-01

    A relationship exists between attitudes toward physical education and future physical activity. The purpose of this study was to examine changes in attitude toward physical education as students progressed from upper elementary school (Grade 4) through middle school (Grade 8). Three cohorts of students (Cohort 1, Grades 4-6, n = 96; Cohort 2, Grades 5-7, n = 71; and Cohort 3, Grades 6-8, n = 73) were each followed for 3 years to examine changes in attitudes toward physical education. After an initial increase from Grade 4 to Grade 5, a significant decrease was observed from Grades 5 to 8 in students' positive attitudes toward physical education, with a faster rate of change for girls than boys. This longitudinal study provides further insights regarding the attitudes of students as they progress from Grade 4 to Grade 8 and expands on previous findings identifying decreasing positive attitudes toward physical education as students age, particularly for girls. The results provide evidence to support targeted interventions.

  4. Effective, Sustained Inquiry-Based Instruction Promotes Higher Science Proficiency Among All Groups: A 5-Year Analysis

    NASA Astrophysics Data System (ADS)

    Marshall, Jeff C.; Alston, Daniel M.

    2014-11-01

    Student's performance in science classrooms has continued to languish throughout the USA. Even though proficiency rates on national tests such as National Assessment of Educational Progress are higher for Caucasian students than African-Americans and Hispanics, all groups lack achieving desired proficiency rates. Further, the Next Generation Science Standards detail a new higher benchmark for all students. This study analyzes a professional development (PD) project, entitled Inquiry in Motion, designed to (a) facilitate teacher transformation toward greater quantity and quality of inquiry-based instruction, (b) improve student achievement in science practices and science concepts, and (c) begin to narrow the achievement gap among various groups. This 5-year PD study included 11 schools, 74 middle school teachers, and 9,981 students from diverse, high minority populations. Findings from the quasi-experimental study show statistically significant gains for all student groups (aggregate, males, females, Caucasians, African-Americans, and Hispanics) on all three science Measure of Academic Progress tests (composite, science practices, and science concepts) when compared to students of non-participating teachers. In addition to an increase in overall performance for all groups, a narrowing of the achievement gap of minority students relative to Caucasian students was seen. When combined with other studies, this study affirms that, when facilitated effectively, inquiry-based instruction may benefit all students, for all demographic groups measured.

  5. In the field: exploring nature with Carolus Linnaeus.

    PubMed

    Hodacs, Hanna

    2010-06-01

    Teaching his students the art of observing nature outdoors was central to the Swedish naturalist Carolus (Carl) Linnaeus (1707-1778). These exercises came to influence both their progress and his work. The open-air classroom was a stage where Linnaeus could demonstrate his skills and mobilize support. It was also a testing, training and recruitment ground: the students' field observations helped Linnaeus to develop his new scientific nomenclature, and it was in the field that students could train their observational skills and progress from novices to naturalists. Copyright 2009. Published by Elsevier Ltd.

  6. Progress and Promise: Results from the Boston Pilot Schools

    ERIC Educational Resources Information Center

    Tung, Rosann; Ouimette, Monique; Rugen, Leah

    2006-01-01

    New research conducted by Boston's Center for Collaborative Education documents significant achievement by students who attend the city's Pilot Schools. Pilot School students are performing better than the district averages across every indicator of student engagement and performance, including the statewide standardized assessment (MCAS). In…

  7. Pulse Power--A Heart Physiology Program for Children.

    ERIC Educational Resources Information Center

    Hinson, Curt

    1994-01-01

    Primary grade students at a Delaware elementary school currently participate in the Pulse Power heart physiology program. Students receive mastery instruction and use heart monitors to exercise performance throughout the 6-phase program. Data from homework and from the heart monitors identify student progress, knowledge, and cardiovascular…

  8. Build Better ePortfolios

    ERIC Educational Resources Information Center

    Zuger, Sascha

    2008-01-01

    Tech-using educators know the many benefits of ePortfolios. They help get a handle on kids' interests, difficulties, and strengths. Techno-loving student thrive on the real-time interaction. Administrators like that ePortfolios record student progress digitally, making a convenient shared resource between students, parents, and other teachers.…

  9. Bribes or Rewards.

    ERIC Educational Resources Information Center

    Megyeri, Kathy A.

    Small tangible rewards for student progress, such as candy bars, pens, or ribbons, add potency to the verbal and written praise offered by the teacher, thus increasing student motivation. Giving students small prizes enhances the cooperative atmosphere of learning, especially for those who do not normally do well. Research indicates that low…

  10. Australian Students' Appreciation of the Greenhouse Effect and the Ozone Hole.

    ERIC Educational Resources Information Center

    Fisher, Brian

    1998-01-01

    Examines students' explanations of the greenhouse effect and the hole in the ozone layer, using a life-world and scientific dichotomy. Illuminates ideas often expressed in classrooms and sheds light on the progression in students' developing powers of explanation. Contains 17 references. (DDR)

  11. Automated Guidance for Student Inquiry

    ERIC Educational Resources Information Center

    Gerard, Libby F.; Ryoo, Kihyun; McElhaney, Kevin W.; Liu, Ou Lydia; Rafferty, Anna N.; Linn, Marcia C.

    2016-01-01

    In 4 classroom experiments we investigated uses for technologies that automatically score student generated essays, concept diagrams, and drawings in inquiry curricula. We used the automatic scores to assign typical and research-based guidance and studied the impact of the guidance on student progress. Seven teachers and their 897 students…

  12. Factors Related to Learner Dropout in Online Learning

    ERIC Educational Resources Information Center

    Park, Ji-Hye

    2007-01-01

    This study reviewed dropout research in online learning, particularly focusing on nontraditional students and examined what progress has been made since Garrison's 1987 review. This study categorized factors identified from literature into student characteristics, student prior skills, external factors, and internal factors, all of which are based…

  13. Return of the Pig: Standards for Learning Improvement

    ERIC Educational Resources Information Center

    Fulcher, Keston H.; Smith, Kristen L.; Sanchez, Elizabeth R. H.; Ames, Allison J.; Meixner, Cara

    2017-01-01

    Higher education has made impressive progress concerning student learning outcomes assessment practices. Yet--despite the assumption that better assessment would lead to better student learning--few examples of demonstrable student learning improvement exist at the academic degree or university levels. In 2014 Fulcher, Good, Coleman, and Smith…

  14. Student Progress to Graduation in New York City High Schools: A Metric Designed by New Visions for Public Schools. Part I: Core Components

    ERIC Educational Resources Information Center

    Fairchild, Susan; Gunton, Brad; Donohue, Beverly; Berry, Carolyn; Genn, Ruth; Knevals, Jessica

    2011-01-01

    Students who achieve critical academic benchmarks such as high attendance rates, continuous levels of credit accumulation, and high grades have a greater likelihood of success throughout high school and beyond. However, keeping students on track toward meeting graduation requirements and quickly identifying students who are at risk of falling off…

  15. Using Data Mining to Explore Why Community College Transfer Students Earn Bachelor's Degrees with Excess Credits. CCRC Working Paper No. 100

    ERIC Educational Resources Information Center

    Fink, John; Jenkins, Davis; Kopko, Elizabeth; Ran, Florence Xiaotao

    2018-01-01

    Community college transfer students encounter challenges progressing toward a bachelor's degree, leading to widespread transfer credit loss. This in turn may lower students' chances of credential completion and increase the time and costs for students, their families, and taxpayers. In this study we review three definitions of credit transfer…

  16. Transfer Students: Postsecondary Institutions Could Promote More Consistent Consideration of Coursework by Not Basing Determinations on Accreditation. Report to Congressional Requesters. GAO-06-22

    ERIC Educational Resources Information Center

    Ashby, Cornelia M.

    2005-01-01

    Each year thousands of students transfer from one postsecondary institution to another. The credit transfer process, to the extent that it delays students' progress, can affect the affordability of postsecondary education and the time it takes students to graduate. Seeking information on the processes and requirements that postsecondary…

  17. Third Space Strategists: International Students Negotiating the Transition from Pathway Program to Postgraduate Coursework Degree

    ERIC Educational Resources Information Center

    Benzie, Helen

    2015-01-01

    Pathway programs exist to prepare students for progression into university degrees but the transition experience for many students may not be as smooth as is suggested by the notion of the pathway. While attending a pathway program and at the beginning of their university degree, students may be in a third space, a liminal space where they engage…

  18. The Bologna Process for U.S. Eyes: Re-learning Higher Education in the Age of Convergence

    ERIC Educational Resources Information Center

    Adelman, Clifford

    2009-01-01

    The title of this document is a deliberate play on the title of the biennial reports on the progress of Bologna produced by the European Students' Union, "Bologna With Student Eyes." It is a way of paying tribute to student involvement in the Bologna reforms, and marking a parallel student working participation in the state system…

  19. Using Computer-Adaptive Assessments of Literacy to Monitor the Progress of English Learner Students. REL 2016-149

    ERIC Educational Resources Information Center

    Foorman, Barbara; Espinosa, Anabel; Wood, Carla; Wu, Yi-Chieh

    2016-01-01

    A top education priority in the United States is to address the needs of one of the fastest growing yet lowest performing student populations--English learner students (Capps et al., 2005). English learner students come from homes where a non-English language is spoken and need additional academic support to access the mainstream curriculum. These…

  20. Conceptualizing RTI in 21st-Century Secondary Science Classrooms: Video Games' Potential to Provide Tiered Support and Progress Monitoring for Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Marino, Matthew T.; Beecher, Constance C.

    2010-01-01

    Secondary schools across the United States are adopting response to intervention (RTI) as a means to identify students with learning disabilities (LD) and provide tiered instructional interventions that benefit all students. The majority of current RTI research focuses on students with reading difficulties in elementary school classrooms.…

  1. Assessment for Qualification and Certification in Upper Secondary Education: A Review of Country Practices and Research Evidence. OECD Education Working Papers, No. 83

    ERIC Educational Resources Information Center

    Dufaux, Stefanie

    2012-01-01

    Within the policy field of student assessment, the assessment of students for qualification and certification in upper secondary education has special importance since key decisions for the progression of students may be taken on the basis of assessment results. Students in most OECD countries face increased specialisation in upper secondary…

  2. An Evaluation of Curriculum-Based Measurement of Mathematics Word Problem--Solving Measures for Monitoring Third-Grade Students' Mathematics Competence

    ERIC Educational Resources Information Center

    Leh, Jayne M.; Jitendra, Asha K.; Caskie, Grace I. L.; Griffin, Cynthia C.

    2007-01-01

    The purpose of this study was to examine the tenability of a curriculum-based mathematical word problem-solving (WPS) measure as a progress-monitoring tool to index students' rate of growth or slope of achievement over time. Participants consisted of 58 third-grade students, who were assessed repeatedly over 16 school weeks. Students were measured…

  3. A framework for analysis of sentinel events in medical student education.

    PubMed

    Cohen, Daniel M; Clinchot, Daniel M; Werman, Howard A

    2013-11-01

    Although previous studies have addressed student factors contributing to dismissal or withdrawal from medical school for academic reasons, little information is available regarding institutional factors that may hinder student progress. The authors describe the development and application of a framework for sentinel event (SE) root cause analysis to evaluate cases in which students are dismissed or withdraw because of failure to progress in the medical school curriculum. The SE in medical student education (MSE) framework was piloted at the Ohio State University College of Medicine (OSUCOM) during 2010-2012. Faculty presented cases using the framework during academic oversight committee discussions. Nine SEs in MSE were presented using the framework. Major institution-level findings included the need for improved communication, documentation of cognitive and noncognitive (e.g., mental health) issues, clarification of requirements for remediation and fitness for duty, and additional psychological services. Challenges related to alternative and combined programs were identified as well. The OSUCOM undertook system changes based on the action plans developed through the discussions of these SEs. An SE analysis process appears to be a useful method for making system changes in response to institutional issues identified in evaluation of cases in which students fail to progress in the medical school curriculum. The authors plan to continue to refine the SE in MSE framework and analysis process. Next steps include assessing whether analysis using this framework yields improved student outcomes with universal applications for other institutions.

  4. Strategies to teach family assessment and intervention through an online international curriculum.

    PubMed

    Anderson, Kathryn Hoehn; Friedemann, Marie-Luise

    2010-05-01

    A Web-based certificate program for international health professionals to acquire understanding of family health and strategies to implement culturally sensitive health care of families is outlined. In four Web courses and a project, students progress interactively to apply culture, family, and interdisciplinary health system theories to assessments and clinical interventions with families in the interdisciplinary setting. Four online educational strategies to facilitate student success from the virtual classroom to actual clinical care are described: adjusting to the technology, communicating the learning progress openly, giving mutual feedback, and implementing evidence-based family care. Outcomes addressing student learning and skill enhancement, family interaction, and student and faculty experiences in the virtual learning environment are explored. Overall, students learned to work successfully with families in health care, experienced increasing comfort and competency in challenging situations, introduced family care in their work setting, and emerged as leaders while working in interdisciplinary teams.

  5. The Mesa Arizona Pupil Tracking System

    NASA Technical Reports Server (NTRS)

    Wright, D. L.

    1973-01-01

    A computer-based Pupil Tracking/Teacher Monitoring System was designed for Mesa Public Schools, Mesa, Arizona. The established objectives of the system were to: (1) facilitate the economical collection and storage of student performance data necessary to objectively evaluate the relative effectiveness of teachers, instructional methods, materials, and applied concepts; and (2) identify, on a daily basis, those students requiring special attention in specific subject areas. The system encompasses computer hardware/software and integrated curricula progression/administration devices. It provides daily evaluation and monitoring of performance as students progress at class or individualized rates. In the process, it notifies the student and collects information necessary to validate or invalidate subject presentation devices, methods, materials, and measurement devices in terms of direct benefit to the students. The system utilizes a small-scale computer (e.g., IBM 1130) to assure low-cost replicability, and may be used for many subjects of instruction.

  6. Assessment of microbiology students' progress with an audience response system.

    PubMed

    Chaudhry, M Ahmad

    2011-01-01

    The development of new approaches to teaching of large lecture courses is needed. Today's classroom has a wide range of students including high-achieving motivated learners, students struggling to understand basic concepts, and learning-challenged students. Many of these students can be lost in large classes under the shadow of the high-achieving extroverted students who dominate classroom question-and-answer sessions. Measuring a student's understanding and achievement of content standards becomes difficult until an assessment has been done. To close this gap, an audience response system was introduced in an introductory Principles of Microbiology course. This technology specifically addressed the goal of individualizing instruction to the needs of the students. The evaluation of this project indicated an overall positive impact on student learning.

  7. Development of a 'toolkit' to identify medical students at risk of failure to thrive on the course: an exploratory retrospective case study

    PubMed Central

    2011-01-01

    Background An earlier study at Nottingham suggested that 10-15% of the medical student intake was likely to fail completely or have substantial problems on the course. This is a problem for the students, the Faculty, and society as a whole. If struggling students could be identified early in the course and additional pastoral resources offered, some of this wastage might be avoided. An exploratory case study was conducted to determine whether there were common indicators in the early years, over and above academic failure, that might aid the identification of students potentially at risk. Methods The study group was drawn from five successive cohorts. Students who had experienced difficulties were identified in any of four ways: from Minutes of the Academic Progress Committee; by scanning examination lists at key stages (end of the first two years, and finals at the end of the clinical course); from lists of students flagged to the Postgraduate Deanery as in need of extra monitoring or support; and from progress files of those who had left the course prematurely. Relevant data were extracted from each student's course progress file into a customised database. Results 1188 students were admitted over the five years. 162 (14%) were identified for the study, 75 of whom had failed to complete the course by October 2010. In the 87 who did graduate, a combination of markers in Years 1 and 2 identified over half of those who would subsequently have the most severe problems throughout the course. This 'toolkit' comprised failure of 3 or more examinations per year, an overall average of <50%, health or social difficulties, failure to complete Hepatitis B vaccination on time, and remarks noted about poor attitude or behaviour. Conclusions A simple toolkit of academic and non-academic markers could be used routinely to help identify potential strugglers at an early stage, enabling additional support and guidance to be given to these students. PMID:22098629

  8. Differentiated Instruction for Gifted Business Students: The Other Side of the Coin

    ERIC Educational Resources Information Center

    McCoy, Kathleen M.; Rader, Martha H.

    2008-01-01

    Despite the national, state, and local emphasis on academic progress and standards, the curricular needs of the 3 million highly talented and gifted youth in the U.S. generally have not been embraced as a priority. In many high schools, academically precocious students are expected to progress on their own. The Individuals with Disabilities…

  9. Interim Performance Objectives. Progress Report, 3rd Quarter Fiscal Year 1999.

    ERIC Educational Resources Information Center

    Office of Student Financial Assistance (ED), Washington, DC.

    This document contains a progress report on three categories of interim performance objectives outlined by the Office of Student Financial Assistance (OSFA) in winter 1999. These objectives were to: (1) improve customer service; (2) reduce the overall cost of delivering student aid; and (3) transform the OSFA into a performance-based organization.…

  10. Using Stephen Crane's "Maggie" To Teach the Progressive Era.

    ERIC Educational Resources Information Center

    Gerwin, David; Manolios, Vassilios; Popodopoulos, Lia

    1999-01-01

    Outlines a lesson plan designed for an eleventh-grade U.S. history class in which the students learn about the Progressive Era by reading Stephen Crane's "Maggie: A Girl of the Streets." Explains that students analyze point of view, role play a talk show, write an essay, and complete a long-term research project. (CMK)

  11. Progression in Children's Understanding of the Matter Concept from Elementary to High School

    ERIC Educational Resources Information Center

    Liu, Xiufeng; Lesniak, Kathleen

    2006-01-01

    Adopting a neo-Piagetian conceptual framework and a phenomenographic approach, we identified students' conceptual progression pattern on matter from elementary to high school. We interviewed 54 students from Grade 1 to Grade 10 chemistry on their conceptions of substances (i.e., water, vinegar, and baking soda) and the combining of the substances.…

  12. Using Progressive Video Prompting to Teach Students with Moderate Intellectual Disability to Shoot a Basketball

    ERIC Educational Resources Information Center

    Lo, Ya-yu; Burk, Bradley; Burk, Bradley; Anderson, Adrienne L.

    2014-01-01

    The current study examined the effects of a modified video prompting procedure, namely progressive video prompting, to increase technique accuracy of shooting a basketball in the school gymnasium of three 11th-grade students with moderate intellectual disability. The intervention involved participants viewing video clips of an adult model who…

  13. Curriculum-Based Measurement in Science Learning: Vocabulary-Matching as an Indicator of Performance and Progress

    ERIC Educational Resources Information Center

    Espin, Christine A.; Busch, Todd W.; Lembke, Erica S.; Hampton, David D.; Seo, Kyounghee; Zukowski, Beth A.

    2013-01-01

    The technical adequacy of curriculum-based measures in the form of short and simple vocabulary-matching probes to predict students' performance and progress in science at the secondary level was investigated. Participants were 198 seventh-grade students from 10 science classrooms. Curriculum-based measurements (CBM) were 5-min vocabulary-matching…

  14. The Effect of Classroom Discourse on High School Students' Argumentative Writing Skills

    ERIC Educational Resources Information Center

    Sineath, Karl D.

    2014-01-01

    On the writing component of the most recent National Assessment of Educational Progress, 12th grade high school students' scores on argumentative tasks were lower than on tasks that required them to explain or to convey an experience ("National Assessment of Educational Progress," 2011). Similarly, 11th and 12th graders at the research…

  15. Mixed Messages: American Indian Achievement before and since the Implementation of No Child Left Behind

    ERIC Educational Resources Information Center

    Garcia, David L.

    2008-01-01

    This article uses state-level achievement data to examine the academic progress of Arizona American Indian elementary public school students before and since the implementation of the No Child Left Behind (NCLB) Act. In most subjects and grades, American Indian students are making greater progress since the implementation of NCLB. Generally,…

  16. A Learning Progression for Scientific Argumentation: Understanding Student Work and Designing Supportive Instructional Contexts

    ERIC Educational Resources Information Center

    Berland, Leema K.; McNeill, Katherine L.

    2010-01-01

    Argumentation is a central goal of science education because it engages students in a complex scientific practice in which they construct and justify knowledge claims. Although there is a growing body of research around argumentation, there has been little focus on developing a learning progression for this practice. We describe a learning…

  17. A Task-Content Analysis of an Introductory Entomology Curriculum.

    ERIC Educational Resources Information Center

    Brandenburg, R.

    Described is an analysis of the content, tasks, and strategies needed by students to enable them to identify insects to order by sight and to family by use of a standard dichotomous taxonomic key. Tasks and strategies are broken down and arranged progressively in the approximate order in which students should progress. Included are listings of…

  18. A Canine Audience: The Effect of Animal-Assisted Therapy on Reading Progress among Students Identified with Learning Disabilities

    ERIC Educational Resources Information Center

    Griess, Julie Omodio

    2010-01-01

    This study explored the use of animal-assisted therapy with students identified with a learning disability and limited reading success. Initially, reading progress was defined as the participants' comprehension rate obtained from an oral Informal Reading Inventory (IRI) passage. The nature of the Informal Reading Inventory requires the…

  19. Using a Learning Progression Framework to Assess and Evaluate Student Growth

    ERIC Educational Resources Information Center

    Briggs, Derek C.; Diaz-Bilello, Elena; Peck, Fred; Alzen, Jessica; Chattergoon, Rajendra; Johnson, Raymond

    2015-01-01

    This report describes the use of a Learning Progression Framework (LPF) to support the Student Learning Objectives (SLO) process. The report highlights a few common threats we currently see in the SLO process implemented at various states and districts, and offers the LPF as a possible solution for addressing these threats. This report was…

  20. Scales of Progress

    ERIC Educational Resources Information Center

    Jung, Lee Ann

    2018-01-01

    What is Goal Attainment Scaling? In this article, Lee Ann Jung defines it as a way to measure a student's progress toward an individualized goal. Instead of measuring a skill at a set time (for instance, on a test or other assignment), Goal Attainment Scaling tracks the steps a student takes over the course of a year in a targeted skill. Together,…

  1. Monitoring Student Progress and Publicising the Results. Information Bank Number 1270.

    ERIC Educational Resources Information Center

    Jones, D. T. L.

    Arguing that assessments of student progress describe the consequences of the interaction of the multitude of elements that make up the educational system, this paper examines the three-tiered assessment system used at Redhill Technical College (RTC), in Surrey, England, to fulfill diagnostic and motivational functions for the college as a whole.…

  2. College Completion Rates and Remedial Education Outcomes for Institutions in Appalachian States

    ERIC Educational Resources Information Center

    Armstrong, John; Zaback, Katie

    2014-01-01

    This report analyzes college completion metrics for the Appalachian Region, compares outcomes of students attending campuses in the Region with those of students attending campuses outside the Region, and offers insight about major stumbling blocks to college progression and completion for students in Appalachia.

  3. A Proof Progression for Geometry

    ERIC Educational Resources Information Center

    Nirode, Wayne

    2018-01-01

    Twenty years ago when the author was student teaching, he quickly learned what geometry teachers and researchers (e.g., Senk 1985) have long known: High school geometry students struggle with proof. Throughout his career, he has tried to create instructional materials to make proof more accessible to his students. From field-testing materials with…

  4. Undergraduate Student Intentions for Postgraduate Study

    ERIC Educational Resources Information Center

    Jepsen, Denise Mary; Neumann, Ruth

    2010-01-01

    Little is known of how and when undergraduate students decide to progress to postgraduate studies. This study examined the effect of a single semester on intentions to undertake postgraduate study. The study was conducted twice in two years using approximately 120 students enrolled in a third year "Behaviour in Organisations" unit at a…

  5. The Student Experience of Learning Using Networked Technologies: An Emergent Progression of Expanding Awareness

    ERIC Educational Resources Information Center

    Cutajar, Maria

    2017-01-01

    This article reports on phenomenographic research which explored the qualitative differences in post-secondary students' accounts of their networked learning experiences. Data was generated using semi-structured interviews with a purposive sample of participants. Phenomenographic analysis led to a configuration of variation in students' accounts…

  6. Puerto Rican Vocational Students' Experiences Regarding Standardized Tests

    ERIC Educational Resources Information Center

    Segui, Nomara I.

    2016-01-01

    Vocational high school students are not passing state tests and are not meeting adequate yearly progress (AYP) requirements in Puerto Rico. Limited qualitative research has been conducted to examine the experiences of vocational high school students regarding mandated standardized tests. Using a qualitative case study, the experiences of Puerto…

  7. Effects of Instructional Ratios on Students' Reading Performance in a Regular Education Program.

    ERIC Educational Resources Information Center

    Roberts, Maura L.; Shapiro, Edward S.

    1996-01-01

    Used 4 experimental conditions to examine the effectiveness of different instructional ratios of known to unknown vocabulary words on the reading progress of 46 students. Results suggest that students acquired new information as instructional ratios expanded. An inverse relationship was established between instructional material presented and…

  8. Single Case Design Elements in Text Comprehension Research for Students with Developmental Disabilities

    ERIC Educational Resources Information Center

    Snyder, Sara M.; Knight, Victoria F.; Ayres, Kevin M.; Mims, Pamela J.; Sartini, Emily C.

    2017-01-01

    Recently researchers have begun exploring the efficacy of interventions designed to improve text comprehension skills for students with developmental disabilities (DD). Text comprehension is essential for understanding academic content as students with disabilities make progress in the general education curriculum. This article focuses on single…

  9. The Negative Sign and Exponential Expressions: Unveiling Students' Persistent Errors and Misconceptions

    ERIC Educational Resources Information Center

    Cangelosi, Richard; Madrid, Silvia; Cooper, Sandra; Olson, Jo; Hartter, Beverly

    2013-01-01

    The purpose of this study was to determine whether or not certain errors made when simplifying exponential expressions persist as students progress through their mathematical studies. College students enrolled in college algebra, pre-calculus, and first- and second-semester calculus mathematics courses were asked to simplify exponential…

  10. Effective Leadership Makes Schools Truly Inclusive

    ERIC Educational Resources Information Center

    McLeskey, James; Waldron, Nancy L.

    2015-01-01

    There's been much commitment and extensive legislation intended to make schools inclusive for all students but not much real progress in improving student outcomes. The authors review and assess several schools that have succeeded at making schools inclusive and effective for all students, including those with disabilities and draw some inferences…

  11. Immigration and Students' Relationship with Teachers

    ERIC Educational Resources Information Center

    Peguero, Anthony A.; Bondy, Jennifer M.

    2011-01-01

    Students' relationship with teachers is a building block toward student progress and success. Little is known, however, about the relationships the children of immigrants have with their teachers, which is particularly relevant today in the midst of the current social, political, and economic debate over the influence of immigration in U.S.…

  12. A Preliminary Study of Grade Forecasting by Students

    ERIC Educational Resources Information Center

    Armstrong, Michael J.

    2013-01-01

    This experiment enabled undergraduate business students to better assess their progress in a course by quantitatively forecasting their own end-of-course grades. This innovation provided them with predictive feedback in addition to the outcome feedback they were already receiving. A total of 144 students forecast their grades using an…

  13. Teachers' Social Representation of Students with Asperger Diagnosis

    ERIC Educational Resources Information Center

    Linton, Ann-Charlotte; Germundsson, Per; Heimann, Mikael; Danermark, Berth

    2013-01-01

    While progress has been made for including students with disability into mainstream schools, trends point to problems for students with Asperger syndrome (AS) diagnosis who have a propensity to dropping out of school. Teachers' perceptions and understanding of AS will affect expectations and the attainment of educational targets. Thus, to avoid…

  14. Promoting Social and Emotional Growth of Students with Disabilities

    ERIC Educational Resources Information Center

    Darrow, Alice-Ann

    2014-01-01

    Students with disabilities are often faced with numerous challenges as they progress through their school years. In addition to disability-related challenges, they may encounter additional difficulties such as bullying in school and lack of social acceptance by their peers. It is important that students with disabilities develop competence in…

  15. Badminton Instruction for Students in Grades 7-12.

    ERIC Educational Resources Information Center

    Nebraska State Dept. of Education, Lincoln.

    This booklet describes: 1) athletic facilities and equipment needed for badminton, 2) teaching objectives, 3) performance fundamentals, 4) drills that teach skills needed for playing badminton, and 5) lesson progression for high school students. There are also suggestions for working with students with below average eye-hand coordination. (CJ)

  16. The Racial School-Climate Gap

    ERIC Educational Resources Information Center

    Voight, Adam

    2013-01-01

    Education inequity is a persistent reality of American culture. As early as kindergarten, there are marked differences in academic performance between racial minority students and their peers. These differences are sustained as students progress through school. One aspect of students' social experience that may help to explain the gap is school…

  17. Encouraging Student Autonomy through Higher Order Thinking Skills

    ERIC Educational Resources Information Center

    Smith, Victoria D.; Darvas, Janet W.

    2017-01-01

    This article discusses how to empower students to work, think, and act independently in the higher education setting. Inspiring students to progress through the stages of Bloom's Taxonomy emboldens them to discover intrinsic motivation and self-regulated learning. This article defines and focuses on the importance of teaching intrinsic motivation…

  18. Medical Student Attitudes about Mental Illness: Does Medical-School Education Reduce Stigma?

    ERIC Educational Resources Information Center

    Korszun, Ania; Dinos, Sokratis; Ahmed, Kamran; Bhui, Kamaldeep

    2012-01-01

    Background: Reducing stigma associated with mental illness is an important aim of medical education, yet evidence indicates that medical students' attitudes toward patients with mental health problems deteriorate as they progress through medical school. Objectives: Authors examined medical students' attitudes to mental illness, as compared with…

  19. Student Perceptions of Their Autonomy at University

    ERIC Educational Resources Information Center

    Henri, D. C.; Morrell, L. J.; Scott, G. W.

    2018-01-01

    Learner autonomy is a primary learning outcome of Higher Education in many countries. However, empirical evaluation of how student autonomy progresses during undergraduate degrees is limited. We surveyed a total of 636 students' self-perceived autonomy during a period of two academic years using the Autonomous Learning Scale. Our analysis suggests…

  20. Teaching with Technology: Creating Student-Centered Classrooms.

    ERIC Educational Resources Information Center

    Sandholtz, Judith Haymore; And Others

    Teachers are responsible for juggling knowledge of where students are and where they need to go; having insights into students' special needs and progress; choices of curricular activities and materials; rules that govern children's participation; expectations from parents and communities; and the norms and rules that govern them as teachers. The…

  1. Beyond Checklists and Rubrics: Engaging Students in Authentic Conversations about Their Writing

    ERIC Educational Resources Information Center

    Dawson, Christine M.

    2009-01-01

    Authentic discussions about writing are the sorts of conversations that professional or experienced writers might have, where writers explore purpose, effect, clarity, and interpretation. These discussions help students develop "writing skills and strategies because students are able to work at progressively higher levels with the guidance and…

  2. Embedding Support for Students Transitioning into Higher Education: Evaluation of a New Model

    ERIC Educational Resources Information Center

    Hebdon, Sharon

    2015-01-01

    The Learning Academic Skills Support program was designed to improve progression and retention rates for students articulating from vocational education into the Bachelor of Hospitality Management at Holmesglen Institute. The program is scheduled around the student experience during their first semester in higher education and incorporates…

  3. The Accountable Curriculum: A Merit-Based High School Diploma Program.

    ERIC Educational Resources Information Center

    Stumpo, Vincent M.

    1997-01-01

    Recent research on student achievement conducted by the National Assessment for Educational Progress (NAEP) indicates that American students are deficient in reading, mathematics, writing, and other skills. To reverse this trend, the Accountable Curriculum, a program that raises expectations for students was created. The program is a departure…

  4. Incorporating Formative Assessment in Iranian EFL Writing: A Case Study

    ERIC Educational Resources Information Center

    Naghdipour, Bakhtiar

    2017-01-01

    Undergraduate students' experience of assessment in universities is usually of summative assessment which provides only limited information to help students improve their performance. By contrast, formative assessment is informative and forward-looking, possessing the leverage to inform students of their day-to-day progress and inform teachers of…

  5. Student Success Progress Report.

    ERIC Educational Resources Information Center

    Fresno City Coll., CA.

    The Student Success Project at Fresno City College (FCC), in California, is structured around 13 student success core indicators for which activities and completion timelines are developed annually. This report presents data on the status of the indicators as of 1994 and describes activities planned for 1995. Following an introduction, a list of…

  6. 45 CFR 2522.700 - How does evaluation differ from performance measurement?

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... progress, evaluation uses scientifically-based research methods to assess the effectiveness of programs by... the reading ability of students in a program over time to a similar group of students not... example, a performance measure for a literacy program may include the percentage of students receiving...

  7. Tensions Impacting Student Success in a Rural Community College

    ERIC Educational Resources Information Center

    Hlinka, Karen R.; Mobelini, Deronda C.; Giltner, Terri

    2015-01-01

    This article describes a qualitative study examining factors influencing the decision-making processes of traditional-age students living in rural, southeastern Kentucky as they progress toward acquiring a bachelor's degree using the community college as a steppingstone. Specifically, this study explored students' perspectives of the factors that…

  8. The Relationship between Participation in Campus Recreation Programs and College Student Academic Success

    ERIC Educational Resources Information Center

    Kiss, Jessica E.

    2017-01-01

    The academic success of undergraduate students is necessary for degree attainment and fulfilling career goals. Universities recognize factors that affect academic achievement and promote strategies that support satisfactory grades, progression through degree programs, and graduation for students. It is essential to determine predictors of success…

  9. Towards a Higher Retention Rate among Distance Learners.

    ERIC Educational Resources Information Center

    Frew, Elspeth A.; Weber, Karin

    1995-01-01

    Presents results from questionnaires sent to past and present graduate tourism students from the Gippsland School of Business at Monash University (Australia) to determine factors that influenced student decisions to withdraw from a distance education tourism course. Tables present the rate of progression of students since course establishment,…

  10. Hispanic Students and Transfer in the Community College.

    ERIC Educational Resources Information Center

    Cohen, Arthur M.

    A discussion is presented of Hispanic community college students and the prospects and problems related to their transfer to four-year institutions and progress toward the baccalaureate degree. First, the question of Hispanic student transfer rates is placed in the context of community college enrollment/transfer patterns in general and Hispanic…

  11. How Can Students Generalize Examples? Focusing on the Generalizing Geometric Properties

    ERIC Educational Resources Information Center

    Park, JinHyeong; Kim, Dong-Won

    2017-01-01

    The purpose of this study is to determine the progression of exemplifying and example generalization by students. We investigated whether example generalization occurs by analyzing collected data by identifying whether students recognize, describe, and define general features of geometric examples. We also investigate how example generalization…

  12. The Therapeutic Mechanisms of Check, Connect, and Expect

    ERIC Educational Resources Information Center

    Stage, Scott A.; Galanti, Sally B.

    2017-01-01

    Given the high prevalence of Tier 2 behavioral intervention use and calls to examine mediation and moderation effects on treatment for children, this study tested the mediation effect of the daily progress report and moderation effects of coach-student, teacher-student, and student-teacher relationships and their interactions for 95 elementary…

  13. Predicting Student Success from Non-Cognitive Variables.

    ERIC Educational Resources Information Center

    Blumberg, Phyllis

    In order to identify the relationship among social support networks, depression, life events, and student progress in medical school, 96 students completed a questionnaire. The results indicated good social support, a high number of recent life events, slight depression and a continuum of not quite passing to doing extremely well in medical…

  14. Testing Overload in America's Schools

    ERIC Educational Resources Information Center

    Lazarín, Melissa

    2014-01-01

    It appears that schools and families are at a crossroads when it comes to testing. High-quality assessments generate rich data and can provide valuable information about student progress to teachers and parents, support accountability, promote high expectations, and encourage equity for students of color and low-income students. But it is…

  15. Student Motivation in Physical Education: Breaking down Barriers

    ERIC Educational Resources Information Center

    Mowling, Claire M.; Brock, Sheri J.; Eiler, Kim K.; Rudisill, Mary E.

    2004-01-01

    A fundamental characteristic of a successful physical education program is that the students are interested and motivated to learn the intended objectives. Unfortunately, in many cases, students begin losing interest in physical education as they progress through school. In order to better understand this phenomenon, the authors explored the…

  16. The College Student's Knowledgeability as an Indicator of His Culture

    ERIC Educational Resources Information Center

    Stegnii, V. N.

    2014-01-01

    Survey research on students in Russia shows that the higher their level of knowledgeability, the more likely they are to have better academic progress, more involvement in student government and in public and political life, more positive use of free time, and a more informed moral position.

  17. Maximizing the Benefits of Student Diversity: Lessons from School Desegregation Research.

    ERIC Educational Resources Information Center

    Schofield, Janet Ward

    This chapter considers the implications for higher education of existing research on the effects of desegregation at the elementary and secondary school level. Research shows that school desegregation enhances the academic progress of African American students, increases suspension rates but cuts dropout rates among minority students, positively…

  18. Making Sense by Measuring Arcs: A Teaching Experiment in Angle Measure

    ERIC Educational Resources Information Center

    Moore, Kevin C.

    2013-01-01

    I discuss a teaching experiment that sought to characterize precalculus students' angle measure understandings. The study's findings indicate that the students initially conceived angle measures in terms of geometric objects. As the study progressed, the students formed more robust understandings of degree and radian measures by constructing an…

  19. In Progress Internationally: Student Voice Work in Four Countries

    ERIC Educational Resources Information Center

    McGregor, Jane

    2014-01-01

    The late Jean Rudduck led the most extensive and sustained programme of Student Voice work in the United Kingdom to date through the Economic and Social Research Council project "Consulting Pupils about Teaching and Learning". She continues to inspire discussion around Student Voice and its transformational possibilities, bequeathing…

  20. Recruiting and Advising Challenges in Actuarial Science

    ERIC Educational Resources Information Center

    Case, Bettye Anne; Guan, Yuanying Michelle; Paris, Stephen

    2014-01-01

    Some challenges to increasing actuarial science program size through recruiting broadly among potential students are identified. Possible solutions depend on the structures and culture of the school. Up to three student cohorts may result from partition of potential students by the levels of academic progress before program entry: students…

  1. RTI Scheduling Processes for Middle Schools. Information Brief

    ERIC Educational Resources Information Center

    Prewett, Sara; Mellard, Daryl; Lieske-Lupo, Jessica

    2011-01-01

    Response to intervention integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems. With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those…

  2. The "Brick Wall" Graphic Organizer

    ERIC Educational Resources Information Center

    Matteson, Shirley M.

    2016-01-01

    A brick wall provides a fitting description of what happens when teachers try to teach a concept for which students are unprepared. When students are unsuccessful academically, their foundational knowledge may be missing, incomplete, or incorrect. As a result, students "hit a brick wall," and their academic progress stops because they do…

  3. Perceptions of Community College Students and Faculty on Persistence in Developmental Reading

    ERIC Educational Resources Information Center

    Aofrate, Lisa H.

    2016-01-01

    Attrition for entry-level, non-traditional college students taking developmental reading courses is a concern for higher education institutions. Students need to complete basic developmental reading courses in order to progress in their vocational or collegiate studies. This phenomenological study followed a social constructivist approach to…

  4. The Transfer Rate: A Model of Consistency.

    ERIC Educational Resources Information Center

    Cohen, Arthur M.; Sanchez, Jorge R.

    In 1989, the Transfer Assembly project was initiated by the Center for the Study of Community Colleges (CSCC) to determine the contribution of community colleges to students' progress towards baccalaureate degrees. In that year, 48 community colleges provided data on students, with transfers defined as students with no prior college experience who…

  5. Writing in Maths

    ERIC Educational Resources Information Center

    Australian Primary Mathematics Classroom, 2009

    2009-01-01

    Students write definitions or explanations of mathematical words or symbols in their own words. These can be collated and added to as the year progresses to form a class dictionary that all students can access as required, or students could create their own personal dictionaries. This article presents a collection of ideas for incorporating…

  6. Cyber Mentoring in an Online Introductory Statistics Course

    ERIC Educational Resources Information Center

    Rashid, Mamunur; Sarkar, Jyotirmoy

    2018-01-01

    Students in an online statistics course were prone to become increasingly disengaged as the semester progressed. In Spring 2015, we took a proactive measure to retain student engagement by introducing a cyber mentoring session. We describe the framework, operation and effectiveness of cyber mentoring in improving students' learning experience and…

  7. Ethnic Identity and Career Development among First-Year College Students

    ERIC Educational Resources Information Center

    Duffy, Ryan D.; Klingaman, Elizabeth A.

    2009-01-01

    The current study explored the relation of ethnic identity achievement and career development progress among a sample of 2,432 first-year college students who completed the Career Decision Profile and Phinney's Multigroup Ethnic Identity Measure. Among students of color, correlational analyses revealed a series of statistically significant, but…

  8. Enhancing Gifted Education for Underrepresented Students: Promising Recruitment and Programming Strategies

    ERIC Educational Resources Information Center

    Ecker-Lyster, Meghan; Niileksela, Christopher

    2017-01-01

    For decades, our educational system has been criticized for the limited recruitment and retention of minority students in gifted education programs. Unfortunately, relatively little progress has been made to alleviate these concerns. An examination of the literature on gifted education for underrepresented students reveals a dearth of information…

  9. Progress, Proficiency and Motivation among British University Language Learners. CLCS Occasional Paper No. 40.

    ERIC Educational Resources Information Center

    Coleman, James A.

    A study of over 3,000 British college and university students investigated the relationship of student language proficiency and student demographic and background characteristics. Proficiency levels were assessed by means of C-Tests, while associated questionnaires sought to explore biographical data, language learning background, residence…

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

    NASA Astrophysics Data System (ADS)

    Henry, Deborah McKern

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

  11. Cognitive group therapy for depressive students: The case study

    PubMed Central

    Tiuraniemi, Juhani; Korhola, Jarno

    2009-01-01

    The aims of this study were to assess whether a course of cognitive group therapy could help depressed students and to assess whether assimilation analysis offers a useful way of analysing students' progress through therapy. “Johanna” was a patient in a group that was designed for depressive students who had difficulties with their studies. The assimilation of Johanna's problematic experience progressed as the meetings continued from level one (unpleasant thoughts) to level six (solving the problem). Johanna's problematic experience manifested itself as severe and excessive criticism towards herself and her study performance. As the group meetings progressed, Johanna found a new kind of tolerance that increased her determination and assertiveness regarding the studies. The dialogical structure of Johanna's problematic experience changed: she found hope and she was more assertive after the process. The results indicated that this kind of psycho-educational group therapy was an effective method for treating depression. The assimilation analysis offered a useful way of analysing the therapy process. PMID:20523883

  12. Effects of Problem-Based Learning Model versus Expository Model and Motivation to Achieve for Student's Physic Learning Result of Senior High School at Class XI

    ERIC Educational Resources Information Center

    Prayekti

    2016-01-01

    "Problem-based learning" (PBL) is one of an innovative learning model which can provide an active learning to student, include the motivation to achieve showed by student when the learning is in progress. This research is aimed to know: (1) differences of physic learning result for student group which taught by PBL versus expository…

  13. Underserved Students Who Earn Credit through Prior Learning Assessment (PLA) Have Higher Degree Completion Rates and Shorter Time-to-Degree. Research Brief

    ERIC Educational Resources Information Center

    Klein-Collins, Rebecca

    2011-01-01

    In 2010, the Council for Adult and Experiential Learning (CAEL) released a report on a multi-institutional study on prior learning assessment (PLA) and adult student outcomes. The study examined data from 62,475 adult students at 48 colleges and universities, following the students' academic progress over the course of seven years. The data from…

  14. Use of a Tier 3 Evidence-Based Intervention with Progress Monitoring, Formative Assessment, and Student Goal-Setting: An Evaluation of the Immediate and Long-Term Effects on Student Reading Achievement

    ERIC Educational Resources Information Center

    McMasters, Angela B.

    2011-01-01

    Early identification and intervention for students at risk for reading failure is essential to establish the foundational skills necessary for students to become skilled readers. The focus on evidence-based practices and data-driven decision making leads educators to consider additional instructional approaches, such as formative assessment (FA)…

  15. The Effectiveness of Using the Mississippi Student Progress Monitoring System to Improve a District's State Test Scores

    ERIC Educational Resources Information Center

    Wilcox, Timothy Eugene

    2012-01-01

    The purpose of this study was to determine if there were differences in MCT2 scores between students who attended a school district that used MSPMS and students who attended a school district that did not use MSPMS. The data for this study were archived and consisted of math and language arts MCT2 scores for two groups of students. The independent…

  16. The Assessment of the Impact of REU Programs on Student Classroom Performance

    NASA Astrophysics Data System (ADS)

    Hughes, Chris

    2009-03-01

    Supporters of undergraduate research claim that the research experience enhances the success of students in their classes and promotes their progress toward completing a science major. Since there are many other variables that can influence a student's progress through a curriculum, it is frequently difficult to compare students from undergraduate research programs with a suitable control group. At James Madison University, a significant number of chemistry and physics majors participate in summer REU programs on campus. However, since JMU is among the top 10% of undergraduate institutions in the US in undergraduate physics enrollment, there are also a significant number who choose not to stay on campus for summer research. Using several years worth of data, we have determined the change in the GPAs of REU students (N=75) from the semester before the REU to the semester after the REU and compared these with the students who did not participate in summer research (N=663). We have found that the REU students' average GPA increased by a statistically significant amount while the non-REU students' average GPA was unchanged to within a standard deviation. We will also discuss other assessment methods used at JMU and some of the limitations in the interpretation of this study.

  17. A WEB based approach in biomedical engineering design education.

    PubMed

    Enderle, J D; Browne, A F; Hallowell, M B

    1997-01-01

    As part of the accreditation process for university engineering programs, students are required to complete a minimum number of design credits in their course of study, typically at the senior level. Many call this the capstone course. Engineering design is a course or series of courses that bring together concepts and principles that students learn in their field of study--it involves the integration and extension of material learned in their major toward a specific project. Most often, the student is exposed to system-wide analysis, critique and evaluation for the first time. Design is an iterative, decision making process in which the student optimally applies previously learned material to meet a stated objective. At the University of Connecticut, students work in teams of 3-4 members and work on externally sponsored projects. To facilitate working with sponsors, a WEB based approach is used for reporting the progress on projects. Students are responsible for creating their own WEB sites that support both html and pdf formats. Students provide the following deliverables: weekly progress reports, project statement, specifications, project proposal, interim report, and final report. A senior design homepage also provides links to data books and other resources for use by students. We are also planning distance learning experiences between two campuses so students can work on projects that involve the use of video conferencing.

  18. Promoting and Scaffolding Elementary School Students' Attitudes Toward Science and Argumentation Through a Science and Society Intervention

    NASA Astrophysics Data System (ADS)

    Hong, Zuway-R.; Lin, Huann-shyang; Wang, Hsin-Hui; Chen, Hsiang-Ting; Yang, Kuay-Keng

    2013-07-01

    This study investigated the effects of a science and society intervention on elementary school students' argumentation skills and their attitudes toward science. One hundred and eleven fifth grade students volunteered as an experimental group to join a 12-week intervention; another 107 sixth grade students volunteered to be the comparison group. All participants completed the Student Questionnaire at the beginning and end of this study. Observation and interview results were used to triangulate and consolidate the quantitative findings. The data showed that after the intervention, the quality of the experimental group students' arguments and their attitudes toward science were significantly higher than their comparison group counterparts. In addition, the experimental group boys made significantly greater progress in the quality of their argumentation from the pretest to posttest than the girls; and low achievers made the most significant progress in their attitudes toward science and quality of argumentation. Interviews and observations indicated that their understandings of explanation and argumentation changed over the intervention. This indicated that a science and society intervention can enhance both the ability of students to develop strong arguments and their attitudes toward science.

  19. The social and learning environments experienced by underrepresented minority medical students: a narrative review.

    PubMed

    Orom, Heather; Semalulu, Teresa; Underwood, Willie

    2013-11-01

    To review the literature on the social and learning environments experienced by underrepresented minority (URM) medical students to determine what type of interventions are needed to eliminate potential barriers to enrolling and retaining URM students. The authors searched MEDLINE, PubMed, Ovid HealthStar, and Web of Science, and the reference lists of included studies, published between January 1, 1980, and September 15, 2012. Studies of the learning and social environments and of students' satisfaction, experiences with discrimination or unfair practices, and academic performance or progress, as well as assessments of programs or interventions to improve URM students' academic performance, were eligible for inclusion. The authors identified 28 studies (27 unique data sets) meeting the inclusion criteria. The results of the included studies indicated that URM students experienced less supportive social and less positive learning environments, were subjected to discrimination and racial harassment, and were more likely to see their race as having a negative impact on their medical school experiences than non-URM students. Academic performance on standardized exams was worse, progress less timely, and attrition higher for URM students as well. For URM students, an adverse climate may be decreasing the attractiveness of careers in medicine, impairing their academic performance, and increasing attrition. Improvements to the social and learning environments experienced by URM students are needed to make medicine a more inclusive profession. The current environment of health care reform creates an opportunity for institutions to implement strategies to achieve this goal.

  20. The Importance of Animal Welfare Science and Ethics to Veterinary Students in Australia and New Zealand.

    PubMed

    Freire, Rafael; Phillips, Clive J C; Verrinder, Joy M; Collins, Teresa; Degeling, Chris; Fawcett, Anne; Fisher, Andrew D; Hazel, Susan; Hood, Jennifer; Johnson, Jane; Lloyd, Janice K F; Stafford, Kevin; Tzioumis, Vicky; McGreevy, Paul D

    The study of animal welfare and ethics (AWE) as part of veterinary education is important due to increasing community concerns and expectations about this topic, global pressures regarding food security, and the requirements of veterinary accreditation, especially with respect to Day One Competences. To address several key questions regarding the attitudes to AWE of veterinary students in Australia and New Zealand (NZ), the authors surveyed the 2014 cohort of these students. The survey aimed (1) to reveal what AWE topics veterinary students in Australia and NZ consider important as Day One Competences, and (2) to ascertain how these priorities align with existing research on how concern for AWE relates to gender and stage of study. Students identified triage and professional ethics as the most important Day One Competences in AWE. Students ranked an understanding of triage as increasingly important as they progressed through their program. Professional ethics was rated more important by early and mid-stage students than by senior students. Understanding the development of animal welfare science and perspectives on animal welfare were rated as being of little importance to veterinary graduates as Day One Competences, and an understanding of "why animal welfare matters" declined as the students progressed through the program. Combined, these findings suggest that veterinary students consider it more important to have the necessary practical skills and knowledge to function as a veterinarian on their first day in practice.

  1. ERM TLB Teaching-Learning Behavior News

    ERIC Educational Resources Information Center

    LeBold, William K., Ed.

    1978-01-01

    Describes a graduate electrical engineering mini-course, computer graphics gaming and simulation, classroom management and student progress records, student reaction to instruction, and computer graphics in undergraduate education. (SL)

  2. Using Cogenerative Dialogs to Improve Science Teaching and Learning: Challenges and Solutions in High School Students' Internships

    NASA Astrophysics Data System (ADS)

    Hsu, Pei-Ling

    2018-05-01

    Internships in science research settings have received increasing attention as a means of helping students construct appropriate understandings, practices, tools, and language in scientific activities. To advance student-scientist partnerships beyond the status quo, the study aimed to investigate how cogenerative dialogs (cogens) may help high school students and scientists identify and address challenges collectively. The analysis identified nine major challenges discussed during cogens: (1) the quality and progress of scientific practice in laboratories, (2) the quality of scientists'/assistants' instructions in classrooms, (3) the quality of student participation in classrooms and homework, (4) students' absences, including arriving late or leaving early, (5) the quality of administrative support, (6) preparation for scientific presentations, (7) the process of deciding project topics, (8) students' peer interactions and communication, and (9) students' physiological needs. The three most salient challenges were "the quality and progress of scientific practice in laboratories" (39%), "the quality of scientists'/assistants' instructions in classrooms" (20%), and "the quality of student participation in classrooms and homework" (17%). The study shows that cogens allowed students and scientists to agree on teaching modifications that positively influenced teaching and learning processes during the internship, such that issues were reduced from the beginning to the closing stages. Importantly, the challenges and solutions identified by students and scientists in this study provide accounts of first-hand experience as well as insights to aid program directors or coordinators in designing a learning environment that can foster effective practice for internships by avoiding the issues identified in the study.

  3. Student perceptions of independent versus facilitated small group learning approaches to compressed medical anatomy education.

    PubMed

    Whelan, Alexander; Leddy, John J; Mindra, Sean; Matthew Hughes, J D; El-Bialy, Safaa; Ramnanan, Christopher J

    2016-01-01

    The purpose of this study was to compare student perceptions regarding two, small group learning approaches to compressed (46.5 prosection-based laboratory hours), integrated anatomy education at the University of Ottawa medical program. In the facilitated active learning (FAL) approach, tutors engage students and are expected to enable and balance both active learning and progression through laboratory objectives. In contrast, the emphasized independent learning (EIL) approach stresses elements from the "flipped classroom" educational model: prelaboratory preparation, independent laboratory learning, and limited tutor involvement. Quantitative (Likert-style questions) and qualitative data (independent thematic analysis of open-ended commentary) from a survey of students who had completed the preclerkship curriculum identified strengths from the EIL (promoting student collaboration and communication) and FAL (successful progression through objectives) approaches. However, EIL led to student frustration related to a lack of direction and impaired completion of objectives, whereas active learning opportunities in FAL were highly variable and dependent on tutor teaching style. A "hidden curriculum" was also identified, where students (particularly EIL and clerkship students) commonly compared their compressed anatomy education or their anatomy learning environment with other approaches. Finally, while both groups highly regarded the efficiency of prosection-based learning and expressed value for cadaveric-based learning, student commentary noted that the lack of grade value dedicated to anatomy assessment limited student accountability. This study revealed critical insights into small group learning in compressed anatomy education, including the need to balance student active learning opportunities with appropriate direction and feedback (including assessment). © 2015 American Association of Anatomists.

  4. Measuring Student Progress in the Classroom: A Guide to Testing and Evaluating Progress of Students with Disabilities, 1985-1986 Edition.

    ERIC Educational Resources Information Center

    Hartman, Rhona C.; Redden, Martha Ross

    The fact sheet focuses on considerations when testing adaptations are needed, provides some facts about disability, and identifies a variety of adaptations of testing procedures which have been developed and successfully used in schools, vocational training programs, and on college campuses. Testing adaptations are discussed in terms of disability…

  5. Promoting Student Progressions in Science Classrooms: A Video Study

    ERIC Educational Resources Information Center

    Jin, Hui; Johnson, Michele E.; Shin, Hyo Jeong; Anderson, Charles W.

    2017-01-01

    This study was conducted in a large-scale environmental literacy project. In the project, we developed a Learning Progression Framework (LPF) for matter and energy in social-ecological systems; the LPF contains four achievement levels. Based on the LPF, we designed a Plant Unit to help Levels 2 and 3 students advance to Level 4 of the LPF. In the…

  6. Design Research on Mathematics Education: Investigating the Progress of Indonesian Fifth Grade Students' Learning on Multiplication of Fractions with Natural Numbers

    ERIC Educational Resources Information Center

    Shanty, Nenden Octavarulia; Hartono, Yusuf; Putri, Ratu Ilma Indra; de Haan, Dede

    2011-01-01

    This study aimed at investigating the progress of students' learning on multiplication fractions with natural numbers through the five activity levels based on Realistic Mathematics Education (RME) approach proposed by Streefland. Design research was chosen to achieve this research goal. In design research, the Hypothetical Learning Trajectory…

  7. Teaching Speaking Skills from Role-play to Communicative Competence via Information-gap and Opinion-gap Activities. One Teacher's Approach.

    ERIC Educational Resources Information Center

    Scullard, Sue

    1986-01-01

    The task of the teacher of foreign languages is to enable the students to progress gradually from teacher/coursebook controlled utterances to complete linguistic autonomy. Role play and a progression of information-gap activities are discussed in terms of developing students' personal autonomy at each level of linguistic competence. (Author/LMO)

  8. Ability Grouping in English Secondary School: Effects on Attainment in English, Mathematics, and Science.

    ERIC Educational Resources Information Center

    Ireson, Judith; Hallam, Susan; Hack, Sarah; Clark, Helen; Plewis, Ian

    2002-01-01

    Studied the impact of ability grouping on attainment in a cohort of year-9 students in 45 mixed secondary schools in England representing a variety of grouping practices. In mathematics, students at higher levels by year 6 make more progress in sets, but those in lower levels make more progress in mixed ability classes. Discusses educational…

  9. Test Review: Mather, N., Hammill, D. D., Allen, E. A., & Roberts, R. (2004). "Test of Silent Word Reading Fluency." Austin, TX: PRO-ED

    ERIC Educational Resources Information Center

    Williams, Ashley; Bell, Sherry Mee

    2005-01-01

    With the recently passed Individuals with Disabilities Education Act (2004), federal law encourages monitoring student progress and gauging responsiveness to instruction. The Test of Silent Word Reading Fluency (TOSWRF; Mather, Hammill, Allen, & Roberts, 2004) is a group-administered test that holds promise for monitoring student progress.…

  10. Civics Framework for the 1998 National Assessment of Educational Progress.

    ERIC Educational Resources Information Center

    Center for Civic Education, Calabasas, CA.

    The material provides a comprehensive look at the design, goals, and methods to be used in the 1998 National Assessment of Educational Progress (NAEP) Civics Assessment. This assessment will attempt to gauge the civic knowledge and skills of the nation's 4th, 8th, and 12th grade students. To do well on the assessment, students will have to show…

  11. Research, Development and Validation of the Daily Demand Computer Schedule 360/50. Final Report.

    ERIC Educational Resources Information Center

    Ovard, Glen F.; Rowley, Vernon C.

    A study was designed to further the research, development and validation of the Daily Demand Computer Schedule (DDCS), a system by which students can be rescheduled daily for facilitating their individual continuous progress through the curriculum. It will allow teachers to regroup students as needed based upon that progress, and will make time a…

  12. Learning Trajectories in Mathematics: A Foundation for Standards, Curriculum, Assessment, and Instruction. CPRE Research Report # RR-68

    ERIC Educational Resources Information Center

    Daro, Phil; Mosher, Frederic A.; Corcoran, Tom

    2011-01-01

    The concept of learning progressions offers one promising approach to developing the knowledge needed to define the "track" that students may be on, or should be on Learning progressions can inform teachers about what to expect from their students. They provide an empirical basis for choices about when to teach what to whom Learning…

  13. How Will I Know What My Students Need? Preparing Preservice Teachers to Use Running Records to Make Instructional Decisions

    ERIC Educational Resources Information Center

    Gillett, Erin; Ellingson, Susan Pierson

    2017-01-01

    Effective teachers use assessment data to make instructional decisions. One of the most informative techniques to assess young learners' reading progress in the primary grades is the running record. Running records provide concrete evidence of students' skills, reading levels, strategies, and progress as readers. The data gathered help teachers…

  14. Three Validity Studies of the Daily Progress Report in Relationship to the Check, Connect, and Expect Intervention

    ERIC Educational Resources Information Center

    Stage, Scott A.; Cheney, Doug; Lynass, Lori; Mielenz, Christine; Flower, Andrea

    2012-01-01

    Elementary students (N = 104) at risk for severe behavior problems or with special education eligibility participated in three validity studies of the daily progress report (DPR) used in a Tier 2 behavioral intervention known as "Check, Connect, and Expect" (CCE). In Study 1, the relationship between teachers' ratings of students'…

  15. Progressively Fostering Students' Chemical Information Skills in a Three-Year Chemical Engineering Program in France

    ERIC Educational Resources Information Center

    Gozzi, Christel; Arnoux, Marie-Jose´; Breuzard, Jere´my; Marchal, Claire; Nikitine, Clémence; Renaudat, Alice; Toulgoat, Fabien

    2016-01-01

    Literature searches are essential for scientists. Thus, courses on how to do a good literature search have been integrated in studies at CPE Lyon for many years. Recently, we modified our pedagogical approach in order to initiate students progressively in the search for chemical information. In addition, this new teaching organization is now based…

  16. Formative Information Using Student Growth Percentiles for the Quantification of English Language Learners' Progress in Language Acquisition

    ERIC Educational Resources Information Center

    Taherbhai, Husein; Seo, Daeryong; O'Malley, Kimberly

    2014-01-01

    English language learners (ELLs) are the fastest growing subgroup in American schools. These students, by a provision in the reauthorization of the Elementary and Secondary Education Act, are to be supported in their quest for language proficiency through the creation of systems that more effectively measure ELLs' progress across years. In…

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

    Robyn Ready

    The Progressive Insurance Automotive X PRIZE Education Program conducted education and outreach activities and used the competition's technical goals and vehicle demonstrations as a means of attracting students and the public to learn more about advanced vehicle technologies, energy efficiency, climate change, alternative fuels, and the science and math behind efficient vehicle development. The Progressive Insurance Automotive X PRIZE Education Program comprised three integrated components that were designed to educate the general public and create a multi-tiered initiative to engage students and showcase the 21st century skills students will need to compete in our global economy: teamwork, creativity, strong literacy,more » math and science skills, and innovative thinking. The elements included an Online Experience, a National Student Contest, and in person education events and activites. The project leveraged online connections, strategic partnerships, in-classroom, and beyond-the-classroom initiatives, as well as mainstream media. This education program supported by the U.S. Department of Energy (DOE) also funded the specification of vehicle telemetry and the full development and operation of an interactive online experience that allowed internet users to follow the Progressive Insurance Automotive X PRIZE vehicles as they performed in real-time during the Progressive Insurance Automotive X PRIZE competition events.« less

  18. Freshman Attitudes Report for Two-Year Colleges: An Exploration of College Readiness. Research Report

    ERIC Educational Resources Information Center

    Noel-Levitz, Inc., 2013

    2013-01-01

    This special companion report to "National Freshman Attitudes Report, 2013" examines the college readiness of entering freshmen at two-year colleges in 2012. Based on student survey responses, the report identifies students' self-reported attitudes that may influence students' progress toward degree completion. The study is based on a…

  19. A CURRICULUM DESIGN FOR DISADVANTAGED COMMUNITY JUNIOR COLLEGE STUDENTS.

    ERIC Educational Resources Information Center

    CLARKE, JOHNNIE RUTH

    THE JUNIOR COLLEGE MUST DEVELOP A CURRICULUM DESIGNED TO MEET THE IDENTIFIABLE EDUCATIONAL NEEDS OF THE DISADVANTAGED STUDENT, WITH SPECIFIC REFERENCE TO THE EFFECTS OF DEPRIVATION ON ASPIRATIONS, VALUES, MOTIVATION, AND SELF-CONCEPT AND TO THE INFLUENCE OF CLASS OR CASTE ON ACADEMIC PROGRESS. THIS STUDENT NEEDS TO DEVELOP (1) POSITIVE FEELINGS OF…

  20. The Nature and Impact of Teachers' Formative Assessment Practices. CSE Technical Report 703

    ERIC Educational Resources Information Center

    Herman, Joan L.; Osmundson, Ellen; Ayala, Carlos; Schneider, Stephen; Timms, Mike

    2006-01-01

    Theory and research suggest the critical role that formative assessment can play in student learning. The use of assessment in guiding instruction has long been advocated: Through the assessment of students' needs and the monitoring of student progress, learning sequences can be appropriately designed, instruction adjusted during the course of…

  1. A Data-Driven Coaching Model Used to Promote Students' Response to Early Reading Intervention

    ERIC Educational Resources Information Center

    Glover, Todd A.

    2017-01-01

    Given the importance of early reading performance as a foundational prerequisite for student achievement, schools have allocated significant attention over the past decade to training teachers to assess and monitor students' reading progress and to implement instruction or interventions targeting early reading skills (e.g., Fletcher & Vaughn,…

  2. Clinical Preceptors' Perspectives on Clinical Education in Post-Professional Athletic Training Education Programs

    ERIC Educational Resources Information Center

    Phan, Kelvin; McCarty, Cailee W.; Mutchler, Jessica M.; Van Lunen, Bonnie

    2012-01-01

    Context: Clinical education is the interaction between a clinical preceptor and student within the clinical setting to help the student progress as a clinician. Post-professional athletic training clinical education is especially important to improve these students' clinical knowledge and skills. However, little research has been conducted to…

  3. An Evaluation of Supplemental Reading Instruction for At-Risk Middle School Readers

    ERIC Educational Resources Information Center

    Berkeley, Sheri; Lindstrom, Jennifer H.; Regan, Kelley; Nealy, Allison; Southall, Candice; Stagliano, Christina

    2012-01-01

    One middle school's implementation of corrective reading was evaluated for student reading outcomes and treatment fidelity. Findings indicated that sixth-, seventh-, and eighth-grade students made progress in decoding and oral reading fluency over the school year; however, students did not demonstrate greater gains during the semester enrolled in…

  4. Mild Disability Students and Everyday Mathematics: Serving the Needs of This Population

    ERIC Educational Resources Information Center

    Brehe Pixler, Priscilla

    2009-01-01

    No Child Left Behind requires school districts to demonstrate adequate yearly progress in mathematics for all students, including the sub-population of disabled students. Given that more than 200 Ohio school districts have implemented Everyday Mathematics (EM) to achieve this mandate, districts need to know if this standards-based program meets…

  5. A Learning Progression for Feedback Loop Reasoning at Lower Elementary Level

    ERIC Educational Resources Information Center

    Hokayem, Hayat; Ma, Jingjing; Jin, Hui

    2015-01-01

    This study examines to what extent elementary students use feedback loop reasoning, a key component of systems thinking, to reason about interactions among organisms in ecosystems. We conducted clinical interviews with 44 elementary students (1st through 4th grades). We asked students to explain how populations change in two contexts: a…

  6. Disconnected Data: The Challenge of Matching Activities to Outcomes for Students with Disabilities in Online Learning

    ERIC Educational Resources Information Center

    Connell, Michael W.; Johnston, Sam Catherine; Hall, Tracey E.; Stahl, William

    2017-01-01

    Within blended learning environments, the availability and analysis of student data has emerged as a central issue. For struggling students, data generated by digital learning systems present new opportunities to investigate critical success factors. In reality, many seemingly basic questions about persistence, progress, and performance of these…

  7. It's in the Cards: A Classwide Management System to Promote Student Success

    ERIC Educational Resources Information Center

    Murphy, Sashaa A.; Korinek, Lori

    2009-01-01

    Increasing numbers of students with disabilities and those at risk for school failure are participating in general education classes. They are expected to master the content, to take primary responsibility for their success, and to manage their own progress. Unfortunately, many students do not consistently demonstrate the nonacademic skills that…

  8. Teacher Licensing Examinations--True Progress or an Illusion?

    ERIC Educational Resources Information Center

    Libman, Zipora

    2009-01-01

    Over the past 10 years, public criticism of student achievement has been accompanied by a multitude of educational reforms, most of which emphasized the importance of setting national standards for student achievement and for the level and quality of teaching. The demand for frameworks to assess the extent to which students and teachers met the…

  9. Framing Students' Progression in Understanding Matter: A Review of Previous Research

    ERIC Educational Resources Information Center

    Hadenfeldt, Jan Christoph; Liu, Xiufeng; Neumann, Knut

    2014-01-01

    This manuscript presents a systematic review of the research on how students conceptualise matter. Understanding the structure and properties of matter is an essential part of science literacy. Over the last decades the number of studies on students' conceptions of matter published in peer-reviewed journals has increased significantly. These…

  10. Teach and Be Taught: A Guide to Teaching Students with Batten Disease.

    ERIC Educational Resources Information Center

    Bills, Wendy; Johnston, Lance W.; Wilhelm, Robert; Graham, Leslie

    This guide provides information on Batten Disease to assist in planning a quality educational program for the student with the disease. Because Batten Disease, or neuronal ceroid lipofuscinosis, causes the death of brain cells, students with the disease are described as suffering from mental impairment, worsening seizures, and progressive loss of…

  11. Does Developmental Education Improve Labor Market Outcomes? Evidence from Two States

    ERIC Educational Resources Information Center

    Hodara, Michelle; Xu, Di

    2016-01-01

    Many community college students start college in developmental education and leave before enrolling in college-level coursework or making much progress toward a degree; thus, developmental education courses represent the primary education these students receive. Using student-unit record data from two large community college systems linked to wage…

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

    ERIC Educational Resources Information Center

    Paul, Sheilah M.

    2011-01-01

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

  13. Lifelong Learning Skills for College and Career Readiness: An Annotated Bibliography

    ERIC Educational Resources Information Center

    McGarrah, Michael W.

    2014-01-01

    The sources contained within this annotated bibliography can help inform state efforts to define the competencies that students need to be able to demonstrate, determine how schools and districts can ensure that students master these competencies, and measure school and student progress toward college and career readiness and success goals. This…

  14. Recruitment Is Not Enough: Retaining African American Students in Gifted Education

    ERIC Educational Resources Information Center

    Moore, James L., III; Ford, Donna Y.; Milner, H. Richard

    2005-01-01

    In public school systems all around the country, educators--teachers, counselors, and administrators--have made significant progress in identifying and recruiting diverse populations in gifted and enrichment programs. Despite the efforts, too many African American students and other students of color (e.g., Hispanic Americans and Native Americans)…

  15. "Did I Do Good?": The Teaching and Learning of Ethics

    ERIC Educational Resources Information Center

    Barnfield, Anne M. C.

    2017-01-01

    We often assume that students will simply understand specific ethical requirements as they progress, but in reality this does not happen. Students need instruction in ethics. With adherence to the TriCouncil's ethics policy now mandatory for university research with human participants, understanding of ethics is a necessity. We need students to be…

  16. The Academic and Social Adjustment of First Generation College Students

    ERIC Educational Resources Information Center

    Jean, Daniel

    2010-01-01

    First-generation college students face many issues that impede their progress within academia with the most glaring concern being they graduate at rates much lower than their counterparts. Further investigation revealed that fast-generation college students are more likely to dropout during their first-year with a high attrition rate during the…

  17. Impact of CNG Crisis on Student's Academic Life

    ERIC Educational Resources Information Center

    Azeem, Kiran; Nadeem, Wajiha; Zia, Afsa; Shehzad, Shiza; Anwar, Zara

    2017-01-01

    The goal of this study is to determine the impact of Compressed Natural Gas (CNG) crisis on Student's Academic Life of Karachi Pakistan. This research helps in observing the behavior of students and their educational progress includes depression and anxiety, rate of absenteeism and undesirable results in exams threatens due to CNG crisis and…

  18. Developments with the Commission's Longitudinal Student Data System. Working Paper WP/06-07

    ERIC Educational Resources Information Center

    California Postsecondary Education Commission, 2006

    2006-01-01

    This paper summarizes the many uses of the California Postsecondary Education Commission's data system and describes work in progress on adding additional data elements. It describes how the Commission is using its Longitudinal Student Data System (LSDS) to examine the movement of students through California's public colleges and universities. The…

  19. Mapping New Hampshire's Educational Progress, 2008

    ERIC Educational Resources Information Center

    US Department of Education, 2008

    2008-01-01

    Six years after passage of No Child Left Behind and midway to the nation's goal of having students on grade level or better in reading and math by 2014, more data than ever before has been collected about the academic performance of American students and schools. Information in this brochure charts student demographics, achievement-to-date and…

  20. Personalized Learning for the At-Risk through Intervention and Referral Services

    ERIC Educational Resources Information Center

    DePass Pipkin, Tamika S.

    2012-01-01

    The purpose of this mixed-methodology study was to examine whether Personalized Student Learning Plans (PSLPs) could reduce at-risk students' academic and social dysfunction. At-risk students were referred to Intervention & Referral Services (I&RS) and PSLPs were used to develop a personal plan for progress. Data sources included…

  1. Science Achievement of Students in Co-Taught, Inquiry-Based Classrooms

    ERIC Educational Resources Information Center

    Brusca-Vega, Rita; Brown, Kathleen; Yasutake, David

    2011-01-01

    This case investigation followed the progress of middle students with disabilities, their peers, and teachers in co-taught science classrooms where a hands-on, inquiry-based curriculum was used. Students with disabilities (n=21), including learning disabilities, mild intellectual impairment, and mild autism were placed in co-taught classes with…

  2. A Perspective on Student Learning Outcome Assessment at Qatar University

    ERIC Educational Resources Information Center

    Al-Thani, Shaikha Jabor; Abdelmoneim, Ali; Daoud, Khaled; Cherif, Adel; Moukarzel, Dalal

    2014-01-01

    This paper provides a unique perspective on the student learning outcome assessment process as adopted and implemented at Qatar University from 2006 to 2012. The progress of the student learning outcome assessment and continuous improvement efforts at the university and the initiatives taken to establish a culture of assessment and evidence-based…

  3. An Analysis of Individualized Education Program Goals Selected for Learning-Disabled Students.

    ERIC Educational Resources Information Center

    McCormick, Paula K.; Fisher, Maurice D.

    The study was designed to analyze the types and frequencies of individualized education program (IEP) goals selected for 102 elementary learning disabled students in resource rooms (LDR) and 94 learning disabled students in self-contained classrooms (LDSC) and to compare the learning disabilities teachers' assessments of progress made on the goals…

  4. Formative Assessment Professional Development: Impact on Teacher Practice

    ERIC Educational Resources Information Center

    DiBiase, Deborah

    2014-01-01

    With increasing demands on student achievement as set forth by the No Child Left Behind Act (NCLB) (2001), teachers are the catalyst for improving their students' performance (Marzano, 2000). Existing studies on the use of formative assessment as a process by which teachers elicit information of their students' progress and use that information to…

  5. Assessment Update: Progress, Trends, and Practices in Higher Education. Volume 26, Issue 1, January-February 2014

    ERIC Educational Resources Information Center

    Banta, Trudy W., Ed.

    2014-01-01

    This issue of "Assessment Update" presents the following articles: (1) Expanding Assessment Perspectives: The Importance of Student Leadership in Student Learning Outcomes Assessment (Abraham J. Lauer and Jamie R. Korin); (2) Empowering Faculty and Students with Assessment Data (Jane M. Souza); (3) Including Faculty in Accreditation…

  6. A Qualitative Study on the Impact of Professional Learning Communities in an Elementary School

    ERIC Educational Resources Information Center

    Evans, Portia LaShan

    2012-01-01

    Educators are continuously confronted with initiatives to increase student achievement; however, teacher isolation may hinder advancements to improve student learning. Teacher isolation may be a problem at many schools in which student achievement is not progressing, and teachers are not sharing pedagogical knowledge or instructional practices.…

  7. Psychological Profile of University Students with Different Types of Disabilities

    ERIC Educational Resources Information Center

    Dong, Shengli; Lucas, Margaretha S.

    2014-01-01

    Increasing numbers of students with disabilities attend colleges and universities after graduation from high school, but studies show that students with disabilities lag behind academically and fail to make progress and complete academic programs at a level and a timeframe comparable to their peers without disabilities. Studies are needed that…

  8. Bullying in Schools. ERIC Digest.

    ERIC Educational Resources Information Center

    Banks, Ron

    Bullying is a serious problem that can dramatically affect the ability of students to progress academically and socially. Bullying is comprised of direct behaviors such as teasing, taunting, threatening, hitting, and stealing that are initiated by one or more students against a victim. Bullying may also be more indirect by causing a student to be…

  9. Effective Teaching Strategies: Case Studies from the Alphabetic Braille and Contracted Braille Study

    ERIC Educational Resources Information Center

    Barclay, Lizbeth; Herlich, Stephanie A.; Sacks, Sharon Zell

    2010-01-01

    This article discusses some of the qualitative data that were documented during the Alphabetic Braille and Contracted Braille Study. Two case studies of students are described, highlighting many effective teaching strategies used by their teachers of students with visual impairments that resulted in the students' successful academic progress.…

  10. Factors Impacting the Likelihood of Student Withdrawals in Core Business Classes

    ERIC Educational Resources Information Center

    Boldt, David J.; Kassis, Mary M.; Smith, William J.

    2017-01-01

    The course withdrawal decision includes both monetary and time costs for the student. Institutional costs include the misallocation of scarce seats to noncompleting students. Understanding the course withdrawal decision process can aid advisors and administrators as they seek ways to improve retention and progression. This study uses 21,318 course…

  11. Response to Intervention: Providing Reading Intervention to Low Income and Minority Students

    ERIC Educational Resources Information Center

    Graves, Emily; McConnell, Tess

    2014-01-01

    With a renewed focus on early intervention, teachers must address the difficulties students are having as early as possible to promote their progress. Culturally and linguistically diverse students may not respond to universal interventions that have shown efficiency for mainstream populations. In order for Response to Intervention to be…

  12. Navigating through Measurement in Grades 3-5 (with CD-ROM)

    ERIC Educational Resources Information Center

    Anderson, Nancy Canavan; Gavin, M. Katherine; Dailey, Judith; Stone, Walter; Vuolo, Janice

    2005-01-01

    This book follows students' natural progression from measuring with informal or nonstandard units to using standard units to measure such attributes as length, weight, angle, and temperature. Activities extend students' learning to the measurement of two- and three-dimensional objects. Students work in a variety of lively real-world contexts,…

  13. The Impact of Higher Education on Mature Age Students.

    ERIC Educational Resources Information Center

    West, Leo H. T.; And Others

    Changes in the working and personal lives of adults as a result of completing a bachelor's degree as a mature-age student were studied in Australia. Also considered were students' progress through the degree, patterns of employment while enrolled, and additional formal higher education after completing (or withdrawing from) the program. The study…

  14. Successful Students' Negotiation of Township Schooling in Contemporary South Africa

    ERIC Educational Resources Information Center

    Kapp, Rochelle; Badenhorst, Elmi; Bangeni, Bongi; Craig, Tracy S.; van Rensburg, Viki Janse; Le Roux, Kate; Prince, Robert; Pym, June; van Pletzen, Ermien

    2014-01-01

    This article draws on data from a larger longitudinal qualitative case study which is tracking the progress of students over the course of their undergraduate degrees at a South African university. For this paper, we used background questionnaires and semi-structured interviews with 62 first-year students from working-class, township schools who…

  15. The Efficacy of Sheltered Instruction Observation Protocol (SIOP) in Mathematics Instruction on English Language Learner Students

    ERIC Educational Resources Information Center

    Vidot, Jose L.

    2011-01-01

    Studies by the National Association for Educational Progress found that English Language Learner (ELL) students perform poorly compared to other students on standardized mathematics exams. The research problem addressed how Sheltered Instruction Observation Protocol (SIOP) affected the instructional practices of high school mathematics teachers.…

  16. The Relationship between Student Engagement and Heavy Episodic Drinking

    ERIC Educational Resources Information Center

    Wilcox, J. Delynne

    2011-01-01

    College student alcohol use is a significant public health issue facing institutions of higher education. Over the past three decades, significant progress has been made in the areas of research and the identification of recommended best practices to reduce heavy episodic drinking. Yet, students engaged in the prevention of heavy episodic drinking…

  17. Islam on Campus: Identity Development of Muslim-American College Students

    ERIC Educational Resources Information Center

    Dey, Farouk

    2012-01-01

    Although the study of college student development has progressed during the last decades to address various aspects of identity development across a wide range of diverse populations, there is a noticeable gap in the literature about Muslim-American college students and how the university experience impacts their development as young adults. The…

  18. High School Students' Knowledge of a Square as a Basis for Developing a Geometric Learning Progression

    ERIC Educational Resources Information Center

    Seah, Rebecca; Horne, Marj; Berenger, Adrian

    2016-01-01

    This study surveyed and analysed four secondary school students' writing about a square. Sfard's discursive approach to understanding mathematical discourse was used to analyse the responses collected from 214 Australian secondary school students. The results showed that geometric knowledge was developed experientially and not developmentally.…

  19. Direct Observation of Teacher and Student Behavior in School Settings: Trends, Issues and Future Directions

    ERIC Educational Resources Information Center

    Lewis, Timothy J.; Scott, Terrance M.; Wehby, Joseph H.; Wills, Howard P.

    2014-01-01

    Across the modern history of the field of special education and emotional/behavioral disorders (EBD), direct observation of student and educator behavior has been an essential component of the diagnostic process, student progress monitoring, and establishing functional and statistical relationships within research. This article provides an…

  20. Students' Energy Concepts at the Transition between Primary and Secondary School

    ERIC Educational Resources Information Center

    Opitz, Sebastian T.; Harms, Ute; Neumann, Knut; Kowalzik, Kristin; Frank, Arne

    2015-01-01

    Energy is considered both a core idea and a crosscutting concept in science education. A thorough understanding of the energy concept is thought to help students learn about other (related) concepts within and across science subjects, thereby fostering scientific literacy. This study investigates students' progression in understanding the energy…

  1. Teacher Perceptions and Benefits of Student-Led Conferencing in Southern and Central Illinois Elementary Schools

    ERIC Educational Resources Information Center

    West, Kelly L.

    2017-01-01

    Student-led conferences are an alternative method of reporting progress to parents. This qualitative phenomenological research study was conducted in order to examine elementary teachers' perceptions of student-led conferences in comparison to traditional parent-teacher conferences in Central and Southern Illinois. Additionally, the study examined…

  2. The Four-Year College Experience of One Student with Multiple Learning Disabilities

    ERIC Educational Resources Information Center

    Hadley, Wanda

    2017-01-01

    The number of students with learning disabilities (LD) attending postsecondary institutions with the intent of graduating and pursuing employment is progressively increasing. This paper was developed from the experiences of Mitchell's (a pseudonym) participation in a four-year research study with nine other college students with LD. At the end of…

  3. Students' Conceptions of Learning in the Context of an Accounting Degree

    ERIC Educational Resources Information Center

    Abhayawansa, Subhash; Bowden, Mark; Pillay, Soma

    2017-01-01

    Students' conceptions of learning (CoL) play an important role in the learning process leading to the development of generic skills. This paper investigates whether CoL of accounting students can be developed by incorporating high-level cognitive skills progressively within the accounting curriculum. First, the study explored, using…

  4. Teachers' Perceptions of and Solutions for Student School Failure

    ERIC Educational Resources Information Center

    Maksic, Slavica

    2015-01-01

    School failure is an important aspect of students' development and their progression through the process of education, as well as for the functioning of the education system itself. The paper reports the results of a qualitative study exploring the relationship between primary school teachers' perceptions of student school failure and the…

  5. Capturing Student Progress via Portfolios in the Music Classroom

    ERIC Educational Resources Information Center

    Mills, Melissa M.

    2009-01-01

    A common desire among music educators is to help students develop the ability to reflect on and evaluate their own music making. To achieve this goal, music educators often provide their students with a variety of instructional activities, such as watching their ensemble's latest concert performance and writing a critical review of it, allowing…

  6. An Online Course of Business Statistics: The Proportion of Successful Students

    ERIC Educational Resources Information Center

    Pena-Sanchez, Rolando

    2009-01-01

    This article describes the students' academic progress in an online course of business statistics through interactive software assignments and diverse educational homework, which helps these students to build their own e-learning through basic competences; i.e. interpreting results and solving problems. Cross-tables were built for the categorical…

  7. Exploring the Effects of Including Students' Ideas and Concerns on Their Participation in Online Groups

    ERIC Educational Resources Information Center

    Kuyini, Ahmed Bawa

    2011-01-01

    As higher education institutions progressively deliver many more courses through online mode, student retention in courses and ensuring participation in tasks and activities are becoming more a concern to teachers and educational institutions. This pilot study--an action learning project--explored the effect of including students' identified…

  8. Developing Explanations and Developing Understanding: Students Explain the Phases of the Moon Using Visual Representations

    ERIC Educational Resources Information Center

    Parnafes, Orit

    2012-01-01

    This article presents a theoretical model of the process by which students construct and elaborate explanations of scientific phenomena using visual representations. The model describes progress in the underlying conceptual processes in students' explanations as a reorganization of fine-grained knowledge elements based on the Knowledge in Pieces…

  9. Is There Only One Way To Evaluate Students?

    ERIC Educational Resources Information Center

    Gifford, Ann Porter

    2002-01-01

    Suggests there are many ways to assess students' progress in understanding the elements of a story. Discusses how to stimulate students' ability to analyze how adding another character, changing the setting or twisting the plot can create new and interesting versions of a the common folktale, "The Three Little Pigs." Includes a 37-item…

  10. A comparative study on student perceptions of their learning outcomes in undergraduate science degree programmes with differing curriculum models

    NASA Astrophysics Data System (ADS)

    Matthews, Kelly E.; Firn, Jennifer; Schmidt, Susanne; Whelan, Karen

    2017-04-01

    This study investigated students' perceptions of their graduate learning outcomes including content knowledge, communication, writing, teamwork, quantitative skills, and ethical thinking in two Australian universities. One university has a traditional discipline-orientated curriculum and the other, an interdisciplinary curriculum in the entry semester of first year. The Science Students Skills Inventory asked students (n = 613) in first and final years to rate their perceptions of the importance of developing graduate learning outcomes within the programme; how much they improved their graduate learning outcomes throughout their undergraduate science programme; how much they saw learning outcomes included in the programme; and how confident they were about their learning outcomes. A framework of progressive curriculum development was adopted to interpret results. Students in the discipline-oriented degree programme reported higher perceptions of scientific content knowledge and ethical thinking while students from the interdisciplinary curriculum indicated higher perceptions of oral communication and teamwork. Implications for curriculum development include ensuring progressive development from first to third years, a need for enhanced focus on scientific ethics, and career opportunities from first year onwards.

  11. Supporting medical students with learning disabilities in Asian medical schools

    PubMed Central

    Majumder, Md. Anwarul Azim; Rahman, Sayeeda; D’Souza, Urban JA; Elbeheri, Gad; Abdulrahman, Khalid Bin; Huq, M Muzaherul

    2010-01-01

    Learning disabilities (LDs) represent the largest group of disabilities in higher education (HE) institutes, including medical schools, and the numbers are continuing to rise. The worrying concern is that two-thirds to half of these students with LDs remain undiagnosed when they start their undergraduate education and may even graduate without having their disabilities diagnosed. These students struggle with their academic abilities, receive poor grades and, as a result, develop lower perceptions of their intellectual abilities than do those students without LDs. All these ultimately hamper their professional practice, employment, and career progression. Appropriate and adequate educational policies, provisions, and practices help students to progress satisfactorily. In Asian countries, public and professional awareness about LDs is low, supportive provisions are limited, legislations are inadequate, data are scarce, and equal-opportunity/widening-participation policies are not implemented effectively in the HE sector. This article discusses the issues related to LDs in medical education and draws policy, provision, and practice implications to identify, assess, and support students with LDs in medical schools, particularly in an Asian context. PMID:23745060

  12. The progress test as a diagnostic tool for a new PBL curriculum.

    PubMed

    Al Alwan, I; Al-Moamary, M; Al-Attas, N; Al Kushi, A; AlBanyan, E; Zamakhshary, M; Al Kadri, H M F; Tamim, H; Magzoub, M; Hajeer, A; Schmidt, H

    2011-12-01

    The College of Medicine at King Saud bin Abdulaziz University for Health Sciences (KSAU-HS) is running a PBL-based curriculum. A progress test was used to evaluate components of the basic medical and clinical sciences curriculum. To evaluate the performance of students at different levels of the college of medicine curriculum through USMLE-based test that focused on basic medical and clinical sciences topics. The USMLE-based basic medical and clinical sciences progress test has been conducted since 2007. It covers nine topics, including: anatomy; physiology; histology; epidemiology; biochemistry; behavioral sciences, pathology, pharmacology and immunology/microbiology. Here we analyzed results of three consecutive years of all students in years 1-4. There was a good correlation between progress test results and students' GPA. Progress test results in the clinical topics were better than basic medical sciences. In basic medical sciences, results of pharmacology, biochemistry, behavioral sciences and histology gave lower results than the other disciplines. Results of our progress test proved to be a useful indicator for both basic medical sciences and clinical sciences curriculum. Results are being utilized to help in modifying our curriculum.

  13. Annual Report of the Secretary of Defense on Reserve Forces for Fiscal Year 1975

    DTIC Science & Technology

    1976-06-08

    acquisition and distribution of equipment continued to be achieved. Progress was made in both filling uxisting shortfalls and in modernization and... progress of the KOTC flight instruction programs. vArmy Air Force Units Participating 200 56 161 Students Enrolled 412 436 2,036 Students Completed 321 361...Resurve Forces IV Current Status and Progress Made in 4 Strengthening the Reserve Components * A. General 4 1. 24 Division rorce 4 4ii 2. Total Force

  14. Developing information fluency in introductory biology students in the context of an investigative laboratory.

    PubMed

    Lindquester, Gary J; Burks, Romi L; Jaslow, Carolyn R

    2005-01-01

    Students of biology must learn the scientific method for generating information in the field. Concurrently, they should learn how information is reported and accessed. We developed a progressive set of exercises for the undergraduate introductory biology laboratory that combine these objectives. Pre- and postassessments of approximately 100 students suggest that increases occurred, some statistically significant, in the number of students using various library-related resources, in the numbers and confidence level of students using various technologies, and in the numbers and confidence levels of students involved in various activities related to the scientific method. Following this course, students should be better prepared for more advanced and independent study.

  15. Developing Information Fluency in Introductory Biology Students in the Context of an Investigative Laboratory

    PubMed Central

    2005-01-01

    Students of biology must learn the scientific method for generating information in the field. Concurrently, they should learn how information is reported and accessed. We developed a progressive set of exercises for the undergraduate introductory biology laboratory that combine these objectives. Pre- and postassessments of approximately 100 students suggest that increases occurred, some statistically significant, in the number of students using various library-related resources, in the numbers and confidence level of students using various technologies, and in the numbers and confidence levels of students involved in various activities related to the scientific method. Following this course, students should be better prepared for more advanced and independent study. PMID:15746979

  16. The Effects of Function-Based Self-Advocacy Training on the Problem Behavior, Replacement Behavior, and Self-Advocacy Skills of Students with or at Risk for EBD in General Education Settings

    ERIC Educational Resources Information Center

    Owens, Tosha Lynn

    2017-01-01

    Students with emotional and/or behavioral disabilities (EBD) experience some of the greatest challenges among students with disabilities (Kern, Hilt-Panahon, & Sokol, 2009). These students with EBD need access to behavioral support throughout the entire academic setting in order to make progress (Gable et al., 2012), yet few actually receive…

  17. Lap Top Computers and the Learning Disabled Student. A Study of the Value of Portable Computers to the Writing Progress of Students with Fine Motor Problems. No. 193.

    ERIC Educational Resources Information Center

    Yau, Maria; And Others

    Fifty-six Toronto (Ontario, Canada) seventh-grade and eighth-grade learning-disabled students whose handwriting was very difficult to read were randomly assigned to either an experimental or comparison group. Experimental group students were loaned a portable computer to use freely at school and at home during the course of the experiment.…

  18. Math Education Practices for Students with Disabilities and Other Struggling Learners: Case Studies of Six Schools in Two Northeast and Islands Region States. Issues & Answers. REL 2008-No. 053

    ERIC Educational Resources Information Center

    Louie, Josephine; Brodesky, Amy; Brett, Jessica; Yang, Li-Ming; Tan, Yvette

    2008-01-01

    The No Child Left Behind (NCLB) Act of 2001 requires states to ensure that all students make adequate yearly progress in achieving proficiency in English language arts and math. This study examines how six diverse schools have responded to the challenge of educating their students in math, particularly students with disabilities and other…

  19. An Innovative and Successful Simulation Day.

    PubMed

    Bowling, Ann M; Eismann, Michelle

    This article discusses the development of a creative and innovative plan to incorporate independent activities, including skill reviews and scenarios, into a single eight-hour day, using small student groups to enhance the learning process for pediatric nursing students. The simulation day consists of skills activities and pediatric simulation scenarios using the human patient simulator. Using small student groups in simulation captures the students' attention and enhances motivation to learn. The simulation day is a work in progress; appropriate changes are continually being made to improve the simulation experience for students.

  20. Competence in the musculoskeletal system: assessing the progression of knowledge through an undergraduate medical course.

    PubMed

    Basu, Subhashis; Roberts, Chris; Newble, David I; Snaith, Michael

    2004-12-01

    Professional bodies have expressed concerns that medical students lack appropriate knowledge in musculoskeletal medicine despite its high prevalence of use within the community. Changes in curriculum and teaching strategies may be contributing factors to this. There is little evidence to evaluate the degree to which these concerns are justified. To design and evaluate an assessment procedure that tests the progress of medical students in achieving a core level of knowledge in musculoskeletal medicine during the course. A stratified sample of 136 volunteer students from all 5 years of the medical course at Sheffield University. The progress test concept was adapted to provide a cross-sectional view of student knowledge gain during each year of the course. A test was devised which aimed to provide an assessment of competence set at the standard required of the newly qualified doctor in understanding basic and clinical sciences relevant to musculoskeletal medicine. The test was blueprinted against internal and external guidelines. It comprised 40 multiple-choice and extended matching questions administered by computer. Six musculoskeletal practitioners set the standard using a modified Angoff procedure. Test reliability was 0.6 (Cronbach's alpha). Mean scores of students increased from 41% in Year 1 to 84% by the final year. Data suggest that, from a baseline score in Year 1, there is a disparate experience of learning in Year 2 that evens out in Year 3, with knowledge progression becoming more consistent thereafter. All final year participants scored above the standard predicted by the Angoff procedure. This short computer-based test was a feasible method of estimating student knowledge acquisition in musculoskeletal medicine across the undergraduate curriculum. Tested students appear to have acquired a satisfactory knowledge base by the end of the course. Knowledge gain seemed relatively independent of specialty-specific clinical training. Proposals from specialty bodies to include long periods of disciplinary teaching may be unnecessary.

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