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1
Green, Marissa, Alyssa Emery, Megan Sanders, and Lynley H. Anderman. "Another Path to Belonging: A Case Study of Middle School Students’ Perspectives." Educational and Developmental Psychologist 33, no. 1 (June 13, 2016): 85–96. http://dx.doi.org/10.1017/edp.2016.4.
Full textAbstract:
This qualitative study explored students’ experiences in a small, early-college secondary school in the United States that intentionally aims to create a culture promoting accelerated academic achievement, particularly in the areas of science, technology, engineering, and math (STEM). Past research in the fields of both educational and developmental psychology has suggested that students’ sense of belonging plays a significant role in their social and academic functioning. Few studies, however, have explored how students’ sense of belonging is supported in settings that emphasise accelerated academic performance. The present study focused on students’ own understanding of the factors that contribute to their sense of belonging in this academically rigorous environment and extends current accounts of belonging, most of which have been quantitative in nature. The results of the present study highlight a distinction between social and academic belonging. Social belonging originated from students’ descriptions of their relationships with teachers and friends, alongside a noted lack of bullying behaviour, and an open and accepting social environment. Academic belonging originated from students’ accounts of meeting rigorous expectations, participating in a range of educational opportunities, receiving academic support from teachers, and sharing similar academic interests with peers. Some students reported experiencing one type of belonging without the other, suggesting that social and academic belonging are distinct aspects of students’ overall sense of school belonging. Future research should examine whether academic belonging provides an alternative pathway to the sense of school belonging in academic environments beyond the context examined in the present study.
2
Pletschko, Thomas, Clarissa Pelzer, Martin Röhsner, Gerda Rockenbauer, and Agnes Turner. "Use of the Telepresence System Avatar AV1 as a Therapeutic Tool for Social Inclusion in a 10-year-old Girl Treated for a Brain Tumor." Digital Psychology 3, no. 1 (June 20, 2022): 18–23. http://dx.doi.org/10.24989/dp.v3i1.2013.
Full textAbstract:
Background: Children with brain tumors are at increased risk for experiencing loneliness, a lack of close friendships, lower academic achievement, and diminished motivation. To counteract these negative effects, telepresence systems and their ability to maintain school and social participation as well as a sense of belonging are recently being discussed as promising approach. Despite the use of these systems throughout many countries, few scientific studies have examined their effects. Objectives: The aim of this article is to illustrate effects of one telepresence system, called avatar, in pediatric patients with chronic illnesses and to analyze possible benefits and challenges. Patients and Methods: In this report, the case of a 10-year-old girl named Sarah, with a brain tumor (medulloblastoma), is described. The girl received the avatar due to her reduced ability to attend school due to her medical condition. At the time of the study, the avatar had been in use for seven months, acting as a therapeutic tool to promote social inclusion and to keep up with school. Qualitative interviews were conducted with Sarah, her mother and her teacher, illustrating the relationship between social and learning aspects of telepresence systems. Originality and Clinical Relevance: The results indicate that the avatar has the potential to act as an essential supportive means for pediatric patients, maintaining social participation, sense of belonging and academic motivation. The novelty of this telepresence system, the lack of studies in this research area and the probable positive influence emphasize the originality and clinical relevance of this case report.
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Suchana, Afroza Aziz. "Mentoring at Tertiary Level Education: A Tool to Exceed Students' Problems." Shanlax International Journal of English 7, no. 4 (September 1, 2019): 11–17. http://dx.doi.org/10.34293/english.v7i4.620.
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The study examines the role of mentoring to surpass the problems of tertiary level students. It includes both mentors’ and mentees’ views on mentoring. It explores how mentoring helps the mentor find out students’ problems and to provide them with emotional and instrumental support. Adapting the qualitative method, this research includes case studies of three different students of a private university of Bangladesh who had been facing various problems and shows how they overcame their obstacles. It exposes the difficulties and challenges of one fresher, one female and one minority student. The study applies both formal and informal aspects of mentoring. It also includes an interview of their mentors. Findings indicate that through this process, mentors may find students’ problems and help them go over and inspire them with a vision of the future. The study finds that mentoring contributes to students’ academic achievement and social integration. It also states that through mentoring students’ frustration can be transformed into motivation.
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Yusuf, Ahmad, Kusaeri Kusaeri, Ahmad Hidayatullah, Dian Candra Rini Novitasari, and Ahmad Hanif Asyhar. "Detection of potential errors in measurement results of madrasa admission instruments in Indonesia." International Journal of Evaluation and Research in Education (IJERE) 10, no. 4 (December 1, 2021): 1334. http://dx.doi.org/10.11591/ijere.v10i4.21412.
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<span lang="EN-US">Madrasa (Islamic boarding school) in Indonesia have a strategic role in character building. At present madrasa education is still considered second class education. Besides, to improve the quality of madrasas can be started by improving the quality of the student national admission to all madrasas in Indonesia. This study aimed to trace the potential errors in the measurement results of Students National Admission of Madrasah Aliyah Negeri (SNPDB MAN-IC) 2020. Tracing was carried out on two aspects: i) Equality between test sets used based on evidence of test responses; and ii) Further tests on equality between question sets based on evidence of relationship between variables, taking into account the origin of the participating schools (MTs/JHS) and the origin of the participating regions (West, Central and East of Indonesia). This study involved 13,115 participants in 23 MAN-ICs throughout Indonesia in 2020. The materials tested comprised learning potential and academic ability (Mathematics, Natural Sciences, Social Studies, English, Arabic, and Islamic Religious Education). The study used achievement test with mathematics as a sample of test subjects. Based on the test response evidence, it was found that seven of the 15 questions were thought to have an indication of inequality between item sets. The results of tracing the evidence between variables indicated that it was the participants' origin of institutions that influenced the inequality between item sets. On the other hand, regional origin did not affect the inequality between item sets because the majority of participants came from the western region of Indonesia.</span>
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Casino-García, Ana María, María José Llopis-Bueno, and Lucía Inmaculada Llinares-Insa. "Emotional Intelligence Profiles and Self-Esteem/Self-Concept: An Analysis of Relationships in Gifted Students." International Journal of Environmental Research and Public Health 18, no. 3 (January 23, 2021): 1006. http://dx.doi.org/10.3390/ijerph18031006.
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The psychological well-being of students affects their academic achievement, social relationships and school coexistence and is something that families worry about. This aspect becomes vital when students have atypical development and/or specific needs. Studies on the impact of giftedness on students’ self-concept and self-esteem offer mixed results. Emotional Intelligence (EI) is a key factor for their well-being that must be developed by educational institutions. This study analyzes the relationships between emotional intelligence profiles and both self-concept and self-esteem of identified gifted students between 8 and 18 years of age who study in regular Spanish schools and non-identified peers. A total of 118 identified gifted and 122 non-identified subjects participated in the study. The Self-Concept Scale Form 5 (AF5), the Rosenberg Self-Esteem Scale (RSES), and the Trait Meta-Mood Scale-24 (TMMS-24) were administered. Clusters of students were identified on the basis of their scores in the three dimensions of EI. Subsequently, the differences in self-esteem and self-concept according to the student’s emotional intelligence profile were analyzed. The results showed a taxonomy of three-cluster profiles in both groups and the existence of differences between profiles of EI in the self-esteem and self-concept dimensions in gifted students, not so in the non-identified group. The results have important implications for education and health professionals, both for the evaluation and for the introduction of adjusted intervention programs in case of vulnerability.
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Suryana, Dadan, Fitriana Sari Khairma, Novi Engla Sari, Lina, Farida Mayar, and Sri Satria. "Star of The Week Programs Based on Peer Relationship for Children Social Emotional Development." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 288–302. http://dx.doi.org/10.21009/jpud.142.07.
Full textAbstract:
The influence of family, school and peers on students' emotional social development is very important as a starting point for the design of school activities that will also improve student development in an integral way. The Star of the Week program was developed with the aim of helping students apply the knowledge, attitudes, and skills needed to socialize and understand and manage emotions. This study uses the Thiagarajan model stages, namely define, design, develop, and disseminate (4D). The results of the validity test from the experts show that this program has workable value with 91.1% material aspects, 90% emotional development aspects and 92% presentation aspects. For the practicality test results through teacher questionnaires obtained scores of 90%, and 88.67% through teacher observations of children who are in the high practical category. The results of the program effectiveness test showed a value of 89.08% on children's social-emotional development, because it showed an increase in values before and after the intervention. The implication of further research is that it is hoped that various kinds of learning methods will develop aspects of child development based on cooperation and peer relationships.
Keywords: Early Childhood, Peer Relationships, Star of the Week Program, Social Emotional
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Iqbal, Muhammad Zafar, Muhammad Jamal Khan, Tariq Javed, Uzma Rao, and Jahan Ara Shams. "RELATIONSHIP BETWEEN SECONDARY STUDENTS’ CRITICAL THINKING AND ACADEMIC ACHIEVEMENT: A CASE OF PUBLIC SCHOOLS." Humanities & Social Sciences Reviews 9, no. 3 (June 24, 2021): 1166–74. http://dx.doi.org/10.18510/hssr.2021.93115.
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Purpose of the Study: The purpose of this research study was to study the relationship between critical thinking (CT) and academic achievement among secondary school students in a district of Gilgit-Baltistan.
Methodology: Correlation design was applied to study the relationship between critical thinking and academic achievement. A sample of 400 students was selected through a convenient sampling technique to collect the data. Critical thinking was measured by applying an adapted tool (Sarigoz, 2012) and students’ scores in annual examinations were taken as academic achievement (York, Gibson & Rankin, 2015). Descriptive and inferential statistics were used to analyze the data.
Main Findings: Findings of the study revealed that female students, rural school students, and science group students showed slightly higher critical thinking than male, urban, and arts group students. A markedly low positive relationship was found between critical thinking and academic achievement. The results were consistent with earlier studies having a positive relationship between these variables. There were also low and markedly low relationships found between constructs of critical thinking and academic achievement. Some results of this study were inconsistent with the earlier research based on the context of the students. The study revealed that there is a discrepancy in aligning critical thinking with academic achievement.
Application of this study: The findings of the study help understand the relationship between critical thinking and academic achievement at the secondary level. It will surely assist the teachers in designing their classroom activities and modifications in teaching methodologies. It will boost the teachers to enhance the critical thinking of secondary school students.
Novelty/Originality of this study: The study is original as not a single research study determined the relationship between critical thinking and academic achievement of secondary school students in the region of district Ghizar in Gilgit-Baltistan.
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Kim, Kyung Ryung, and Eun Hee Seo. "The relationship between teacher efficacy and students' academic achievement: A meta-analysis." Social Behavior and Personality: an international journal 46, no. 4 (April 5, 2018): 529–40. http://dx.doi.org/10.2224/sbp.6554.
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We conducted a meta-analysis by synthesizing the results of 16 studies involving 4,130 teachers to explore whether or not the relationship between teacher efficacy and students' academic achievement was influenced by the scale used to measure teacher efficacy, and/or by the subfactors of teacher efficacy, length of teaching experience, location of the school, or the students' educational level. The results showed that the mean relationship between teacher efficacy and students' academic achievement was significant but the effect size was small. The results also indicated that the relationship was influenced by some teacher efficacy measures and subfactors, and by length of teaching experience. In studies in which the measure used was Gibson and Dembo's scale, in regard to classroom management, and in the case of teachers with fewer than 11 years of teaching experience, the relationship between teacher efficacy and student academic achievement was nonsignificant.
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Robinson, Laura, Øyvind Wiborg, and Jeremy Schulz. "Interlocking Inequalities: Digital Stratification Meets Academic Stratification." American Behavioral Scientist 62, no. 9 (May 22, 2018): 1251–72. http://dx.doi.org/10.1177/0002764218773826.
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This article examines the effects of digital inequality in conjunction with curricular tracking on academic achievement. Capitalizing on an original survey administered to seniors (fourth-year secondary school students), our survey data ( N = 972) come from a large American public high school with a predominantly disadvantaged student body. The school’s elective tracking system and inadequate digital resources make for an excellent case study of the effects of a differentiated curriculum and digital inequalities on academic achievement. Multilevel random-effects and fixed-effects regression models applied to the survey data reveal the important role played by digital inequalities in shaping academic achievement as measured by GPA. As the models establish, academic achievement is positively correlated with both duration of digital experience and usage intensity regarding academically useful computing activities, even when students’ curricular and class placement are taken into account. In contrast, both leisure computing and smartphone usage are negatively correlated with academic achievement as measured by GPA. Also with regard to GPA, findings show that students in the higher curricular tracks benefit more from longer durations of digital experience than do students in lower curricular tracks. These results underscore the importance of focusing attention on the ways in which digital inequalities combine with curricular tracking in shaping academic achievement.
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Alzahrani, Mona, Manal Alharbi, and Amani Alodwani. "The Effect of Social-Emotional Competence on Children Academic Achievement and Behavioral Development." International Education Studies 12, no. 12 (November 29, 2019): 141. http://dx.doi.org/10.5539/ies.v12n12p141.
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In this paper, we explore the importance of the social-emotional competence on children’s growth. To develop children social-emotional competence, an interaction between adults and children is critically needed. Teachers have the responsibility to enhance children’s development in many aspects, including social, emotional, cognitive, academic, and behavioral skills. A positive relationship between teachers and young students helps those students to have better school achievement and behavioral skills. We review several studies that show the influence that social and emotional competence has on children’s learning outcomes and on their ability to engage in good behaviors. We also provide several strategies that help teachers to build strong and healthy relationships with children. These strategies foster children’s academic and behavioral success. We define social and emotional learning in relation to school successes to show that competence in these areas increases students’ reading, writing, critical thinking, and vocabulary skills. Emotional regulations can also enhance school achievement, both in the present and in the future. Additionally, we provide strategies that teachers can use to foster positive behavioral skills.
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Abdel Jawad, Yousef Abdel Latif, and Basem Shalash. "The Impact of E-Learning Strategy on Students' Academic Achievement. Case Study: Al- Quds Open University." International Journal of Higher Education 9, no. 6 (August 25, 2020): 44. http://dx.doi.org/10.5430/ijhe.v9n6p44.
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The study examines the effect of e-learning on the students’ academic performance at Al-Quds Open University. 382 students have been randomly selected from the university's official records where a statistical analysis of the study variables was performed using the Statistical Package of Social Sciences program (SPSS.20). The study hypotheses were tested by Paired Samples T-tests.The study has revealed that there are statistically significant differences in the students’ academic performance over the implementation of the e-learning strategy with regard to the level of the vast majority of students, gender, educational program, as well as their academic level.The study recommends the necessity of enhancing the e-learning strategy in the higher education institutions to foster the students’ academic performance taking into account the specificity of some learning programs such as the Arabic language programs and the social studies.
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Şentürk, Mehmet. "Educational comics and educational cartoons as teaching material in the social studies course." African Educational Research Journal 9, no. 2 (May 25, 2021): 515–25. http://dx.doi.org/10.30918/aerj.92.21.073.
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This study aims to explore the effect of using educational comics or educational cartoons as teaching material in social studies course on students' academic achievement. Also, it is aimed to reveal the experiences of the students regarding the use of these materials. In the study, the embedded design was preferred among the mixed-methods designs. For the quantitative aspect of this research, pre-test and post-test on the control and experimental group with the quasi-experimental design were used. The study was conducted out with two experimental groups and a control group. The study was conducted with 266 (87 students are in the educational comics group, 88 students are in the educational cartoons group, 91 students are in the control group) 6th-grade students. To analyse the quantitative data, One-Way ANOVA was used. According to the results of the analysis, it was determined a significant difference between the educational comics group and the other groups in academic achievement levels. It was also determined a significant difference between the educational cartoons group and the control group. For the qualitative aspect of this research, phenomenology design was used. To analyse the qualitative data which were collected by semi-structured forms, content analysis was used. As a result of the analysis of qualitative data, it was concluded that students seen both educational comics and educational cartoons as effective materials for educational activities in various aspects. These results show these teaching materials can use by teachers for effective learning in social studies course.
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Maree, Jacobus G., and Liesel Ebersöhn. "Emotional Intelligence and Achievement: Redefining Giftedness?" Gifted Education International 16, no. 3 (September 2002): 261–73. http://dx.doi.org/10.1177/026142940201600309.
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Many researchers still consider measured intelligence as the most significant predictor for academic and life success, despite the fact that research time and again confirms that proven academic achievement is a far better predictor of academic achievement than a mere IQ score. This article examines the possible meaning of the construct “emotional intelligence”. The term is used to explain individual differences associated with life success; differences that are not sufficiently measured with traditional intelligence measuring instruments. Emotional intelligence includes social deftness, emotional stability, compassion and integrity. It is defined by Goleman, Salovey and Mayer, Bar-On and others as the ability to motivate oneself, to persist in the face of frustrations; to control impulse and delay gratification; to regulate one's moods, to keep distress from interfering with the ability to think; to empathize, to hope, to perform, to be creative. Two case studies are discussed in an attempt to facilitate a contribution to the understanding of some of the reasons for the often-found gap between a person's potential and his or her actual achievement.
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Reinke, Nicole B. "Promoting student engagement and academic achievement in first-year anatomy and physiology courses." Advances in Physiology Education 43, no. 4 (December 1, 2019): 443–50. http://dx.doi.org/10.1152/advan.00205.2018.
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Students from three undergraduate programs at James Cook University, Queensland, Australia, studying combined first-year anatomy and physiology courses, showed different academic achievement in physiology. Physiotherapy students were more active and social when completing learning tasks and achieved significantly higher grades in physiology compared with students enrolled in Sport and Exercise Science and Occupational Therapy programs. To promote academic engagement and achievement by all three groups, discussion questions, case studies, and study guides were included. The aim of this study was to investigate the effectiveness of using these modified resources to promote active learning, enhance academic social interactions, and provide a supportive learning environment. The occupational therapy students showed increased academic achievement (from 57.9 to 66.5%) following implementation of the new resources, but there was no change in the already high-performing physiotherapy students (73.1%) and, more concerningly, the sport and exercise science students (from 54.6 to 56.7%). Fewer sport and exercise science students had prior learning in chemistry (30.4% of participants) and also spent little time outside class studying (8 h/wk), compared with the physiotherapy cohort (70.0% chemistry; 13 h/wk studying). Findings of this research demonstrate that creating a supportive and active learning environment are important factors in promoting the learning of physiology for some cohorts. Background knowledge, academic self-regulatory skills, and the experience of teaching staff are factors that must be considered when endeavoring to increase student academic achievement. Future studies should examine the effect of students’ academic self-regulation and the use of remedial chemistry classes when learning physiology.
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BERLANGA, Vanesa, Franciele CORTI, and Eva PEREA. "The Effect of Scholarships on University Persistence: A Case Study." Revista de Cercetare si Interventie Sociala, no. 76 (March 31, 2022): 69–83. http://dx.doi.org/10.33788/rcis.76.5.
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As we enter the 21st century, the social dimension of Higher Education is one of the key elements in university policies. Among measures aimed at retaining students, scholarship and study grant policies help to ensure equality. In Spain, the establishment of the Study Aid Programme (PAE) for degree studies is an outstanding innovative initiative. This study is aimed at assessing the importance of the PAE as an economic factor in equity, access and academic performance in the first year at university. The data used is that available on all students who began degree studies at Abat Oliba CEU University from the 2009-10 academic years to the 2015-16 academic years. The results confirm that obtaining a scholarship becomes an incentive that influences key aspects for persistence, such as the degree of effort and educational commitment with positive results on students’ performance.
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Cassen, Robert, Leon Feinstein, and Philip Graham. "Educational Outcomes: Adversity and Resilience." Social Policy and Society 8, no. 1 (January 2009): 73–85. http://dx.doi.org/10.1017/s1474746408004600.
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In the context of risk and resilience, the paper attempts to integrate three strands of research: genetic and mental-health factors, the findings of cohort studies and those of other investigations of educational outcomes. A very wide range of factors, many of them related to disadvantage, bear on such outcomes, but none deterministically. Intelligence, conduct and emotional disorders are all found to influence academic achievement to varying degrees, as do a number of aspects of family, school and the wider social environment. Aspects that contribute to resilience are identified, and the paper concludes with a discussion of interventions to enhance resilience.
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Khalfaoui, Andrea, Rocío García-Carrión, Lourdes Villardón-Gallego, and Elena Duque. "Help and Solidarity Interactions in Interactive Groups: A Case Study with Roma and Immigrant Preschoolers." Social Sciences 9, no. 7 (July 7, 2020): 116. http://dx.doi.org/10.3390/socsci9070116.
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Peer interactions in early childhood education play a key role in establishing the first structures of social relationships and foundations for future development. Engaging in social exchanges with different people enriches children’s concurrent and future learning opportunities. Building on the importance of diversifying interactions, interactive groups (IGs) are a specific dialogue-based classroom organization format that creates an inclusive learning environment by allocating students to small heterogeneous groups with an adult volunteer per group. This classroom organization format has produced reported evidence of enhancing social cohesion and academic achievement, mainly in elementary education. However, its potential to foster positive peer interactions in Early Childhood Education among disadvantaged children remains unexplored. Therefore, this case study explores in depth the type and frequency of positive peer interactions in interactive groups in a preschool classroom serving mainly Roma and immigrant children with a very low SES. The results show that in this context, children acknowledge each other’s work and provide help, guidance, and solidarity interactions when solving academic tasks. Our analysis reveals that children internalize the rules and functioning of the IG since those aspects emerge in their conversations during the activity. Implications for practitioners and policymakers are also discussed.
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Triani, Lili, Sofia Hartati, and R. Sri Martini Meilani. "Tueak Serembeak: The Role of Parenting in Early Character Development and Education." JPUD - Jurnal Pendidikan Usia Dini 15, no. 2 (November 30, 2021): 281–99. http://dx.doi.org/10.21009/jpud.152.05.
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The challenge of implementing character education has an impact on the development of children's character. This study aims to describe the form of parenting using tueak serembeak in early character development and education in the Rejang tribe. This qualitative research uses a case study method with two male respondents. Data was collected by documentation, interviews, observations, and field notes and analysed using the Miles and Huberman stages. The theoretical study as the basis of research shows that tueak serembeak can form twelve characters in early childhood, responsibility, courage to take decisions, sharing, caring, survival, tenacity, cooperation, hard work, never give up, keep the spirit, dare to accept challenges, and be patient in dealing with problems. However, the findings in the field show that there are only four characters that appear, being responsible, sharing, caring and patient in dealing with problems. Other characters that appear not based on the teachings of tueak serembeakare independent, creative, and friendly characters. This happens because of the influence of external intervention, education in Air Raman Village, which has developed, advanced technology and open community life. A suggestion for further research, is experimental research based on tueak serembeak teachings that can explain more clearly the influence of this teaching on other aspects of child development.
Keywords: Early Character Development, Parenting, Tueak Serembeak
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Baş, Kenan, and Esen Durmuş. "Pre-test the Effect of Teaching Social Studies Course through Performing Arts on the Students’ Academic Achievement and Permanence of their Knowledge." International Journal of Education and Literacy Studies 7, no. 2 (April 30, 2019): 107. http://dx.doi.org/10.7575/aiac.ijels.v.7n.2p.107.
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The purpose of this study is to identify the effect of social studies teaching through performing arts on the academic achievement and permanence of knowledge of performing arts and students. The participants of this research consisted of 250 6th grade students studying at five secondary schools located in different educational regions within boundaries of the central Elazığ Province (from Turkey) in the 2015 and 2016 spring term. The study was conducted on 5 experimental (n = 125) and 5 control (n = 125) groups randomly selected. A mixed method involving qualitative and quantitative methods were used. Academic achievement test and an interview consisting of open-ended questions were used. On quantitative dimension of the study, pretest-posttest control group quasi-experimental design was used. On qualitative dimension, students were interviewed. During the study, while social studies course teaching was carried out with the experimental groups through performing arts, in the control groups, teaching activities stipulated by the current syllabus were carried out. The application period of the study lasted for eight weeks in total with three hours of teaching weekly in both groups. The statistical program (SPSS, version 21) was used analyzing the quantitative data obtained from the study. The N-VIVO-9 program was used for the analysis of qualitative data. As a result of the study, it was found that social studies teaching activities performed through performing arts were more successful in increasing student achievement than the activities stipulated by the current syllabus. However, as a result of the interviews, the results regarding the positive and negative aspects of the teaching activities performed in the experimental groups were obtained. It was found that the data obtained concerning the qualitative dimension of the study supported the data obtained concerning the quantitative dimension.
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Bulgarelli-Bolaños, Raquel María, José Antonio Rivera-Rodríguez, and Manuel Arturo Fallas-Vargas. "El proceso vocacional del estudiantado universitario en condición de logro y rezago académico: Un análisis desde el enfoque evolutivo de Donald Super." Revista Electrónica Educare 21, no. 1 (November 10, 2016): 1. http://dx.doi.org/10.15359/ree.21-1.1.
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This article is based on an investigation whose main purpose was to analyze students’ vocational development in statuses of achievement and academic lagging in Bachelor’s Degree in Industrial Chemistry at the Universidad Nacional de Costa Rica, during 2014, by implementing Donald Super’s evolutionary approach. A naturalist paradigm, a design of collective case studies of four people (two students from each academic status), four data gathering tools (in-depth interviews, semi-structured interviews, in-depth discussion meetings, and observation), and the categorical thematic analysis method were applied. It was found that there are differences in the vocational process of the four cases studied when referring to one academic status or the other, where the category of achievement is more leaning trend to a better vocational performance, even though it is not a predictor of this; while the academic lagging presents more difficulties in its different vocational stages. Therefore, it is recommended not to neglect academic, vocational and personal-social support to any of both populations, considering their particularities related to the specific vocational processes and the evaluations they carry out during the career.
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Farsi, Roghayeh. "Socio-Semantic Processes in Social Actors Representation: A Case Study of “Ya-Sin”." Al-Bayān – Journal of Qurʾān and Ḥadīth Studies 15, no. 2 (November 21, 2017): 145–69. http://dx.doi.org/10.1163/22321969-12340049.
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AbstractThe academic field of Qurʾānic Studies employs a wide range of approaches, each one of which helps to open up a new perspective on the Qurʾānic text. The Holy Book was revealed to guide people; it is thus of relevance to all aspects of people’s lives. This article focuses on the way social actors are represented in one Meccansūra, entitled “Ya-Sin”, and employs a case-study approach to do so. The analysis carried out includes the socio-semantic processes that thesūrauses in order to represent social actors either by behavior (action) or meaning (reflection), and it also analyzes the actors as they are represented in processes such as activation and passivation. The methodology adopted is eclectic and analytic. It is a hybrid of Swales’ move analysis, El-Awa’s identification of shift-markers, and Halliday’s and Van Leeuwen’s theories of social actor representation. This study shows how such an analysis can contribute to understanding the apparently fragmented and non-linear nature of “Ya-Sin”.
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Almroth, Melody, Krisztina D. László, Kyriaki Kosidou, and Maria Rosaria Galanti. "Teacher: But Not Student Rating of the Pedagogic and Social Climate in School Predicts Adolescents’ Academic Aspirations." Child & Youth Care Forum 50, no. 5 (January 27, 2021): 885–99. http://dx.doi.org/10.1007/s10566-021-09601-9.
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Abstract Background High academic aspirations relate to higher achievement and better mental health, but less is known about how these aspirations are formed in relation to the educational context. Objective This study aims to investigate the relationship between overall school climate, with particular concern for the dimensions of school level expectations and support as rated by both teachers and students and adolescent academic aspirations. Methods Multilevel logistic models for repeated measures were used in order to investigate the relationship between measures of school climate and adolescents’ academic aspirations. Three annual waves of questionnaire data were used to obtain aggregated teacher- and student-rating of school climate, including specific dimensions of teacher expectations and support. Results Positive teacher-rated overall school climate was associated with an increased odds of adolescents aiming at a university education rather than at a lower one (adjusted OR 1.36, 95% CI 1.14–1.63 for the intermediate tertile; OR 1.39, 95% CI 1.14–1.70 for the highest tertile). A similar trend was found for the teacher-rated measures of expectations and student focus, but not for any of the student-rated school climate measures. Conclusion A positive school climate rated by teachers appears to predict adolescents’ university aspirations. Future research should clarify which aspects of the school climate may influence adolescent academic aspirations from the students’ perspective.
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Michaels, Erin. "Beyond Academic Achievement Outcomes: The Impact of School on the Immigrant Political Incorporation of Undocumented Latinx Youth." Youth & Society 52, no. 7 (April 4, 2020): 1285–311. http://dx.doi.org/10.1177/0044118x20913733.
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The immigrant political incorporation scholarship tends to stress the positive role that schools play in integrating undocumented Latinx youth. Yet, the racialization in school literature indicates that school is often a disempowering place for students of color. This study helps to explain this divergence. It draws from a case study of a struggling high school undergoing state-led reform in a new immigrant destination and analyzes data from school ethnography and student interviews. Deploying the concept of “critical bureaucratic incorporation,” this study explores how school reforms emphasizing high-stakes testing affected the students’ political incorporation. The findings show how these reforms disproportionately negatively affected the Latinx students, nearly all of whom were undocumented immigrants. The results suggest that future studies of immigrant political incorporation consider the case of struggling schools and insights from average students; and that the racialization in school literature address how school reforms affect students beyond academic achievement outcomes.
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Folk, Amanda L. "Drawing on students’ funds of knowledge." Journal of Information Literacy 12, no. 2 (December 4, 2018): 44. http://dx.doi.org/10.11645/12.2.2468.
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Despite programmes and initiatives intended to enable access to higher education for underrepresented students, higher education in the United States suffers from a persistent social class achievement gap. Although research exists about the social and academic factors that contribute to the social class achievement gap, one ubiquitous practice in higher education has been neglected – the research assignment. In this article, I share a subset of findings from a qualitative study that explores first-generation college students’ experiences with research assignments in college. In particular, I present four case studies of participants who relied on their identities and prior knowledge to successfully a complete research assignment. Finally, I introduce the funds of knowledge concept, which honours students’ identities and lived experiences, to provide a conceptual approach for engaging underrepresented and minoritised students through research assignments.
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Otero, Gabriel, Rafael Carranza, and Dante Contreras. "‘Neighbourhood effects’ on children's educational achievement in Chile: The effects of inequality and polarization." Environment and Planning A: Economy and Space 49, no. 11 (September 24, 2017): 2595–618. http://dx.doi.org/10.1177/0308518x17731780.
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This article studies the effects of the neighborhood in which a school is located on children's mathematics achievement in Chile. It uses data taken from a sample of 127,020 sixth grade students measured by the National Education Quality Measurement System [Sistema Nacional de Medición de la Calidad de la Educación]. The incorporation of a measurement of socio-economic polarization of the geographic environment, which is innovative in urban studies, allows us to qualify some critical aspects suggested in the academic discussion. A lagged dependent variable model is used, controlling for the score obtained by the same students in fourth grade. Using multilevel linear regressions, the results show positive effects related to participation in neighborhood organizations. One critical finding is that socio-economic polarization has a negative and significant impact on the educational achievement of sixth graders. The conclusions highlight the repercussions associated with acute inequalities in the neighborhoods, and speak to the importance of accessing dimensions which are more closely linked to cities' social structure.
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McPhee, Iain, and Maria Eugenia Witzler D’Esposito. "Student assessment in higher education: embargo or empowerment?" Journal of Applied Research in Higher Education 10, no. 2 (April 9, 2018): 155–69. http://dx.doi.org/10.1108/jarhe-04-2017-0049.
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Purpose This study recruited students who struggled to meet institutional deadlines for summative assessments. Increasing the number of diverse and non-traditional students in higher education (HE) institutions presents challenges in learning and teaching in online, conventional and hybrid contexts, impacting on student academic success. The purpose of this paper is to expand our understanding of student perceptions of the factors involved in academic achievement. Design/methodology/approach Using qualitative methods and in-depth semi-structured interviews, 14 participants were interviewed. Using Freire’s concept of empowerment, and Bordieu’s concept of habitus, the authors explore student perceptions of assessment. Findings Results presented thematically indicate that student perceptions of the purpose of the assessment and academic qualification are at odds with institutional habitus. Several embargoes impacting on academic achievement were revealed. Research limitations/implications Shifting organisational patterns and modes of production within HE institutions have influenced the student experience of academic writing and assessment. Findings highlight the factors that impact on academic success in HE institutions for non-traditional students in particular. Social class and educational background (habitus) are not factors taken into account when students are assessed. This impacts on capacity to achieve academic success. Practical implications The paper includes implications for curriculum designers, and self-reflective practitioners on issues related to academic success for non-traditional students. Social implications The study uses two case studies from two countries, Scotland and Brazil, both countries have invested heavily to address the twenty-first century learning agenda. Issues of widening access have increased student diversity, however, embargoes on academic achievement remain powerful factors that require further discussion and study. Originality/value This paper fulfils an identified need to study how issues of widening access can be mitigated, in particular for non-traditional students.
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Underkuffler, Laura S. "Human Genetics Studies: The Case for Group Rights." Journal of Law, Medicine & Ethics 35, no. 3 (2007): 383–95. http://dx.doi.org/10.1111/j.1748-720x.2007.00162.x.
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During the past 20 years, the importance of human genetic information has exploded. Whether sought for medical treatment, disease prediction studies, cultural studies, or the general study of human origins, human genetic information is now viewed as crucial for scientific research and general attempts at human understanding.With the importance of genetic information have come bitter battles over its control. The demonstrated power of human genetic information has moved the issue of its “ownership” from the realm of musty academic musings to protracted political and legal battles among “source” individuals, researchers, commercial concerns, government agencies, and others. Whether collected through targeted scientific studies, “discarded” biological tissue, initial charitable bequest, or other means, genetic information and the biological materials in which it is contained have become the subject of protracted legal battles for control and intense social and ethical controversy.
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Al-Yafi, Karim, Mazen El-Masri, and Ray Tsai. "The effects of using social network sites on academic performance: the case of Qatar." Journal of Enterprise Information Management 31, no. 3 (April 9, 2018): 446–62. http://dx.doi.org/10.1108/jeim-08-2017-0118.
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Purpose Social network sites (SNSs) have been common applications attracting a large number of users in Qatar. Current literature remains inconclusive about the relationship between SNS usage and users’ academic performance. While one stream confirms that SNS usage may lead to addiction and seriously affect individuals’ academic performance, other studies refer to SNS as learning enablers. The purpose of this paper is twofold: first, it investigates the SNS usage profiles among the young generation in the Gulf Cooperation Council (GCC) represented by Qatar; second, it examines the relationship between the identified SNS usage profiles and their respective users’ academic performance. Design/methodology/approach The study follows a quantitative survey-based method that was adapted from Chen’s internet Addiction Scale to fit the context of social networks. Data were collected from students of two universities in Qatar, one private and another public. Respondents’ grade point average was also collected and compared across the different usage profiles to understand how SNS usage behavior affects academic performance. Findings Results reveal that there is no linear relationship between SNS usage and academic performance. Therefore, this study further investigates SNS usage profiles and identifies three groups: passive (low usage), engaged (normal usage) and addicted (high usage). It was found that engaged users demonstrate significantly higher academic performance than their passive and addicted peers. Moreover, there is no significant difference in the academic performance between passive and addicted users. Research limitations/implications This study is cross-sectional and based on self-reported data collected from university students in Qatar. Further research venues could employ a more general sample covering a longer period, differentiating between messaging tools (e.g. WhatsApp) and other pure SNS (e.g. Twitter), and to cover other aspects than just academic performance. Originality/value This study complements research efforts on the influence of technology on individuals and on the society in the GCC area. It concludes that engaged SNS users achieve better academic performance than the addicted or passive users. Contradicting the strong linear relationship between SNS and performance, as claimed by previous studies, is the main originality of this paper.
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Sharma, Prayas, Ashish Kumar Singh, Víctor Leiva, Carlos Martin-Barreiro, and Xavier Cabezas. "Modern Multivariate Statistical Methods for Evaluating the Impact of WhatsApp on Academic Performance: Methodology and Case Study in India." Applied Sciences 12, no. 12 (June 16, 2022): 6141. http://dx.doi.org/10.3390/app12126141.
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Despite the increasing amount of research on social media, there are few studies on the use of WhatsApp to assess academic performance. Surprisingly, students use social media during lectures, causing a problem. According to the literature, students utilize WhatsApp throughout academic activities where it is prohibited. Researchers and policymakers must pay attention to this problem to understand its impact on academic achievement. In this paper, by using multivariate statistical methods, we investigate the impact of WhatsApp use on academic performance. We construct a questionnaire for this investigation and apply it to a case study based on a sample of 258 students of management from India. We determine the prevalence of WhatsApp employment among these students and note that many of them utilize the app for academic purposes. We found a positive association between time spent on WhatsApp and students’ grade point average (GPA) based on factor, principal component, correlation, and chi-square analyses. Answering questions on the app in class is related to the program’s ability to help students learn. More use of the app in class leads to a lower GPA. However, sometimes, using the app might help students learn and perform better. We identify that many students disseminate materials through the app for academic purposes, contributing to their academic performance. Furthermore, this app is utilized for communicating with their teachers. Computations were carried out with the R and SPSS software.
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GEREZ CANTİMER, Gülşah, and Sare ŞENGÜL. "INVESTIGATION OF STUDIES ON CASE STUDY METHOD IN EDUCATION." IEDSR Association 7, no. 17 (January 20, 2022): 148–71. http://dx.doi.org/10.46872/pj.463.
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In this study, it is aimed to examine the researches on the case study method in education through systematic review. Thus, a general framework from the descriptive features of the relevant researches from their aims to their results, was drawn and their tendencies were evaluated. In this study, a total of 48 documents which consisted of 24 articles, 17 master’s thesis and 7 doctoral dissertations published between 2010-2020 were analyzed. The researches were analyzed by content analysis and examined within the scope of the education area, purpose, method, sample, data collection tools and results in which the case study method was used. The obtained data is presented by giving the frequencies on the tables. As a result of the study; as the education area where the case study method is used, the most researches are made in the fields of teacher education, chemistry education and Turkish education; quantitative research methods are mostly preferred; working with students and teacher candidates; it was determined that scale and achievement tests were used. When the analyzed studies are evaluated within the scope of their aims, the effects of the use of the case study method on academic achievement are related to critical thinking, creative thinking, social problem solving, decision making, etc. in the field of education. It was observed that the effect on gaining skills was tried to be determined. Within the scope of the results obtained, the findings regarding the effects of the use of the case study method on knowledge, skills and affective areas were determined. In this direction, interdisciplinary studies on the use of the case study method in the field of education and different studies can be designed with student groups at all levels, starting from younger age groups, instructors who are the practitioners of the method, teachers and teacher candidates. The effect size of the method can be increased with the participation of parents by moving the application process to the home environment.
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Fuadat, Fu'ad Arif Noor, Zubaedah Nasucha, Ihda A’yunil Khotimah, and Shomiyatun. "Outstanding Educator Performance: Professional Development in Early Childhood Education." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 379–400. http://dx.doi.org/10.21009/jpud.142.15.
Full textAbstract:
Early childhood education as the main foundation of one's education is determined by the quality of teachers who can be seen through the performance of teachers and teachers, so the discourse of professional development is important. This study aims to determine how the performance of superior early childhood teachers and performance measurement as performance standards for outstanding teachers. Qualitative research is carried out with a psychological approach that is carried out directly on the object under study, to obtain data relating to aspects of teacher performance so that increased performance becomes an example for other teachers. Research data collection techniques using interviews, documentation, and observation. The results showed that the performance of outstanding early childhood teachers always tried to hone and control themselves by participating in outstanding teacher competitions to monitor their professional condition and performance. Early childhood teachers who have extraordinary grades also have strong scientific insight, understand learning, have broad social insights, are positive about their work, and show work performance according to the required performance criteria. The teacher's performance in the extraordinary category is the success and ability of the teacher in carrying out various learning tasks. Measuring the performance of early childhood teachers with achievement has two tasks as measurement standards, tasks related to the learning process and tasks related to structuring and planning learning tasks. Referring to these two tasks, there are three main criteria related to teacher performance in early childhood teacher professional development literacy, namely processes, teacher characteristics, and outcomes or products (changes in student attitudes). In the learning process, the performance of early childhood teachers who excel can be seen from the quality of work carried out related to professional teacher learning activities.
Keywords: Early Childhood Education, Outstanding Educator Performance, Professional Development
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Wang, Qi, Guoliang Yu, Christina Pedram, and Chuansheng Chen. "Higher Self-Esteem is Linked to Greater Stereotype Threat Among Academically Low-Achieving Students." Social Behavior and Personality: an international journal 46, no. 7 (July 1, 2018): 1123–32. http://dx.doi.org/10.2224/sbp.5410.
Full textAbstract:
As a stigmatized group, it seems likely that students whose level of academic achievement is low (LA students) would be vulnerable to stereotype threat. Therefore, we conducted a study on the role of stereotype threat and its possible interaction with self-esteem with 182 Chinese LA junior-high-school students. We developed a paradigm to induce stereotype threat about being LA and tested this in a pilot study, in which participants were asked to perform a mental rotation task while viewing stereotype threat information. In the main study, participants were randomly assigned to either the stereotype-threat condition or a control condition. Results showed that stereotype threat had a significant effect on LA students’ performance in that (a) participants in the stereotype-threat condition performed worse than those in the control condition did, and (b) the effect of stereotype threat was greater for high self-esteem individuals than for low self-esteem individuals. There are more aspects of the topic to be explored in future studies.
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Sitticharoon, Chantacha, Nipith Charoenngam, Issarawan Keadkraichaiwat, Pailin Maikaew, and Vasu Lertsiripatarajit. "Happiness of Preclinical Students: Evaluating Factors Influencing Happiness of Preclinical Students." International Educational Research 4, no. 2 (December 30, 2021): p28. http://dx.doi.org/10.30560/ier.v4n2p28.
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This study aimed to determine factors influencing happiness in preclinical students especially in aspects of teaching and learning, students’ motivation, study habits, and academic achievement. This study was a questionnaire-based cross-sectional study. The questionnaire was validated and approved for clarity, readability, rational analysis, and comprehensiveness by the experts. Questionnaires were sent to all second and/or third-year medical students of the 2018 (328) and 2019 (329) classes, Faculty of Medicine Siriraj Hospital, Mahidol University, Thailand. Cronbach’s alpha values were 0.886. The data were analyzed by the Statistical Package for Social Science version 18. From open-ended questions, the top 5 ranking factors increasing students’ happiness were teaching of instructors, content satisfaction, content understanding, free time, and handouts. Factors that had positive influences/associations with happiness of preclinical students were happiness in learning subjects taught in a particular year; satisfaction of content, study outcomes, materials, handouts, teaching motivating desire to learn, and applicability of content to medical profession; high motivation to study medicine, expected score, and the percentage of achievement of study targets; less amount of time spent on recorded-e-lecture study and internet for non-academic use; and low stress. Happiness of preclinical students was influenced by satisfaction in teaching and learning, their attitude, study habits, and academic achievement. Further studies on determining students’ happiness after improvement of teaching and learning environments, augmenting activities that enhance students’ motivation, and promoting good study habits among medical students, are required to prove whether enhancement of these factors could effectively increase students' happiness.
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Ready, Douglas D., Valerie E. Lee, and Kevin G. Welner. "Educational Equity and School Structure: School Size, Overcrowding, and Schools-Within-Schools." Teachers College Record: The Voice of Scholarship in Education 106, no. 10 (October 2004): 1989–2014. http://dx.doi.org/10.1177/016146810410601005.
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Consistent with the Williams v. California suit, our focus in this article is on educational equity, particularly the interface between equity and school organization. We concentrate on two structural issues, school size and school overcrowding, and one specific school structure, schools-within-schools. We organize the article as an interpretive summary of existing studies of these topics, concentrating on how these structural issues relate to social stratification in student outcomes, particularly academic achievement. Our evidence is drawn from both national studies and, when available and appropriate, from research that discusses the effects of school structure in California. We use this evidence to define which size high schools are best for all students (600–900 students), which responses to school overcrowding are appropriate (building more schools rather than adding portable classrooms or multitrack year-round schooling), and how creating smaller learning communities in high schools can work well for everyone by reducing the potential for internal stratification. California policies, however, have not promoted these responses. In many cases they have actually exacerbated inequality in educational outcomes and assisted the transformation of the social differences students bring to school into academic differences. We advocate reforms that are associated with high achievement and achievement that is equitably distributed by race, ethnicity, class, or family origin. Reforms that raise achievement of children at the lower end of the distribution without damaging those at the top are ones toward which we believe our nation should strive. By offering empirical evidence of practices that lead toward this important goal, we hope to inform the important debates surrounding the Williams case.
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Marturano, Edna Maria, Marlene De Cássia Trivellato Ferreira, and Keiko Mali Garcia D'Avila Bacarji. "An Evaluation Scale of Family Environment for Identification of Children at Risk of School Failure." Psychological Reports 96, no. 2 (April 2005): 307–21. http://dx.doi.org/10.2466/pr0.96.2.307-321.
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This study describes the development of the Home Environment Resources Scale, a Brazilian measure for families with children ages 6 to 12 years. The scale measures aspects of support for school achievement, made available to the child at home. A first version of the measure with 11 subscales was administered to 100 mothers or guardians of children with poor school achievement in a clinical setting. Analysis of the items in the first version resulted in a final version comprising 8 subscales with acceptable indices of internal consistency. Two validity studies were conducted. One aimed at verifying to what extent the Home Environment Resources Scale could discriminate the home environment of students referred to a mental health clinic on account of poor school performance. The sample included mothers of 53 referred and 23 nonreferred children. The two groups differed significantly in home resources and on four subscales. The other study assessed the validity, i.e., prediction of the academic outcome of children entering Grade 1. 70 children and their mothers participated. Results indicate that school achievement and social competence at school are mediated by family support.
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Alayan, Rowaidah. "The Influence of School Practices on Academic Self-Efficacy Towards Mathematics Achievement." Studia Edukacyjne, no. 51 (December 15, 2018): 491–502. http://dx.doi.org/10.14746/se.2018.51.30.
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The purpose of this article is to specify whether there is any influence of school practices towards mathematics self-efficacy and mathematics outcomes. The studies about the effect of school practice on student achievement have a long history both domestically and abroad. However, the investigation of how the social context of school and practices affect student performance is not clear, especially in mathematics. To investigate this, I will chose al-touri secondary school where I teach as a case-study for my research. The instrument use for the article will be based on a questionnaire, which contains 2 sections. Section 1 will contain “School Level Environment Questionnaire” (SLEQ). Section 2 will contain “Mathematic Self-efficacy Questionnaire” (MSEQ). The mathematic scores of students will be taken for the first and second semester to compare between them and to see if there is a significant relationship between school practices and mathematics self-efficacy and mathematics outcomes. The findings indicate that there is a significant difference in students’ perception about their school practice and mathematic self-efficacy based on their achievement and according to ANOVA test, there is a relationship between school practices and mathematic self-efficacy. The result from this study can be generalized to the population of all schools in the Arab Sectors in Israel. Moreover, we can use the questionnaires obtained in the study to identify the strengths and weaknesses of schools in their teaching and learning process and to focus on improving their latter, at the same time maintaining the strength of their teaching strategies.
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Alayan, Rowaidah. "The Influence of School Practices on Academic Self-Efficacy Towards Mathematics Achievement." Studia Edukacyjne, no. 51 (December 15, 2018): 491–502. http://dx.doi.org/10.14746/se.2018.51.30.
Full textAbstract:
The purpose of this article is to specify whether there is any influence of school practices towards mathematics self-efficacy and mathematics outcomes. The studies about the effect of school practice on student achievement have a long history both domestically and abroad. However, the investigation of how the social context of school and practices affect student performance is not clear, especially in mathematics. To investigate this, I will chose al-touri secondary school where I teach as a case-study for my research. The instrument use for the article will be based on a questionnaire, which contains 2 sections. Section 1 will contain “School Level Environment Questionnaire” (SLEQ). Section 2 will contain “Mathematic Self-efficacy Questionnaire” (MSEQ). The mathematic scores of students will be taken for the first and second semester to compare between them and to see if there is a significant relationship between school practices and mathematics self-efficacy and mathematics outcomes. The findings indicate that there is a significant difference in students’ perception about their school practice and mathematic self-efficacy based on their achievement and according to ANOVA test, there is a relationship between school practices and mathematic self-efficacy. The result from this study can be generalized to the population of all schools in the Arab Sectors in Israel. Moreover, we can use the questionnaires obtained in the study to identify the strengths and weaknesses of schools in their teaching and learning process and to focus on improving their latter, at the same time maintaining the strength of their teaching strategies.
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Schopfel, Joachim, Julien Roche, and Gilles Hubert. "Co-working and innovation: new concepts for academic libraries and learning centres." New Library World 116, no. 1/2 (January 12, 2015): 67–78. http://dx.doi.org/10.1108/nlw-06-2014-0072.
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Purpose – The purpose of this paper is to contribute to the debate on the development of academic libraries, by the introduction of the concepts of co-working and innovation to the learning centres. Design/methodology/approach – The paper builds on published case studies and French initiatives. Findings – The proposal of this paper is that the academic library can meet its social responsibility on the campus and in society by drawing on the model of the co-working spaces and communities, by the support of innovation and the transfer of knowledge to the world of work. Moreover, the proposal is to include these new functions into the concept of learning centre, i.e. to develop the work-related aspects of the learning centre. Research limitations/implications – Future research on academic libraries should focus on social responsibility and their contribution not only to students’ academic success but also to students’ employability and to the transfer of technology. Practical implications – The paper contributes to the development and marketing of new academic library services and to its strategic positioning on the campus. Originality/value – Co-working and innovation are relatively new but promising concepts for academic libraries. Except for some recent case studies, conceptual papers are still missing that combine empirical experience with a theoretical approach.
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Stone, Merlin, Emmanuel Kosack, and Eleni Aravopoulou. "Relevance of academic research in information technology and information management." Bottom Line 33, no. 3 (June 30, 2020): 273–95. http://dx.doi.org/10.1108/bl-05-2020-0034.
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Purpose The purpose of this study is to examine the relevance of academic research, in terms of the topic match, to commercial practise in information technology, using the case study of a large and very rapidly growing supplier that uses leading-edge management approaches, Salesforce.com. Design/methodology/approach Academic literature review and review of commercial literature and information published by Salesforce.com. Findings Academics’ choice of topics matches the issues and topics present in the development of Salesforce.com, but suffers from the lack of interdisciplinary approach and particularly fails to integrate technical, marketing and financial approaches. Research limitations/implications The case study is of only one company, though an important one, although other large companies are involved e.g. Amazon Web services. However, the approach could easily be widened to several companies. Practical implications The case study approach will help academics focus on creating more applicable research and help students to learn about companies and may also eventually help practitioners to create thought leadership. Social implications If the financial and economic aspects of such case studies are integrated with other business aspects, these will provide a better view of the positive (or negative) contribution made by companies such as the one in the case study. Originality/value This is the first time that a case study has been examined in the context of the relevance/rigour debate.
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Attayib Umar, Abdul-Majeed. "The Effect of Classroom Environment on Achievement in English as a Foreign Language (EFL): A Case Study of Secondary School Students in Gezira State: Sudan." World Journal of English Language 7, no. 4 (December 24, 2017): 1. http://dx.doi.org/10.5430/wjel.v7n4p1.
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Classroom environment plays a significant role in determining students’ level of academic achievement and enhancingtheir holistic growth. For students, the classroom is not just an intellectual space, but also a social, emotional andphysical environment. The purpose of this study is to examine the effects of classroom environment on learningEnglish as a foreign language by a group of first grade students at Secondary Schools in Gezira State in the Sudan. Thisstudy indorses the experimental approach to realize its objective. Two groups of students are classified as theExperimental and the Control group and assigned to study under two different classroom environments. TheExperimental group consists of (122) students. These are accommodated in three well renovated classrooms; while theControl group which includes (135) students are assigned to study in non-renovated schools under relatively poorclassroom environments. The two groups are taught the same English language material by teachers with similarqualifications and experiences during the first term of the academic 2016. Scores in the English Final Examination forthe two groups are compared to check the classroom environment effect on the students’ achievement. These scores aretabulated and analysed using descriptive statistics. The results reveal that there are significant differences between theachievements of the Experimental and the Control group in English in favour of the Experimental group who havestudied under favourable classroom conditions. The researcher has also explored the administrators’ and teachers’viewpoints regarding the learning environment in the study zone and its possible impact on students’ achievement inEnglish. The study ends up with some recommendations including conducting further studies on the environmentaleffect on other school subjects and on female students’ achievement.
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Kucharska, Agata, and Stanisław Witold Kłopot. "Life After a Sports Career: the Case of Polish Ex-fencers." Physical Culture and Sport. Studies and Research 58, no. 1 (June 1, 2013): 61–75. http://dx.doi.org/10.2478/pcssr-2013-0015.
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Abstract The present study focuses on the issue of the achievement of stability in life by former amateur fencers in the context of post-communist Polish society. The main aim of the study was an analysis of non-sport spheres of life of former fencers, such as occupation, material situation, family life, and health. The sample consisted of 51 former Polish fencers. A diagnostic survey was conducted with the use of the questionnaire technique. It was revealed that the subjects successfully achieved social stability after they retired from sports. However, since they had been amateur athletes, they had been forced to choose appropriate strategies and actions during their sports careers to ensure professional, economic, and family stability in their future lives. Those who experienced difficulties in combining the role of athlete with other social roles were most often forced to give up fencing. The former fencers observe a multidirectional impact of sports on all aspects of their lives.
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Aparicio, Miriam. "Expectations, Satisfaction and Professional Achievement. An Analysis of their Relation in light of a New Systemic Paradigm: The Three- Dimensional Spiral of Sense." European Journal of Social Sciences Education and Research 9, no. 2 (January 21, 2017): 54. http://dx.doi.org/10.26417/ejser.v9i2.p54-60.
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This research has been done in the field of Education, Sociology and Social and Organizational Psychology. Issues are taken up from two research studies carried out with researchers and PhDs from different disciplinary fields and national contexts. The relationship between Expectations, levels of Satisfaction and Professional Achievement are analyzed in light of different theories: Expectancy-Valence, Attributional theories, Education theories such as Consumption or Investment / Human Capital and the theory of Anomy. The methodology utilized was quantitative-qualitative: two questionnaires, one semi-structured survey including open phrases which allowed actors to speak freely, one interview and, in the case of the French-Argentine research with PhDs, a special qualitative technique was applied: hierarchical evocation. This allowed us to determine which aspects related to professional pathways (objective and subjective) formed part of the “core” of social or shared representations and which were secondary aspects at the periphery of said core. Our findings show non-linear relationships between study variables – Expectations, Satisfaction and Achievement – and self-sustained interplay along three levels: micro individual, meso organizational and macro social. These are interpreted in light of a new systemic paradigm in human and social sciences, a paradigm which the author defines as “The Three-Dimensional Spiral of Sense”.
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Sunbal, Munazza, and Tahira Jabeen. "PARENTAL INVOLVEMENT IN CHILDREN’S SCHOOLING: A CASE FOR ROLE OF SCHOOL SOCIAL WORK." Pakistan Journal of Social Research 03, no. 03 (September 30, 2021): 234–44. http://dx.doi.org/10.52567/pjsr.v3i3.245.
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Parental involvement is linked with the higher academic achievement of the students. School Social Work is a significant field of social work discipline, which provides a liaison between school, children, their families and community, but is unfortunately lacking in our country. Students face many educational and social challenges which may lead them to leave school and increase dropout ratio which is currently a huge problem in Pakistan. The objective of this study is to explore the need for school social work by examining the parental involvement of public school students who demonstrate poor grades. Ecological theory is applied to explain the role of parents in the education of their children. Methodology of this study is based on convergent parallel design, a mixed method approach. Students of grades 6 & 10 of public schools of district Lahore, and their parents and teachers were the respondents of this study. Findings revealed that the students who demonstrated poor grades; their parental involvement in their studies was also poor. Need for school social work services was highly demanded by the teachers and parents to help improve these children’s grades. Keywords: Parental involvement, Parent-teacher meetings, School home works, School social work, Ecological perspective, Convergent parallel mixed method
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Velichová, Daniela, Jana Gabková, and Peter Letavaj. "Case study from Slovak University of Technology, Bratislava." Open Education Studies 4, no. 1 (January 1, 2022): 35–61. http://dx.doi.org/10.1515/edu-2022-0003.
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Abstract Analysis of the experimental results presented in the following chapter reveals experiences with introduction of active learning methods in basic mathematics courses at the Faculty of Mechanical Engineering, Slovak University of Technology in Bratislava. Experiment was implemented in the academic year 2018/19, in basic courses Mathematics I and Mathematics II scheduled in the first year of bachelor study programs and in subject Basics of Statistical Analysis for bachelor students in the second year of their studies. The aim of the experiment was to find achieved level of knowledge acquisition and to compare abilities of students to solve mathematical problems individually or by collective work and collaboration in small groups. Anonymous questionnaire answered by students after completion of the experiment provided rich feedback and overview of their opinions, from which their attitudes towards different teaching methods applied in 3 compulsory subjects from their study programs could be deduced and summarised. Based on received data, research analysed also results that students achieved comparing their achievement from the secondary schools and in both maths courses at the university.
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González-Kopper, Natalia. "Factores sociales y educativos asociados con la deserción del estudiantado de séptimo nivel del Liceo Francisco Amiguetti Herrera, Región Huetar Norte, durante 2012." Revista Electrónica Educare 20, no. 2 (May 1, 2016): 1. http://dx.doi.org/10.15359/ree.20-2.8.
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This article shows the results of a research from a qualitative approach. The project aimed to analyze the social and educational factors associated with the students´ dropout in seventh level at Liceo Amiguetti Francisco Herrera in 2012. Some instruments were designed and applied to a sample of four students who dropped school in 2012, four parents of these students, nine teachers and the high school principal. Social aspects, such as family, relationship between parents and the institution, family support, communication as well as labor and economic aspects were analyzed. Among the educational factors, the transition from sixth to seventh level, pedagogical mediation of teachers, the role of the guidance professional, teaching resources, evaluation, study habits, student-teacher relationship, class schedule and academic load were also assessed. Detailed interviews were used as a qualitative technique in order to know, from the participants´ point of view, their perception about school dropouts. Besides these interviews, as the primary source of information for the achievement of the objectives, it was also necessary to apply the method of “documents analysis” to learn more about the school being studied, its history, registration and dropout figures, among others. The information analysis came from three different perspectives: dropped students, their parents and teachers´ interviews. Thus, the results obtained are enriched. Subsequently, in order to put the collected information from the interviews together, all data was triangulated. The main results show that the labor and economic factors influence the students´ dropout. The transition from sixth to seventh level is a fundamental issue since respondents believe that this change is difficult for students. The study recommends the implementation of workshops on communication, life project, motivation, conflict-solving issues, self-esteem, desire to success, academic performance and values; all these topics with the support from the counselling department. Workshops are proposed to establish strategies to help find solutions to the dropout issue.
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M. Sirazieva, Liliya, Radif R. Zamaletdinov, Rezida A. Fahrutdinova, and Rifat R. Fahrutdinov. "Models of Self-Regulated Learning in the Context of New Higher Education Standards Implementation." Journal of Social Sciences Research, SPI 1 (November 13, 2018): 17–22. http://dx.doi.org/10.32861/jssr.spi1.17.22.
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Self-regulated learning (SRL) is viewed as an important aspect of student academic performance and achievement. Over the past decades, the concept of SRL has been heavily researched, with many educational psychologists proposing theoretical models and setting up studies to test the theories and provide pragmatic information about SRL. The aim of this review was to analyze different models of SRL. To achieve this goal, three models of SRL developed by Zimmerman, Pintrich and Efklides were presented. All of the models had empirical evidence supporting the validity of some of their main aspects. As developing their models, both Pintrich and Zimmerman, and partly Efklides; drew on the same background theory and their models reflected Bandura’s 1986 Social Cognitive Theory, underlining social foundations of thinking and behavior. The terminology also varied from one model to another, but all the authors assumed SRL to proceed from a preparatory or preliminary phase, through actual performance or task completion phase, to an appraisal or adaptation one.
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Ji-Yong Eun and Kyujoo Seol. "The Characteristics of Elementary School with High Academic Achievement and Their Implications -Focusing on the Case of Social Studies Class at M Elementary School." Theory and Research in Citizenship Education 42, no. 3 (September 2010): 127–57. http://dx.doi.org/10.35557/trce.42.3.201009.005.
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Wati, Defiliana, Nurhadji Nugraha, and Moh Rifa'i. "USING GOOGLE MAPS ASSISTED DRILL METHOD TO IMPROVE LEARNING ACHIEVEMENT AND SELF-CONFIDENCE IN SOCIAL STUDIES SUBJECTS FOR THE 6TH GRADE STUDENTS AT SD NEGERI UNGGULAN MAGETAN REGENCY ACADEMIC YEAR 2019/2020." Social Sciences, Humanities and Education Journal (SHE Journal) 1, no. 3 (September 1, 2020): 82. http://dx.doi.org/10.25273/she.v1i3.7589.
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This research comes from the low percentage of achievement of the 6<sup>th</sup> Grade student’s Minimum Completion Criteria (MCC) at SDN Unggulan Magetan. There are 2 of 19 students (10%) passed in the post test on the teaching materials to identify the Continents in the World by using the Drill model learning assisted by Google Maps, and the remaining 17 children were have not passed (90%). These data indicate that the learning outcomes in these teaching materials were incomplete. Therefore, in this case it is necessary to hold classical remedial. The classical remedial process in this case the writer did through classroom action research activities. The objectives of this classroom action research activity are: (1) determining the application of Google maps assisted Drill method in social studies learning; and (2) determining the effectiveness of the application of Google Maps assisted Drill method in social studies learning in order to increase student motivation and achievement. This type of research is the Classroom Action Research with 2 cycles. Each cycle consists of 4 stages, namely: (a) formulation of an action plan, (b) implementation of action, (c) observation, and (4) reflection. Data were obtained through observation, tests, interviews and notes on the results of reflection. Results of the research revealed that (1) the application of the Google Maps assisted Drill method can increase motivation and learning achievement in the social studies subject of the 6<sup>th</sup> grade student at SDN Unggulan students; and (2) there was improving number of student learning motivation from cycle 1 to cycle 2. In cycle 1 the average score of student learning motivation reached 57.8, while in cycle 2 the average score of student learning motivation reached 78.6. seen from the results of tests conducted by the teacher after completing teaching and learning activities. As initial data or pre-cycle the average value reaches 56, then cycle 1 gets an average value of 64. In cycle 2 the average value reaches 78.
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Melogno, Sergio, Maria Pinto, Margherita Orsolini, and Luigi Tarani. "Beyond the Literal Meaning of Words in Children with Klinefelter Syndrome: Two Case Studies." Brain Sciences 8, no. 9 (September 7, 2018): 171. http://dx.doi.org/10.3390/brainsci8090171.
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Literature on children with Klinefelter Syndrome (KS) points to general linguistic difficulties in both comprehension and production among other cognitive functions, and in the majority of cases, these coexist with an intellectual level within the norms. In these conditions, children having language delay generally engage in language therapy and are systematically monitored across ages. In this article, we present the profiles of two children with KS (47, XXY), aged 9.1 (Child S) and 13 (Child D), whose language development was assessed as adequate at age 3, and for this reason, did not receive any language treatment. At the present stage, their IQ, as measured by Wechsler Scales (Child S: 92; Child D: 101), is within the norm, but they both present marked weaknesses in pragmatic skills such as figurative language comprehension. The analysis of these two cases points to the need to go beyond global indexes of verbal abilities, as the same global index may mask a wide diversification of individual profiles. In addition, this study underlines the importance of monitoring the developmental trajectories of children like Child D and Child S, because weaknesses in pragmatic skills that are relevant for both academic achievement and social adaptation could emerge at later stages.
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Alghannam, Manal Saleh M. "The Impact of COVID: Case Study of an Academic English Reading Course at Qassim University." Journal of Educational and Social Research 13, no. 1 (January 5, 2023): 155. http://dx.doi.org/10.36941/jesr-2023-0014.
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This paper contributes to the burgeoning field of research investigating the educational effects of COVID. A questionnaire with both open and closed questions was administered to female takers of an Academic English Reading course at a Saudi university, eliciting responses about aspects of the quality of delivery of that course before and after the onset of COVID. From this quantitative and qualitative student evaluation of traditional class teaching (TCT) versus emergency remote teaching (ERT), some findings emerged that echoed those in the few comparable studies in the West. For example, certain features like the greater autonomy of the student in ERT than TCT were liked by some students but not others, while features such as the superiority of teacher-student communication in TCT were more uniformly approved. Furthermore, predictions from the literature such as that favouring TCT would be associated with greater self-efficacy, or a greater perceived degree of transactional interaction between student and teacher were not supported in the context of this study. Analysis of suggestions for ERT improvement leads to the conclusion that, at present, it may be that students need training to exploit the existing ERT, rather than that the ERT to be altered.
Received: 28 September 2022 / Accepted: 30 December 2022 / Published: 5 January 2023