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Journal articles on the topic "Academic achievement Social aspects Victoria"
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Wisudanto, Wisudanto, Prawitra Thalib, Mohamad Nur Kholiq, Tri Vena Putri, and Tri Veny Putri. "Social Action Of Student In Achieving Non-Academic Achievements In Interest And Talent-Based School." Airlangga Development Journal 6, no. 1 (June 27, 2022): 55–65. http://dx.doi.org/10.20473/adj.v6i1.32861.
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This article describes the social action of students' non-academic achievement. Student achievement in education is a measure of student success. Achievement has two categories, namely academic achievement and non-academic achievement. SMA Muhammadiyah 10 Surabaya has a gifted title. In accordance with this predicate, this school focuses on developing the potential interests and talents of students. This study uses social action theory by Max Weber in assessing the motivation for non-academic achievement goals. Researchers used qualitative methods through in-depth interviews and observation primary data, as well as secondary data through the development of student championship news on internet pages. The results showed that in achieving students' non-academic achievements, they achieved these goals through instrumental rational actions in the form of regular physical readiness exercises, value-oriented rational actions on aspects of spirituality, traditional actions on aspects of choosing extracurricular activities based on experience and advice from parents. , affective actions choose extracurricular activities because of feelings of pleasure and interest. The researcher hopes that this article can be a new contribution to society in the field of education and social affairs, especially the achievement of non-academic achievements which the community considers not a significant achievement for the future of students compared to academic achievement.
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Nurhopipah, Ade, Ida Nuraida, and Jali Suhaman. "Exploring Indirect Aspects in Motivation and Academic Achievement During The Pandemic." JETL (Journal of Education, Teaching and Learning) 6, no. 2 (September 29, 2021): 163. http://dx.doi.org/10.26737/jetl.v6i2.2590.
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<p>Online learning methodologies are the most influential factor in educational success. However, it cannot be denied that there are non-technical aspects that indirectly affect students' motivation and academic achievement after the Covid-19 pandemic occurred. This study involves paired <em>t</em>-tests, regression tests, and partial <em>t</em>-tests to analyze the factors that can indirectly shape student motivation and academic achievement in Indonesia's higher schools. The factors studied were related to economic condition, health, habits, and social interaction. The result shows significant changes in learning motivation, economic and health conditions, student interactions with friends and lecturers, student involvement in student activity units and religious activities, use of social media, and time spent reading. The Grade Point Accumulative (GPA) before the pandemic was influenced by learning motivation. However, during the pandemic, the GPA was not significantly affected by learning motivation. Before the pandemic, family engagement and student involvement in religious activities significantly influence the GPA. Meanwhile, the factors that influence learning motivation during the pandemic are student involvement in social activities, interaction with lecturers, health conditions, and time spent reading.</p>
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Magelinskaitė, Šarūnė, Visvaldas Legkauskas, and Albina Kepalaitė. "Relative Importance of Social Factors Linked to Academic Achievement in the 1st Grade." SOCIAL WELFARE: INTERDISCIPLINARY APPROACH 2, no. 6 (December 30, 2016): 30. http://dx.doi.org/10.21277/sw.v2i6.265.
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The present study was aimed at investigating aspects of social functioning linked to academic achievement in the 1<sup>st</sup> grade. Subjects were 380 Lithuanian 1<sup>st</sup> graders, 211 girls and 169 boys. Social factors measured included student social competence, student-teacher relationship, and popularity in class. Regression analysis revealed that learning-related social competence – ability to take directions - was a strongest predictor, accounting for 28.7% of variance in academic achievement
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Yavuz, Olcay, Nur Cayirdag, Carol Dahir, and Ali İlker Gümüşeli. "Improving Student Achievement through Strengthening Principal and School Counselor Partnership." International Journal of Educational Reform 26, no. 2 (April 2017): 176–201. http://dx.doi.org/10.1177/105678791702600205.
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The purpose of the study was to examine 1466 school principals’ opinions on six different aspects of counseling practices in K-12 public and private schools. Results indicated that there were significant differences between public and private school principals’ opinions on school counseling priorities, perceptions, academic development, and program management. School type and school-level interactions were significant for career and academic development and marginally significant for personal–social development. School level had also significant main effects on personal–social, career, and academic developments. These results may be of value to school leaders and educators concerned with improving student achievement and school effectiveness through revising and improving their school counseling services.
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C. Joshi, Suresh, Dhruv Aggarwal, Sonali Sejwal, and Vrinda Gupta. "ASPECTS OF WELL-BEING AND ACADEMIC ACHIEVEMENT OF COLLEGE STUDENTS DURING COVID-19." International Journal of Advanced Research 10, no. 12 (December 31, 2022): 1184–91. http://dx.doi.org/10.21474/ijar01/15955.
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This article primarily focused on presenting a narrative review of the literature describing the aspects of the well-being of college students during the COVID-19 pandemic. Physical, emotional, social, and cognitive aspects of well-being were presented using various examples of the challenges faced by college students during COVID-19. The article further focused on highlighting the challenges faced by college students in fulfilling their academic goals during COVID-19. Implications of the outcomes were discussed with the potential recommendations for future research.
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Liu, Diyue, Yi Jiang, Fangwen Wu, Xiangdong Yang, and Ruirui Huang. "Distinct roles of perceived teacher and peer relationships in adolescent students’ academic motivation and outcomes: Father absence as a moderator." Journal of Pacific Rim Psychology 16 (January 2022): 183449092211462. http://dx.doi.org/10.1177/18344909221146236.
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In the learning environment, both teachers and peers are influential social agents. In the present study, we differentiated between positive and negative aspects of teacher and peer relationships and examined how they predict adolescent students’ academic interest and self-concept, which in turn lead to different levels of academic achievement and subjective well-being at school. Additionally, we explored whether father absence moderated these predictive relationships. Results based on a group of 4274 Chinese middle school students revealed that positive social relationships were more closely related to interest, self-concept, and well-being than negative ones. The predictive paths from teacher relationships to motivation and achievement were stronger than those from peer relationships. However, peers played a prominent role in helping students with absent fathers build a positive self-concept, which led to improved achievement.
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Smith, Nina, and Wykeshia Glass. "Ready or not? Teachers’ perceptions of young children’s school readiness." Journal of Early Childhood Research 17, no. 4 (September 23, 2019): 329–46. http://dx.doi.org/10.1177/1476718x19875760.
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Using a nationally representative dataset of young children in the United States (the Early Childhood Longitudinal Study–Birth Cohort), the purpose of this study was to test the associations between teachers’ perceptions of preschoolers’ ( N = 3350) school readiness and actual academic readiness levels, as measured by math and reading assessments. The dimensions of readiness included social/emotional, behavioral, cognitive, and physical well-being. The findings suggest that teachers’ perceptions of various aspects of readiness may matter differently for math and reading achievement as well as for certain racial/ethnic groups. Teachers’ perceptions of all domains of readiness appear to be an important predictor of math achievement for Black children. Perceptions of behavior were negatively associated with academic readiness for Hispanic children, yet significantly and positively associated with math achievement for Black children. Teachers’ perceptions of cognitive readiness were only positively associated with academic readiness for Black children. Training, education, and support for establishing close teacher–child relationships may maximize preschoolers’ academic readiness by promoting social/emotional, behavioral, cognitive, and physical well-being.
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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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Kimo, Kassim, and Kabtamu Ayele. "Assessment of Social Competencies, Coping Strategies, and Academic Achievement of First Year Students." Vol. 36 No. 4 (2021) 36, no. 4 (December 31, 2021): 601–14. http://dx.doi.org/10.33824/pjpr.2021.36.4.33.
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The purpose of this research was to assess first year students’ social competency and coping strategies against their overall first semester academic achievement (GPA) at Arsi University. A sample (N = 360) of first year students was selected for the study. Slightly adapted versions of Social Competency Scale (Silvera, Martinussen, & Dahl, 2001) and Coping Strategy Scales (Carver, 1999) were used to assess these aspects. The results revealed that the majority students were good and some of them were identified as average on social competency dimensions. On the other hand, it was noted that majority of the students use avoidance coping strategies. Social competency has strong positive connection with student’s GPA but coping strategy has nonsignificant negative correlation with GPA. Both social competency and coping strategy slightly contributed to the variations in first semester GPA among first year students. Only college had a mediating role with partial mediation effect between social competency total and GPA. A significant difference was observed between male and female students in their GPA and social competency. Gender and religion had no mediation role between social competency, coping strategy, and first semester GPA of the students. In conclusion, it was implied that university students’ personnel should work on first year students’ adaptive coping strategies and social competencies.
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Hasanagić, Anela, Asmir Zukić, and Nina Bulajić. "GIFTEDNESS AND ACADEMIC ACHIEVEMENT AS DETERMINANTS OF COMPETENCE SELF-PERCEPTION IN ELEMENTARY SCHOOL STUDENTS." Zbornik radova 17, no. 17 (December 15, 2019): 55–80. http://dx.doi.org/10.51728/issn.2637-1480.2019.17.55.
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Conducting this research, we wanted to explore the competence self-perception in gifted elementary school students and to compare different aspects of gifted and non-gifted children’s self-perception. In addition to this, we investigated gender differences as well as the correlation between self-perception and academic achievement. The research sample comprised 62 participant, 31 gifted and 31 non-gifted children aged 10 to 15. A matched participant design was used and the controlling variables were: academic achievement in the current and previous grades, gender and a socio-economic status. All the participants were tested by two instruments: The Socio-Demographic instrument and the Self-Perception Profile for Children developed by Susan Harter (1985), which measures six aspects of self-perception (competencies): school competence, social competence, sports competence, physical competence, behavioral competence and general self-perception. The results showed that the highest level of students’ competence was observed for the school competence aspect, then behavioral one, followed by general self- concept, while a lower level of physical and sports competence was reached. Furthermore, there is a statistically significant correlation between most of the personal competence sub-scales, except between sports competence on the one hand, and school competence and behavioral competence, on the other hand. This implies that competence self- perception is the construct comprised of different interrelated aspects and if one shows a tendency for positive self-perception in one aspect; most probably that person will have positive self- perception in another as well. No statistically significant differences were found between the gifted and the non-gifted children, which means that giftedness is not an important factor of self-perception. Also, gender differences were significant only among the gifted children where the boys perceived themselves as more competent in the social and physical aspects.
Dissertations / Theses on the topic "Academic achievement Social aspects Victoria"
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Boychuk, Tuutalik. "Homework and inequality : school responsibility and enabling student achievement in the school." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=111611.
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In this conceptual inquiry, I argue how and why homework contributes to inequality. Homework contributes to inequality systemically, as schools continue to rely heavily on it. Homework continues to contribute to inequality discursively and psychologically, as parents and educators encourage homework without fully realizing the consequences of homework for those students who have difficulty completing school tasks at home. The inequalities maintained by homework often persist unnoticed. This persistence is an example of a broader persistence of sociological problems even as technological advances are made. This imbalance in the two domains of society and technology is due partly to the differences in the nature of the knowledge content. Therefore, educators and policy makers must be vigilant against tendencies to be blind to possibilities for improvement. One such improvement is a ban on mandatory homework, which implies more school responsibility to enable student achievement in the school.
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Clark-Shim, Hyuny. "The Role of Diversity in Peer Influences on Students' Academic Engagement." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1968.
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Children's classroom engagement is important for their learning and academic achievement. Extending Kindermann's (2007) study of peer influence on adolescents' engagement to an ethnically homogeneous sample, the current study examined how different aspects of diversity affect the peer influence process. Three types of diversity were considered: ethnic diversity existing at the school level, relational diversity at the peer network level, and motivational diversity at the group level. Ethnic diversity was observed in the student body as well as among school teachers and staff. Relational diversity was measured by z-scores resulting from binomial tests reflecting how closely two pair of individuals were connected in the peer network. Finally, motivational diversity was measured as the dispersion (SD) around peer group mean engagement levels, thereby reflecting the diversity of engagement within each peer group.
The results indicated that adolescents in this ethnically diverse middle school were overall highly engaged; their engagement patterns were comparable to previous findings from homogeneous samples consisting largely of European American adolescents. Also consistent with prior findings, the mean engagement levels of students' peer group members were a significant predictor of changes in adolescents' own engagement, which suggests peer influence on adolescents' classroom engagement. Although previous literature suggests that individuals in diverse settings tend to be less well connected to one another, the adolescents in this ethnically diverse school were well connected with their peers. Unexpectedly, almost all students' peer groups were ethnically diverse.
When the impact of relational diversity was examined to see whether strongly connected individuals exerted more influence on each other than weakly connected individuals (differential influence hypothesis), the results indicated that the strength of connections among peer group members did not appear to play a significant role in the magnitude of their influences on each other's changes in engagement. Nevertheless, the present study suggested new pathways and methods to examine differential peer influences.
Finally, the impact of motivational diversity of peer groups was examined using a moderated model based on an interaction effect between peer group motivational diversity and individuals' initial engagement. The results indicated that the positive impact of peer group motivational diversity was moderated by individuals' initial engagement status, such that initially low engaged adolescents benefited from diversely engaged peer groups, whereas peer group motivational diversity had a comparatively small negative effect on initially highly engaged students.
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Schuyten, Pierce Sara Elizabeth. "The relationship between epistemological beliefs and academic achievement goals in middle school children." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2738.
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Chow, Priscilla En-Yi. "The Effects of Socioeconomic Status on Growth Rates in Academic Achievement." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5193/.
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The purpose of the study was to examine the differences in academic growth rates as demonstrated on the TAKS test among students based on those who received free lunches, those who received reduced-price lunches, and those not economically disadvantaged. Texas Assessment of Knowledge and Skills (TAKS) for reading and mathematics scale scores were obtained from five Texas public school districts for students who were in 3rd grade in 2003, 4th grade in 2004, 5th grade in 2005, and 6th grade in 2006. The sample included almost 10,000 students. The data were analyzed using SPSS and HLM. SPSS was used to identify descriptive statistics. Due to the nested nature of the data, HLM was used to compare data on three levels- the test level, student level, and district level. Not economically disadvantaged students scored the highest on both TAKS reading and mathematics exams with a mean scale score of 2357 and 2316 respectively in 2003. Compared to the not economically disadvantaged students, students receiving reduce-priced lunches scored approximately 100 points lower, and lowest were the students receiving free lunches, scoring another 50 points below students receiving reduced-price lunches. The results revealed that while gaps in achievement exist between SES levels, little difference exists in the growth rates of the SES subgroups. The results of this study support the need for continued effort to decrease the gap between students who are not economically disadvantaged and those receiving free or reduced-price meals.
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Newton-Curtis, Linda Mary. "The Peer Network as a Context for the Socialization of Academic Engagement." PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/2652.
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The school environment is one of the primary contexts for children's social, emotional and cognitive development. While teachers are likely to be primarily focused on students' motivation and learning, for adolescents, one of the most enjoyable and important aspects of school life is likely to be centered around the time spent interacting with peers. It is well recognized that peers socialize one another but although many studies have examined the influence of peers on adolescents' risky behaviors far fewer have focused on the influence peers may have on individuals' positive behaviors. As a result this study focuses on academic development replicating previous research designed to examine whether peer group affiliation has an effect on student academic engagement.
A cohort of 343 seventh grade students, primarily Caucasian, 52% male, was followed for a period of one school year. Teachers reported on students' academic engagement in the fall and again in spring using a 14-item scale (Wellborn, 1991), and students reported on their teachers' and parents' involvement in fall using 8- and 4-item scales respectively. Student grades were collected from school administrative records.
To identify individual student's network affiliations socio-cognitive mapping procedures were used (Cairns, Perrin & Cairns, 1985), and then peer group profiles of engagement were calculated based on the average rating of engagement across each individual's affiliates. During the academic year peer group membership turnover was 49%, despite this, the quality of peer group profiles of engagement remained similar from fall to spring. Groups also tended to be and remain motivationally homogenous across the year. In general, girls' networks tended to be more highly engaged than boys' and networks that were more highly engaged tended to be more stable across the year.
Structural equation modeling was used for the major analyses to assess whether peer group academic motivation in the fall could predict individual motivation in the spring. The results indicated that while controlling for individuals' earlier engagement, as well as for processes of group selection and parent and teacher influences, the quality of individuals' peer group engagement in the fall was significantly predictive of students' later engagement in the spring. It should be noted that within the major models academic performance was also strongly related to later engagement. While this study provides further evidence to underscore the importance of the peer group in the socialization of students' academic motivation, particularly when one considers the snowballing effects in motivation this influence may have across a student's entire academic career, it also illustrates the important role performance may play in academic motivation for young adolescents.
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Zeisman, Gabrielle Shoshana. "First-Generation Student Success After Academic Warning: An Exploratory Analysis of Academic Integration, Personal Adjustment, Family and Social Adjustment and Psychological Factors." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/619.
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As many as a quarter of undergraduate college students are placed on academic probation at least once during their college career. In addition, first-generation college students are even more at-risk for stopping out or dropping out due to being less academically prepared than their non-first-generation peers. In order to examine factors that influence first generation student academic risk and success, this exploratory study examined the intersection of academic standing and four primary conceptual contributors: academic integration, personal adjustment, family and social adjustment, and psychological factors. Survey data were collected from first generation undergraduate students at an urban research university who were placed on academic probation and those who returned to good standing. Six overarching themes emerged that demonstrate critical importance in first generation student academic success: 1) overall study skills, 2) class attendance 3) health-related issues, 4) financial difficulties, 5) family and personal issues, and 6) physiological symptoms. In addition, these factors appear to have additive and multiplier affects for students. First generation students may be able to overcome one set of factors but each new dimension can further inhibit academic good standing. Recommendations include mandatory advising and college success classes.
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Chavez, Adriana, and Martha Tinehyn Glomah. "What contributes to academic achievement among elementary grade students: A needs assessment." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3369.
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The purpose of this research study was to investigate the needs of parents and teachers to identify factors that contributed to academic achievement among elementary grade students. Data was collected from a total of 65 parents and teachers of elementary grade students from Rowland Elementary School in Rowland Heights.
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Johnson, Price McCloud. "The Role of Network Position for Peer Influences on Adolescents' Academic Engagement." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1636.
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Academic engagement has been found to significantly predict students' future achievement. Among adolescents, the peer context becomes an increasingly important point of socialization and influence on beliefs and behavior, including academic engagement. Previous research suggests that those peers with whom an adolescent spends much of their time significantly predict change in engagement over time (Kindermann, 2007). Bronfenbrenner's ecological systems theory (Bronfenbrenner & Morris, 1998) postulates that exosystem effects (those influencing factors that are not directly connected to individuals) play an important role in development, and social network theorists have suggested that the position one occupies within the greater network is a key factor that determines one's power of influence (Borgatti, 2005). An individual's own position in a network emerges from his or her own connections, as well as from the structures formed by the connections of his or her affiliates (the exosystem). Utilizing an existing dataset, social networks analysis techniques were used to examine how three different forms of centrality (degree, closeness and eigenvector), which are markers for micro- and exo-system effects, relate to classroom engagement and its change over time. Results showed that although centrality in a network is positively related to academic characteristics at one point in time, students who have large numbers of immediate connections (degree centrality) tend to decrease in engagement over time. In contrast, eigenvector centrality showed a positive interaction with peer group influence on change in engagement over time. For those students who had highly interconnected peers the positive effect of peer group engagement was increased.
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Ocal, Kubilay. "The Effects Of Interscholastic Sports Participation On Academic Achievement And Behavioral Development Of Junior High Grades Students." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/3/12607180/index.pdf.
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The purpose of this study was to determine the effects of interscholastic sports participation on academic achievement and behavioural development of junior high grades students of basic education schools in Turkey. The subjects of this study were 651 eight grade students from fifteen basic education schools which are randomly selected during 2004-2005 academic year in NevSehir. Required data were collected by student’
s data record folders (SPDRF), athletics participation licenses, high school entrance exam result sheets, provided by the schools administrations. First of all descriptive statistics were used to define demographic variables of this study. Second, one-way analysis of variance (Tukey HSD) and t-test (Pearson correlation) were used to asses the relationship between demographic variables and interscholastic sports participation on grade point average, high school entrance exam scores, attendance rate and behavioural development of students. Third correlation coefficients were applied to indicate the relation between independent variables and interscholastic sports participation. Finally regression analysis was conducted to understand how well the independent variables predict the academic achievement and behavioural development levels. Results indicate that interscholastic sports participations have positive effects on grade point average, attendance rate, individual development and high school entrance exam scores. Moreover demographic variables of students such as family income, family size, parents education level, family configuration and interscholastic sports participation are the determinants of academic success, behavioral development level, attendance rate, and high school attendance exam scores.
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Yeung, Fung-yi, and 揚鳳儀. "Academic, social and general self-concepts of students with learning disabilities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962671.
Full textBooks on the topic "Academic achievement Social aspects Victoria"
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Stokes, Helen. Out of education: A report for the Victorian Full Service Schools Program. East Melbourne: Dept. of Education, Employment, and Training, Victoria, 2000.
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Social development research: Impact on academic achievement and literacy development. United States]: Zaner-Bloser, 2011.
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Equality and achievement in education. Boulder: Westview Press, 1990.
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Fuchs, Victor R. Mathematical achievement in eighth grade: Interstate and racial differences. Cambridge, MA: National Bureau of Economic Research, 1994.
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Perché qualcuno sì e qualcuno no?: I bambini e la riuscita scolastica. Milano: Guerini scientifica, 2006.
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Mostafa, Nor Azmi. Bilingualism and its relationships with intelligence and academic achievement. Kuala Lumpur, Malaysia: University of Malaya Press, 2004.
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Deka, Ucharan. Factors of academic achievement: A comparative study of high and low achievers. New Delhi: Northern Book Centre, 1993.
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Ayalon, Hanna. ha- Ḳesher ben meʾafyene yishuv ha-megurim le-ven sikuye talmidim le-hishtalev ba-ḥinukh ha-ʻiyuni: (kolel taḳtsir ʻIvri ṿe-Angli). [Tel Aviv]: Mekhon Goldah Meʾir le-ḥiḳre ʻavodah ṿe-ḥevrah, 1990.
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Noguera, Pedro. The trouble with Black boys: Essays on race, equity, and the future of public education. San Francisco: Jossey-Bass, 2008.
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Bi-cultural competence and academic resilience among immigrants. New York: LFB Scholarly Pub., 2005.
Find full textBook chapters on the topic "Academic achievement Social aspects Victoria"
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Baumann, Ros, and Henriette van Rensburg. "Inclusivity and the Education of Children of Defence Forces Personnel." In Advances in Early Childhood and K-12 Education, 35–53. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2901-0.ch003.
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Australian Defence Force (ADF) members' children present as a unique subpopulation of students. These students often experience schooling interruption as a result of posting (relocation) mobility inherent within the service requirements of their ADF parents. This chapter explores the impact of such mobility and interrupted schooling on educational achievement. Educational achievement consists of two key aspects: Social-emotional outcomes and Academic outcomes. Social-emotional outcomes are currently supported through the Defence Support Mentor (DSM) program. Academic outcomes are examined through the lens of Reading/Literacy testing results and Mathematics testing results. Academic achievement for ADF children impacted by mobility and schooling interruption remains largely unexplored within the Australian context. A conceptual framework is presented, which identifies potential causes of negative impacts upon ADF students' academic achievement.
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Baumann, Ros, and Henriette van Rensburg. "Inclusivity and the Education of Children of Defence Forces Personnel." In Research Anthology on Military and Defense Applications, Utilization, Education, and Ethics, 106–24. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-9029-4.ch007.
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Australian Defence Force (ADF) members' children present as a unique subpopulation of students. These students often experience schooling interruption as a result of posting (relocation) mobility inherent within the service requirements of their ADF parents. This chapter explores the impact of such mobility and interrupted schooling on educational achievement. Educational achievement consists of two key aspects: Social-emotional outcomes and Academic outcomes. Social-emotional outcomes are currently supported through the Defence Support Mentor (DSM) program. Academic outcomes are examined through the lens of Reading/Literacy testing results and Mathematics testing results. Academic achievement for ADF children impacted by mobility and schooling interruption remains largely unexplored within the Australian context. A conceptual framework is presented, which identifies potential causes of negative impacts upon ADF students' academic achievement.
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Martínez Falcó, Javier, Bartolomé Marco Lajara, and Patrocino Zaragoza-Sáez. "Analyzing the Evolution From Intellectual Capital to Green Intellectual Capital." In Intellectual Capital as a Precursor to Sustainable Corporate Social Responsibility, 72–90. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6815-9.ch005.
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Knowledge plays a fundamental role in the achievement of business success. This has led to the intensification of the study of the set of intangible assets of the organization called intellectual capital (IC) as well as its impact on the achievement of sustainable competitive advantages over time. Moreover, IC that incorporates sustainable aspects (i.e., green intellectual capital [GIC]) was only recently introduced in the academic literature and has since become an emerging field of study. The lack of consistency in the terminologies used has made it difficult to establish clear measurements of intangibles, especially of the dimensions of IC, which have posed an additional difficulty in advancing this area of knowledge. To overcome this research problem, the authors analyze the origins and conceptualization of IC and GIC, trying to shed light on the field of study by answering the following questions: (1) What are the origins of IC? (2) How is IC defined? (3) What are the origins of GIC? (4) How is GIC defined?
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Makena, Bulelwa, and Thandiswa Mpiti. "Social Distancing Disbanding Learner Groupings: A Case on Language Development." In Psychosocial, Educational, and Economic Impacts of COVID-19 [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.104893.
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Information sharing is a fundamental aspect in learning an unfamiliar, yet, an additional language, with specific regards to reading comprehension. Language teachers are faced with a task to monitor development, performance, and effectiveness in learner reading proficiencies. This chapter aims to measure if disbanding learner groupings as per the social distancing protocols brought about by COVID-19 restrictions has any impact on language enhancement. Henceforth, there are limited suggestions by literature in relation to disbanding learner groupings, yet improved reading proficiency is one of the crucial language aspects to be mastered for one to be a successful scholar. Nonetheless, this chapter aims to provide teaching strategies applied by English language teachers to necessitate transmitted learning in accordance with information sharing as learners are dependent on one another for language enhancement, thus leading to academic achievement.
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Nickel, Christine E., and Richard C. Overbaugh. "Cooperative and Collaborative Strategies in Blended and Online Learning Environments." In Educational Communities of Inquiry, 223–66. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2110-7.ch012.
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This chapter presents the results of a study that investigated the differential effects of cooperative versus collaborative instructional strategies and blended versus fully online delivery methods on various aspects of academic community. Measures include the Community of Inquiry (CoI) Survey instrument, individual and group achievement, student satisfaction with process and product, and their value of community. The treatment was a group-work module in a university foundations-level instructional technology course (n=134). Results suggest that cooperative and collaborative strategies in online and blended environments are equally effective in regard to individual achievement, but that blended cooperative learners perform significantly poorer on group projects. Students were equally satisfied with their groups’ process and solution and the group activity did not significantly change students’ value of connectedness. Students did not differ according to their perceptions of social presence and cognitive presence, but significant differences were found in perceptions of teaching presence. The course module design highlights the essential elements typical of design strategy based on typical instructional design processes, while using the Community of Inquiry as a theoretical framework that enables “operationalization” of the instructional design process. The design emphasized teaching and cognitive presence but not social presence.
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Salvadó, Javier Amores, José Emilio Navas López, and Gregorio Martín de Castro. "Social Innovation, Environmental Innovation, and Their Effect on Competitive Advantage and Firm Performance." In Technological, Managerial and Organizational Core Competencies, 89–104. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-165-8.ch006.
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The proposal below provides a special emphasis on the relationship between businesses and natural environment. It is argued that the inclusion of environmental criteria to business activities promotes the creation of new core competencies, offering a creative and innovative perspective to the organization that can lead to the achievement of sustainable competitive advantages. More specifically, we analyze both the existence of a direct relationship between Environmental Innovation and Firm Performance and the existence of an indirect relationship between the two, which highlights the mediating role of the kind of competitive advantage generated. It also provides an innovative approach, as it explains the Environmental Innovation from the literature on Social Innovation, considering Environmental Innovation as an expression of Social Innovation through the incorporation of ethical arguments to products, processes and organizational modes of the company. The main contributions of this work can be summarized as follows: (1) It explains the nature of Environmental Innovation through the Social Innovation literature, which allows consideration of some key aspects of administrative and technological innovations that have not been taken into account the academic literature. (2) The different types of environmental innovations are analyzed as a necessary step to understand the strategic options in the environmental field. (3) Environmental Innovation is related to business performance. The practical implications of the relationship between environmental innovation and performance are of great importance, since it directly influence the type of environmental strategy chosen, allowing the company to choose from innovative strategies (based on pollution prevention) or more conservative strategies (emissions control).
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Caron, André H., Letizia Caronia, and Pascal Gagné. "Beyond Mobile Learning." In Mobile Technologies and Handheld Devices for Ubiquitous Learning, 45–57. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61692-849-0.ch004.
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Contemporary research on mobile learning focuses mainly on issues such as the acquisition of knowledge, the development of cognitive skills and the efficiency of these tools with respect to the achievement of specific educational goals. Nonetheless, the consequences of the adoption of a technology within a learning context for educational purposes should not be reduced solely to the cognitive dimension implied in its use, nor should it be measured only in terms of goal achievement. Even if intended as purely educational tools, technologies are complex social objects that redefine the sense of the context, the activity and even the identity of the actors engaged in their use. When educational institutions adopt mobile information technologies they propose more than a supposedly efficient educational instrument or technology-formatted contents. They introduce a form of life. By form of life, we mean a repertoire of possible uses, actions, meanings and even intended actors that the users may adopt. A technology is then a condensed social context within which learning takes place. We might then ask, what kinds of learning are at stake? To grasp the richness and the complexity of the learning involved in using mobile information devices, we need a larger and holistic definition of learning that goes beyond simply acquiring knowledge on particular topics, or processing information for some formal educational purpose. Learning through mobile devices is a larger and complex process that involves different aspects of an individual’s psychological, cultural and social development. How does the use of an iPod affect the students’ identity? How does it contribute to the development of social skills and social awareness? Drawing on research involving 123 Canadian university students recruited from different disciplines (on the basis of data coming from diaries and focus groups), this chapter focuses on the multiple consequences of the introduction of this technology as an educational tool in students’ academic life.
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Khadimally, Seda. "Evolution of Distance Learning in History." In Handbook of Research on Diverse Teaching Strategies for the Technology-Rich Classroom, 79–88. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0238-9.ch006.
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In the conundrum of what type of learning and teaching environments have a better impact on student learning and academic achievement or whether or not traditional learning and teaching setting surpass the emerging computer technology-rich education in today's digital era, scholars in the field of educational technology rather turn to history, focusing on what, how, and who as perceived change factors that tend to lead to long-lasting educational changes. With the emergence of the millennials, much of research conducted today ties to the importance of learning and teaching activities designed and delivered with appropriate media as vehicles for reaching positive learning outcomes. Current instructional practices are often tailored towards the specific learning needs of students that are diverse in many aspects (e.g., culturally, linguistically, technologically, etc.). Compared to learners back in the 1800s, it is undoubtable that today's local and distant learners need and prefer more different, progressive media tools for effective learning due to the exponentially changing demographics and social contexts, rapid growth in science, advances in information and communication technologies (ICTs), developing global economies, revision of educational policies, reassessment of media and technology tools, in addition to various instructional design principles and theories related to them, changing politics, and other subcomponents within this macro-system, all of which Moore and Kearsley view with a systems approach.
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Barakat, Lamia P., and Laurie A. Lash. "Psychosocial Adaptation of Children and Adolescents With Sickle Cell Disease." In Comprehensive Handbook of Childhood Cancer and Sickle Cell Disease. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780195169850.003.0034.
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Sickle cell disease (SCD), a chronic genetic disorder, can produce a host of potentially life-threatening complications that may have an impact on the physical integrity and psychosocial adaptation of the affected child or adolescent. The nature of SCD presents many risk factors, particularly for those children with the most severe form, sickle cell anemia (hemoglobin [Hb] SS). Most common and significant is that SCD involves recurrent, unpredictable pain that can interfere with daily functioning, including social activities and school attendance. Treatment for SCD varies in intensity and invasiveness depending on severity of complications. It may involve daily management (i.e., hydration, restrictions on activities, prophylactic antibiotics, and pain management) as well as preventive follow-up care. Regular blood transfusions are required for children who have had stroke, are at risk for stroke, or experience severe pain crises. Alternative solutions for those with the most severe disease include hydroxyurea and bone marrow transplant. Children with SCD experience pain episodes that vary in severity, duration, and frequency (Brown, Doepke, & Kaslow, 1993). In children with SCD, intense pain episodes often result in repeated hospitalizations and absences from school (Brown, Doepke, et al., 1993). In addition, some forms of pain management, including limitation of physical activity, may interfere with children’s ability to participate in sport activities or to engage in peer relations when they are experiencing a pain crisis. Moreover, the occurrence of cerebrovascular accidents (CVAs) or stroke can have an impact on academic achievement and long-term occupational outcomes (Lemanek, Buckloh, Woods, & Butler, 1995). Although comparisons to other pediatric populations may be useful for understanding processes involved in adaptation, there are aspects of the lives of children and adolescents with SCD, and of their disease, that require a specifically modified approach to the investigation of psychosocial adaptation and application of the current pediatric literature. These issues include the genetic nature of this life-threatening and life-shortening disease, the high prevalence of the disease in African American individuals in the United States, and the multiple stressors faced by children and adolescents with SCD.
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Armor, David J. "The Future of Desegregation and Choice." In Forced Justice. Oxford University Press, 1995. http://dx.doi.org/10.1093/oso/9780195090123.003.0009.
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Like most issues stimulated by the civil rights movement over the past four decades, the tangled web of policy questions associated with school desegregation defies easy resolution. The debate over desegregation policy has touched upon many aspects and levels of human society, including values, law, education, and social theory; therefore, arriving a succinct set of policy conclusions, especially one accompanied by substantial consensus, is unrealistic. The debate cannot and should not be reduced simply to a matter of law, to ideological differences, or to disagreements over social science theories. Any attempt to oversimplify the desegregation issue does injustice to those with the greatest stake in its outcome, namely, the students, parents, and educators who reap its rewards and shoulder its costs. Adding to this complexity is the fact that desegregation issues have shifted so much over time that the important policy questions differ from one decade to the next. During the 1950s, the legal and value debate was over compulsory segregation, and social theorists debated whether separate schools were harmful or beneficial for children. During the 1970s, the legal and value debate shifted to compulsory desegregation and whether the benefits of mandatory busing justified its deep divisiveness and its unintended consequences. During the 1990s the debate has shifted once again, this time in several directions. The federal courts struggle with the conditions under which to grant unitary status (and dismissal) to school districts with court-ordered desegregation plans. Surprisingly, considering the great controversy in the 1970s, school boards in the 1990s debate whether to seek unitary status or, if not under court order, to adopt desegregation plans on their own. Civil rights groups are back in court, not only to oppose unitary status but also to demand even broader remedies than those granted during the 1970s. They have requested metropolitan remedies between cities and suburbs, and they have petitioned for racial parity in classrooms, discipline rates, and even academic achievement. Ironically, some of these latest court challenges have come full circle, invoking the psychological harm thesis of Brown that most legal scholars dismissed as irrelevant to the law.
Conference papers on the topic "Academic achievement Social aspects Victoria"
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Ahmed, Abdullah Anwar, Khalid Ameen Alzowkari, Tha'er Zeyad Allouh, Abdallah Saed Al Yafei, and Asan Gani Abdul Muthalif. "Standing Wheelchair with Built-in Climate Control System." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2021. http://dx.doi.org/10.29117/quarfe.2021.0068.
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This project presents an innovation to be developed in wheelchairs used nowadays to provide its users with better life quality, elevates the level of their ambitions and to enable them to overcome today’s special needs obstacles in different fields. As engineers, it is our role to contribute to finding answers to the world’s dilemmas through applying a detailed analysis of the issue addressed and what are the possible solutions to it based on the knowledge obtained through our academic and experimental experience. Wheelchair users are suffering from discrimination in different aspects of life, such as work opportunities, usage of public facilities and many other life aspects. The standing wheelchair with built-in climate control system will introduce a new horizon for its users in the search of social equality and achievement. The mechanism to be developed is made of 4 different subsystems that demonstrate different mechanical engineering disciplines, which are mainly mechanical mechanisms, control systems, heat transfer, material science, thermodynamics, and mechanical statics-dynamics.