Relevant bibliographies by topics / Educational achievement; Demographics

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Educational achievement; Demographics'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Educational achievement; Demographics"

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Rudner, Lawrence M. "Achievement and Demographics of Home School Students: 1998." education policy analysis archives 7 (March 23, 1999): 8. http://dx.doi.org/10.14507/epaa.v7n8.1999.

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This report presents the results of the largest survey and testing program for students in home schools to date. In Spring 1998, 20,760 K-12 home school students in 11,930 families were administered either the Iowa Tests of Basic Skills (ITBS) or the Tests of Achievement and Proficiency (TAP), depending on their current grade. The parents responded to a questionnaire requesting background and demographic information. Major findings include: the achievement test scores of this group of home school students are exceptionally high--the median scores were typically in the 70th to 80th percentile; 25% of home school students are enrolled one or more grades above their age-level public and private school peers; this group of home school parents has more formal education than parents in the general population; the median income for home school families is significantly higher than that of all families with children in the United States; and almost all home school students are in married couple families. Because this was not a controlled experiment, the study does not demonstrate that home schooling is superior to public or private schools and the results must be interpreted with caution. The report clearly suggests, however, that home school students do quite well in that educational environment.
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Crosby, Lori E., Naomi E. Joffe, Mary Kay Irwin, Heather Strong, James Peugh, Lisa Shook, Karen A. Kalinyak, and Monica J. Mitchell. "School Performance and Disease Interference in Adolescents with Sickle Cell Disease." Physical Disabilities: Education and Related Services 34, no. 1 (June 18, 2015): 14–30. http://dx.doi.org/10.14434/pders.v34i1.13918.

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Sickle cell disease (SCD) results in neuropsychological complications that place adolescents at higher risk for limited educational achievement. A first step to developing effective educational interventions is to understand the impact of SCD on school performance. The current study assessed perceptions of school performance, SCD interference and acceptability of educational support strategies in adolescents with SCD. To identify potential risk factors, the relationships between school performance, SCD interference and demographics were also examined. Thirty adolescents aged 12 to 20 years completed demographics and SCD school performance questionnaires. Approximately 37% of participants reported receiving special education services, but more than 60% reported that SCD interfered with their school performance. Females reported that SCD impacted their schooling more than males (X2 (1, n = 30) = 5.00, p < .05). Study findings provide important insights into demographic risk factors and support the need for individualized health and educational plans for adolescents with SCD.
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Schaeffer, Margaret J., Emily Johnson, Elizabeth C. Suddaby, Steven C. Suddaby, and Lori E. Brigham. "Analysis of Donor versus Nondonor Demographics." Journal of Transplant Coordination 8, no. 1 (March 1998): 9–15. http://dx.doi.org/10.1177/090591999800800103.

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A retrospective analysis of the demographic features of all potential organ donors over a 3-year period (1994–1996) at one organ procurement organization was conducted. The potential donor pool of 495 people was 42% female and 58% male, with a slight difference in consent by gender. The mean income difference between donors and nondonors was less than $3000 per year (obtained from zip code census data). Educational achievement affected donation at the lowest educational levels. Cause of death influenced donation, with motor vehicle crash victims donating more often. The strongest factor in consent for donation was ethnicity; whites were more likely to donate than were other ethnic groups. The combination of gender, ethnicity, and cause of death improved the probability of determining a positive outcome to 63%. Demographic information on donors and nondonors can increase public and professional understanding as well as influence decision making to improve donation.
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Knoeppel, Robert Charles, and Curtis A. Brewer. "Education Reform, Equal Opportunity and Educational Achievement: Do Trend Data Adequately Report Progress?" education policy analysis archives 19 (April 11, 2011): 10. http://dx.doi.org/10.14507/epaa.v19n10.2011.

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Using Kentucky as a case study, the research described in this paper examines efforts to provide equality of educational opportunity. Standards based educational reform has produced myriad data on student achievement that are used by educators, policy analysts, legislators, and researchers to discern progress. This research makes use of multiple sources of data(CATS index, reading proficiency, math proficiency) in an attempt to more thoroughly consider progress in attempts to ameliorate gaps in student achievement that have been found to exist as related to local wealth. Findings from the study show mixed results. Although local wealth has decreased as a predictor of student achievement in reading, it is still a significant predictor of achievement in math. Gaps are closing more rapidly at the elementary school level which suggests the need to study the process of education at the secondary level. Lastly, student demographics, especially students qualifying for free and reduced lunch continue to be a significant predictor of student achievement. We conclude that changes to state accountability systems that move the unit of analysis from the school to the student level offer the best opportunity to utilize emerging research methodologies that will enable practitioners and analysts to better analyze educational process.
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Barber, Bonnie L. "The Influence of Family Demographics and Parental Teaching Practices on Peruvian Children’s Academic Achievement." Human Development 31, no. 6 (1988): 370–77. http://dx.doi.org/10.1159/000276336.

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Chantarasombat, Chalard, and Wichian Rooyuenyong. "The Development of Learning Module of Educational Administration and Educational Institute for Students in Master of Education Degree in Thailand." World Journal of Education 10, no. 3 (May 27, 2020): 19. http://dx.doi.org/10.5430/wje.v10n3p19.

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The knowledge creation for the efficiency, quality, and the effectiveness, learning achievement and through learning module the developed learning of Educational Administration and Educational Institute for students. However, knowledge creation also be used to learning module of school-based supervision for students? This paper describes the application of basic knowledge creation on module of “Educational Administration and Educational Institute for students,” in master of Education degree in Thailand. Changing demographics are the threatening the ability of degree students studying master degree program in educational administration, Northeastern University, to sustain their viability as traditional methods of passing knowledge creation from generation to next are circumvented by the movement of young. Knowledge creation as a way developed learning module of school-based supervision for students were: 1) the efficiency of action process in developing Learning Module was 84.61, the efficiency of knowledge was 83.00 which was higher than the specified criterion 80/80, 2) the quality of the developed Learning Module evaluated by the experts, in overall, was at “The Highest” level. Considering each aspect, the level of propriety, congruency, feasibility, and utility aspects, was also at “The Highest” level, 3) the effectiveness index in learning management of students learning through Learning Module was 0.6569 out of full score of 1.00 or the students had an increased knowledge of 65.69%, 4) as for learning achievement of students learning through Learning Module at the post-test scores were significantly higher than the pretest at .05, 5) regarding students learning through Learning Module there were no significant differences between post-test learning achievement and the 2 weeks post-test learning achievement scores. It was indicated that the students learning through Learning Module of “Educational Administration and Educational Institute for students”, attained learning retention, and 6) the students had their satisfaction on learning through Learning Module in overall, at “The Highest” level.
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López, Francesca, Elizabeth McEneaney, and Martina Nieswandt. "Language Instruction Educational Programs and Academic Achievement of Latino English Learners: Considerations for States with Changing Demographics." American Journal of Education 121, no. 3 (May 2015): 417–50. http://dx.doi.org/10.1086/680410.

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Chin, Mark, Thomas J. Kane, Whitney Kozakowski, Beth E. Schueler, and Douglas O. Staiger. "School District Reform in Newark: Within- and Between-School Changes in Achievement Growth." ILR Review 72, no. 2 (May 14, 2018): 323–54. http://dx.doi.org/10.1177/0019793918774318.

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In the 2011–12 school year, the Newark Public School district (NPS) launched a set of educational reforms supported by a gift from Facebook CEO Mark Zuckerberg and Priscilla Chan. Using data from 2008–09 through 2015–16, the authors evaluate the change in Newark students’ achievement growth relative to similar students and schools elsewhere in New Jersey. They measure achievement growth using a “value-added” model, controlling for prior achievement, demographics, and peer characteristics. By the fifth year of reform, Newark saw statistically significant gains in English language arts (ELA) achievement growth and no significant change in math achievement growth. Perhaps because of the disruptive nature of the reforms, growth declined initially before rebounding in later years. Much of the improvement was attributed to shifting enrollment from lower- to higher-growth district and charter schools.
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Et al., Abdullah Ibrahim. "The Influence in Principal Leadership Styles and Its Role in the Academic Achievement of Secondary School Students in Malaysia." Psychology and Education Journal 58, no. 1 (January 15, 2021): 5120–25. http://dx.doi.org/10.17762/pae.v58i1.2067.

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Developing academic goals amongst students is a key aspect for achieving excellence across schools in Malaysia. It is meant to act as a benchmark to determine the effectiveness of a principal’s leadership. The leadership of a principal, and the school’s climate are the main issues which drive the achievement of students across national secondary schools (SMK) in Malaysia. This quantitative study aims to examine the influence and role of a principal’s leadership on the school climate, as well as its impact on the student’s academic achievement in domestic national secondary schools nationals on the East Coast of Malaysia. A total of 348 teachers were selected across vocational schools in the states of Kelantan, Terengganu and Pahang, through the use of simple random sampling, for the purpose of quantitative reviews. The researchers used the Multifactor Leadership Questionnaire (MLQ) to measure the leadership aspects of the principals, and the Organizational Health Inventory (OHI-M) to measure the climate of the school, as well as the achievement of academic students, which was measured using the CGPA of the schools in the examination areas over the last three years. The analysis of descriptive traits, for example, the number, percentage, scoring average, and the standard deviation was used to describe the demographics of the respondents, and analyse the data using regression, Pearson t-test correlations, and ANOVA. This helped to understand several key leadership factors, i.e., the International Transform Leadership, Tran Witness Leadership, Laissez-Faire Leadership, School Climate , and the Academic Achievement of the hypothesis testing, which was built according to the obtained statistics . The findings showed that the principal’s leadership influenced the climate across the school, and the achievement of the students. Therefore, it was proposed that the principal’s leadership needs to adopt the Transformational leadership, Transactional leadership, and Laissez-faire leadership as a guide in managing the school’s climate, especially in ensuring the teacher’s commitments, and the Student Academic Achievements, which can be further enhanced in line with the Malaysian Education Quality Standards 2010 (SKPM), and the Malaysian Education Development Plan 2013 -2025.
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Kawafha, Mariam M. "Factors Affecting Smoking And Predictors Of Academic Achievement Among Primary School Children In Jordan." American Journal of Health Sciences (AJHS) 5, no. 1 (May 29, 2014): 37–44. http://dx.doi.org/10.19030/ajhs.v5i1.8616.

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The aim of this research is to assess the relationship among the smoking status of primary school children with demographics and the smoking characteristics of their parents. In addition, to identify any factor(s) considered strong predictor(s) of academic achievement. A descriptive cross-sectional design was used in this study. A cluster random sample of 453 primary school children was obtained from both genders. Smoking was measured by the self-reported smoking behavior questionnaire and the educational achievement was measured by “Jordan Certificate of Primary Education.” The results indicate that there is a significant correlation between smoking status rpb ((451) = -.44, p < .001), age of smoking initiation r ((451) = -.30, p < .001), daily cigarettes r ((451) = -.12, p < .01), and smoked 100 cigarettes in lifetime rpb ((451) = -.28, p < .01) with academic achievement. In multiple hierarchical regression analysis, Model 1 explained 12% of variance with academic achievement. By adding the smoking characteristics Model 2 explained 28% of the variance with academic achievement. The conclusion is that there is a correlation between smoking and academic achievement.
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Dissertations / Theses on the topic "Educational achievement; Demographics"

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Guhr, Daniel J. "Access to higher education in Germany and California." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310364.

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Whitinger, Jamie H. "K-12 Virtual Students: Relationships Between Student Demographics, Virtual Learning Experience, and Academic Achievement." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1196.

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The purpose of this study was to identify significant differences in academic achievement among virtual students of various backgrounds, demographics, and virtual learning environments. The study also sought to identify factors that may predict the academic achievement, as defined by final course grade, of virtual students. This study examined those relationships for the 476 students enrolled in virtual courses between January 2010 and January 2013 in Sullivan County Schools, TN. These students were in grades 7-12 during the time the courses were taken. Independent variables in Phase I of the study included gender, race/ethnicity, socio-economic status, prior number of virtual courses completed, and existing student grade point average. Independent variables in Phase II of the study included instructional dialogue in the virtual course, structure of the virtual course, and autonomy of the learner allowed in the virtual course. The researcher investigated the relationships between these independent variables and the dependent variable, academic achievement, as determined by final virtual course grade. The statistical methods used to answer the research questions included bivariate correlations, independent samples t-tests, and bivariate regression analysis. Two of the independent variables in Phase I of the study were found to be significant. Students identified as being economically disadvantaged tended to perform better academically in virtual courses than students identified as non-economically disadvantaged, as determined by final virtual course grade. A statistical significance was also found between existing student GPA and academic achievement in virtual environments. Students with a higher GPA prior to taking a virtual course tended to receive higher grades than those with lower existing GPAs. Using bivariate regression, existing GPA accounted for 25% of the variance in student academic achievement in virtual courses. All three of the independent variables in Phase II of the study were found to have a significant relationship with student academic achievement as determined by final virtual course grade. Students who reported high levels of instructional dialogue (frequency of teacher-student interactions, teaching presence, content interactions) tended to perform significantly higher than those reporting lower levels of instructional dialogue. Students who reported high levels of structure (instructional support, navigation, course design) tended to perform significantly higher than those reporting lower levels of structure in the course. Students who reported higher levels of autonomy (student ability to determine goals, learning experiences, and evaluation decisions) tended to perform significantly better academically than those who reported lower levels of autonomy.
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Riddle, Winston A. "An Examination of Demographic Characteristics of Elementary School Principals and Student Achievement Scores." Digital Commons @ East Tennessee State University, 1987. https://dc.etsu.edu/etd/2773.

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The purpose of this study was to consider the specific demographic characteristics of elementary school principals in conjunction with the academic achievement of students in an attempt to identify characteristics that might assist in the identification of effective principals. The characteristics tested were the principal's age, sex, race, tenure in the current position, total experience as a principal, level of previous teaching experience, and level of education. During and following the review of the literature, a list of characteristics was compiled and refined and a survey instrument constructed. The survey was sent to 255 randomly selected elementary school principals in North Carolina. A total of 222 responses were received. For each responding principal, third and sixth grade student achievement scores were obtained from the Department of Research, North Carolina Department of Public Instruction. These scores were the result of the spring 1986 administration of the California Achievement Test in the North Carolina Annual Testing Program. The scores were grouped according to the characteristic being studied and compared for significant differences using one-way analysis of variance or t tests. Grade-wide significant differences were found only in third grade scores when compared by the principal's race and sixth grade scores when compared by the principal's tenure in the current position. Significant differences were found for some student sex/race group scores when compared by the teaching experience, race, and the sex of the principal.
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Harper, Brian Edward. "Understanding how black racial identity and demographic, psychological and performance variables intervene and relate to academic achievement." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1089654930.

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Thesis (Ph. D.)--Ohio State University, 2004.
Document formatted into pages; contains 164 p. Includes bibliographical references. Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2005 July 13.
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White, Jennifer N. "Socioeconomic, Demographic, Attitudinal and Involvement Factors Associated with Math Achievement in Elementary School." [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0613101-101228/unrestricted/whitej0625.pdf.

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Patton, David Kent. "Demographic and education related factors that influence student behavior /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9998502.

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Qui, Kuan-Yao. "Relationships among student demographic characteristics, student achievement, student satisfaction, and online business-course quality /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052163.

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Derrick-Lewis, Stacia Maria. "Parental Involvement Typologies as Related to Student Achievement." Digital Commons @ East Tennessee State University, 2001. https://dc.etsu.edu/etd/71.

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The purpose of this study was to examine specific parenting practices in four East Tennessee counties to determine their relationships, if any, to student achievement among various demographic groups. The investigation included status variables, such as parents' educational level, annual income level, and family structure. Students' Normal Curve Equivalent scores on the Terra Nova Standardized Test were used to measure student achievement. The Epstein (1987) typologies were used to classify parent involvement modalities. The analysis consisted of four research questions and were tested at the .05 level of significance. Pearson's product-moment, Spearman's rho, and Kendall's Tau B correlation coefficients were used to analyze the degree of relationship between Epstein's six typologies and student achievement. A t-test was used to describe the relationship between student achievement and the number of parents in the home. One-way Analyses of Variance were used to describe the relationships between student achievement and parents' educational and income levels. Kruskal Wallis tests were used to analyze differences in parental involvement by the number of parents in the home, parental income, and education levels. A Hierarchical Regression Analysis was also used to determine the extent to which parents' income, educational levels, and family structure assist in predicting student achievement. The sample consisted of 413 students in grade 4 in four counties in East Tennessee. Two schools were selected from each county as a representative sample of the population. The results of this study indicate significant relationships between student achievement and the parental involvement typologies of volunteering, learning at home, decision-making, and collaborating with the community. The relationships between student achievement and parental involvement in conjunction with parents' educational and income levels were also significant. Both parental involvement typologies and family demographics emphasize goals which are achieved most effectively when families and schools work together.
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Conway, Pamela R. "The relationship among teacher empowerment, teacher beliefs, teacher demographics, and second grade reading achievement /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012962.

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Katz, Laura. "EXPLORING DEMOGRAPHIC CORRELATES OF LANGUAGE PROFICIENCY AND ACADEMIC ACHIEVEMENT AMONG ENGLISH LANGUAGE LEARNERS." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/170310.

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School Psychology
Ph.D.
Contemporary research suggests that multiple criteria, including SES, ethnicity, first and second language proficiency levels, language dominance, immigrant and/or generational status, acculturation status, and educational placement history predict ELL student achievement levels (Abedi, 2008). However, the majority of states do not examine these factors and instead use a combination of the Home Language Survey (HLS) plus an English language proficiency test for screening and identification, though it is debated if these instruments adequately measure the type of language proficiency needed to be successful in mainstream classrooms (O'Malley & Pierce, 1994). Because of these findings, it seems that multiple criteria are important to examine when screening students for English Language Learner (ELL) placement. It is hypothesized that a more detailed classification system will better predict students' academic language abilities as part of a universal screening effort, and truly identify those at most need for specialized language support. The present study uses a correlational design to examine the relationship between a parent interview form, the Bilingual Parent Interview (BPI) and students' language proficiency scores in both their native and second languages, as well as their academic achievement. It was hypothesized that the multiple criteria assessed with the BPI would be more associated with language proficiency abilities and academic achievement than the HLS. English-Language Learners (ELLs; n= 42) in grades two through five were targeted for participation. Families were recruited from a public elementary school in a city in Southern California. Record reviews were conducted to collect parents' responses on the HLS and the BPI, as well as students' language proficiency scores on the California English Language Development Test (CELDT), the Language Assessment Scales Links Español, and the Preschool Language Assessment Scales 2000 Español 2000 (Pre-LAS 2000). In addition, students' academic achievement based upon the California STAR program was also collected. It was anticipated that items on the BPI would better correlate students' language abilities and academic achievement than those from the HLS. However, it was determined that the HLS better correlated with measures of English Language Proficiency and Spanish Language Proficiency, therefore providing initial support for the validity of this measure. Examination of the socio-cultural factors related to the language abilities and academic outcomes of at-risk ELL students expands upon efforts to identify students in need of remedial support as part of an early prevention model. In addition, the assessment of language proficiency and achievement data in both English and Spanish extends the effort to discriminate between endogenous learning disabilities and language delays resulting from second language acquisition amongst ELL children who struggle academically.
Temple University--Theses
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Books on the topic "Educational achievement; Demographics"

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Bogie, Donald W. Education in Alabama: A demographic perspective. [Montgomery, Ala.]: Auburn University at Montgomery, 1990.

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P, Witty Elaine, ed. The Black-White achievement gap: Why closing it is the greatest civil rights issue of our time. New York: American Management Association, 2009.

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Paige, Rod. The Black-White achievement gap: Why closing it is the greatest civil rights issue of our time. New York: American Management Association, 2009.

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Lewis, Suzanne. Statistical information about under educated adults in South Carolina. [Columbia, S.C.]: Office of the Governor, Division of Health and Human Services, State of South Carolina, 1986.

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Jones, Roger G. Education participation and outcomes by geographic location. Camberwell, Vic: ACER, 2002.

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Phelps, Richard P. State indicators in education 1997. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1997.

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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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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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Rothstein, Richard. Class and schools: Using social, economic, and educational reform to close the Black-white achievement gap. [New York, N.Y.] : Teachers College, Columbia University: Economic Policy Institute, 2004.

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Paul, Peter V., and Ye Wang. Publishing in Refereed Journals. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190455651.003.0016.

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This chapter provides a few guidelines for conducting, interpreting, and reporting primary and secondary research on children and adolescents who are deaf. The focus is on publishing in refereed journals that adhere to the reporting standards of the publication manual of the American Psychological Association. The chapter addresses a few salient quality indicators or desirable research characteristics such as theoretical frameworks, literature review, and sample demographics. Problematic areas such as plagiarism and piecemeal publications are covered, as are the notion of balance within manuscripts and the use of scholarly caution and language in interpreting data. Finally, the chapter ends with recommendations for researchers who are interested in investigating the educational achievement of students who are deaf.
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Book chapters on the topic "Educational achievement; Demographics"

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Kim, Kyung-keun, and Soo-yong Byun. "Determinants of Academic Achievement in Republic of Korea." In Korean Education in Changing Economic and Demographic Contexts, 13–37. Singapore: Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4451-27-7_2.

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Young, Patricia A. "CBM Elements III." In Instructional Design Frameworks and Intercultural Models, 142–73. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-426-2.ch009.

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This chapter continues with CBM Elements and the design factors related to the anthropology of culture. Cultural demographics and Cultural environment are covered in their entirety. Cultural demographics provide the characteristics of a population for a geographic area. Geographic areas are identified by levels such as nation, state, city, county, tracks, blocks, province, and so forth (U.S. Census Bureau [USCB], 2005). This information is usually statistical. Demographic data provide mostly a quantitative picture of a population and aid in predicting economic or market trends. Through the use of demographic data, predictions about populations can be made in reference to increases in the demand for food, clothing, educational achievement, entertainment, housing, insurance, investments, health services, and so forth. Examples of Westernized demographic trends include: baby boom years, single parent families, two income families, and nuclear families. Demographic data are also culture-specific and can not be generalized to other populations. A culture-specific example is data from Japan’s 2000 census that calculated the total population of males at 62,110,764 males to 64,815,079 females. The number of females outnumbers males by 2,704,315 (Statistics Bureau of Japan, 2000). The collection of demographic data is unique to each society or culture. What works for one culture may not work for another. Or the collection of such data may not be operational due to other social, political, or economic factors. The characteristics of a population might include data based on the following: age, assets, birth, death, density, disease, educational achievement, ethnicity, family, growth, housing, incarceration, income, language, marital status, migration, mobility, occupation, race, sex, and size (USCB, 2005). All of these characteristics are described in this chapter. The collection of demographic data could begin with an examination of characteristics in a population such as “age” and multiple characteristics of a population, such as sex, income, household, geographic areas, disease, marriage, and so forth. Therefore, the data collection might look at age and its relation to sex, or age and income, or age and household. The guiding questions, in this section, focus on human beings; however they can be adapted to other species and entities.
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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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Chen, Amy Yun-Ping. "Demographic Imperativeness." In Handbook of Research on Promoting Cross-Cultural Competence and Social Justice in Teacher Education, 101–19. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0897-7.ch005.

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This chapter examines the demand, struggle, and recruitment of minority teacher candidates in teacher education. The main goals of this chapter are to: 1) survey the impact of teacher demographics on student learning processes and academic achievements; 2) identify the promise and pitfalls of diversifying teacher candidates in preparation programs; and 3) provide a scholarly basis for future developments. The literature review begins with an exploration of demographic profiles in educational environments, especially in relation to culturally and linguistically diverse populations. The discussion then addresses the mismatch of demographics between students and teachers. Next, the potential harm from demographic disparities is discussed. The benefits and hindrances of minority teacher candidates in teacher education, such as cultural competence, role models, recruitment, selection, and retention, are examined as well. Finally, the challenges of preparing qualified minority teacher candidates in teacher education are highlighted.
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Ololube, Nwachukwu Prince. "Active Learning Application of Technology Tools and Services and Increased Student Achievement." In Online Course Management, 162–83. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch009.

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This chapter evaluated the use of technology tools and services and increased student achievement in online and blended learning environments in higher education institutions, which have experienced universal uptake and is responsible for enormous changes in online and blended learning environment, not only in industrialized nations, but in developing countries education as well, particularly sub-Saharan Africa. Given the role that online and blended learning can play in educational development worldwide, higher education institutions, students, employers, and governments are increasingly urged to examine the economic, demographic, and technological environments of the present so as to ensure comprehensive preparedness for the future. This study employs an inclusive data gathering process. The findings reveal a significant improvement in the use of online and blended learning methods to achieve effective and active academic performance in students. The impact of online and blended learning in higher education institutions is evidenced in the changing instructional strategies to increase student academic achievement, which results from more active interactive learning processes.
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Ololube, Nwachukwu Prince. "Active Learning Application of Technology Tools and Services and Increased Student Achievement." In Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies, 110–30. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8162-0.ch006.

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This chapter evaluated the use of technology tools and services and increased student achievement in online and blended learning environments in higher education institutions, which have experienced universal uptake and is responsible for enormous changes in online and blended learning environment, not only in industrialized nations, but in developing countries education as well, particularly sub-Saharan Africa. Given the role that online and blended learning can play in educational development worldwide, higher education institutions, students, employers, and governments are increasingly urged to examine the economic, demographic, and technological environments of the present so as to ensure comprehensive preparedness for the future. This study employs an inclusive data gathering process. The findings reveal a significant improvement in the use of online and blended learning methods to achieve effective and active academic performance in students. The impact of online and blended learning in higher education institutions is evidenced in the changing instructional strategies to increase student academic achievement, which results from more active interactive learning processes.
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Cohen, Yair, and Elsa-Sofia Morote. "Implementing Structural Equation Modeling on Public Data." In Maximizing Social Science Research Through Publicly Accessible Data Sets, 178–95. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3616-1.ch008.

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The researchers used structural equation modeling (SEM) to create a model predicting fourth-grade student achievement in math by exploring the relationships among: student, household, school, and teacher factors. Public data from the New York State Education Department (NYSED) 2012–13 school report card data, NYSED fiscal reporting system, Census 2010 School District Demographics System, and 2011 Civil Right Data Collection were used from 1,263 schools in New York excluding New York City. Variables were chosen using this convenient sample and supported by our conceptual rationale. The model predicted fourth-grade math achievement with 67 percent of effect size. Household factors had strong predictive, while school attendance rate had medium predictive value for student achievement.
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Robles-Goodwin, Patsy J. "Developmentally and Culturally Effective Instructional Strategies for Linguistically and Culturally Diverse Young Children." In Advances in Early Childhood and K-12 Education, 257–84. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3955-1.ch013.

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The rising numbers of English Learners (ELs) in our schools requires educators to have a specialized knowledge base for understanding their linguistic needs, especially when planning for instruction; teachers also need to use language acquisition principles for working with ELs and integrate effective instructional strategies in their teaching. Studies have found factors affecting student success in public schools: 1) inadequate preparation of teachers, 2) ineffective teaching practices, and 3) at-risk school environments. These complex factors impact the instruction and ultimate success of student learning which is extremely detrimental to ELs. Therefore, the focus of the chapter addresses: the changing demographics, historical reasons for low achievement of ELs, and how educators can use their understanding of best practices to motivate ELs and increase their academic achievement. This chapter provides effective teaching practices for ELs and instructional activities that teachers can implement to help young ELs succeed academically.
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Velliaris, Donna M. "Potato, Pot-Ar-To. Tomato, Tom-Ar-To." In Handbook of Research on Teacher Education and Professional Development, 337–55. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1067-3.ch018.

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Research on school effectiveness largely relates to ways of measuring the quality of a school, which is often quantified in terms of students' ‘academic' achievement. The impetus for this research was the recognition that as a pre-university pathway provider, the lecturers at the Eynesbury Institute of Business and Technology (EIBT) face increasingly complex and divergent academic challenges stemming from its 98-100% international student demographic. An anonymous survey comprising two open-ended questions was distributed to EIBT staff for reflection. Rich narrative data from 10 respondents elucidates varied understanding(s) of the difference(s) between ‘teacher' and ‘teaching' quality, as well as recommendations for their own Professional Development (PD). It is the author-practitioner's belief that institutional advancement requires greater attention to ‘teaching' rather than ‘teachers', and that PD is a collective effort that is fundamental to overall scholastic success.
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Fairbanks, Ruth, and Catherine Andrew. "Inquiry Learning in the Primary Social Science Classroom." In Advances in Early Childhood and K-12 Education, 125–55. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2901-0.ch007.

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Inquiry learning is considered more effective than traditional teacher-led learning. Whilst teachers espouse ideals of inquiry learning, actual implementation and practice remains unclear, requiring further study. Inquiry learning research in primary schools is mostly contained to maths and science. Few studies have investigated how primary school teachers differentiate practice to meet the needs of students with learning difficulties. Even fewer studies have investigated primary school teachers' implementation of Humanities and Social Science (HASS) inquiry learning. This chapter investigates primary school teachers' practices of implementing HASS inquiry learning, including strategies used to support students with learning difficulties, and school based factors impacting the implementation of inquiry learning. One Queensland regional school was identified using a theory-based sampling method. Teachers were recruited using criterion sampling method. Data were collected from semi-structured interviews and demographic questionnaires; and HASS unit plans of three teachers (n=3) were synthesised into three themes: (i) teachers described a sense of professional fulfilment when implementing inquiry learning; (ii) teachers implemented specific strategies including explicit instruction to differentiate learning for students with learning difficulties; and (iii) school-based factors including leadership endorsement impact on successful implementation of inquiry learning in a primary school. Data obtained from the single school and small sample limit generalisability, therefore future research regarding teachers' implementation of HASS inquiry learning is recommended. Identification of strategies that support students with learning difficulties, and the impact of HASS inquiry learning on achievement amongst students with and without learning difficulties, are also recommended.
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Conference papers on the topic "Educational achievement; Demographics"

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Luwes, Nicolaas Johannes, and James Swart. "The relationship between demographics and the academic achievement of engineering students." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5206.

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The changing structure of student populations or cohorts over decades’ produces changing academic achievements or results. This may be due to a number of factors, including the school education system, the political system and the sociocultural system. The aim of this paper is to analyse the relationship between student demographics and the academic achievement of undergraduate engineering students over a 15-year period. A longitudinal descriptive study is used to determine the relationships between specific variables that existed between 1998 and 2013. These variables include gender, age and home languages of students that are contrasted to their final grade in a compulsory Design Projects module. Students need to obtain more than 50% to successfully complete this module, with the results indicating greater success for students with an Afrikaans or IsiZulu mother tongue than compared to students with a Sesotho, Setswana or Xhosa mother tongue. Younger students, less than 21 years of age, have a higher pass rate than older students who are more than 24 years of age. Finally, males outnumber females by more than 3:1. However, their final overall pass rates differ by only 3%, suggesting that both genders performed equally well in the Design Projects module. A key recommendation is to provide additional academic support to older students who may be struggling to synthesize knowledge and skills from a wide number of modules
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Chiner, Esther, Marcos Gómez-Puerta, and María Cristina Cardona-Moltó. "EXPLORING STUDENT TEACHERS’ LEARNING STRATEGIES AND THE RELATIONSHIP WITH ACADEMIC ACHIEVEMENT AND DEMOGRAPHIC VARIABLES." In International Conference on Education and New Developments 2020. inScience Press, 2020. http://dx.doi.org/10.36315/2020end083.

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Abdiyeva, Raziya, and Kadiyan Boobekova. "Psychological Factors Affecting Students Academic Performance in Kyrgyzstan." In International Conference on Eurasian Economies. Eurasian Economists Association, 2019. http://dx.doi.org/10.36880/c11.02254.

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The quality of human capital plays decisive role in the social and economic development of the country. Education and its quality are essential issue to government. In the learning process the students’ comprehension is important in achieving the determined goal. However there are various factors that affect the students’ performance as socio-demographic, economic and psychologic factors. This paper is aimed to investigate the effect of psychologic factors on academic achievements of students in higher education in the case of the Kyrgyz Turkish ‘Manas’ University. Psychological factors were analyzed using ordered probit model and data that was obtained in 2014 by conducting a questionnaire to 3133 students. According to the results psychological factors significantly affect academic performance of students.
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