To see the other types of publications on this topic, follow the link: Educational achievement; Demographics.
Journal articles on the topic 'Educational achievement; Demographics'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Educational achievement; Demographics.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full text
6
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.
Full textAbstract:
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.
7
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.
Full text
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Baker, Claire E. "Fathers’ and mothers’ language acculturation and parenting practices: Links to Mexican American children’s academic readiness." Journal of Early Childhood Research 16, no. 1 (January 13, 2016): 52–64. http://dx.doi.org/10.1177/1476718x15614044.
Full textAbstract:
This study used a family-centered ecological lens to examine predictive relations among fathers’ and mothers’ language acculturation, parenting practices, and academic readiness in a large sample of Mexican American children in preschool ( N = 880). In line with prior early childhood research, parent language acculturation was operationalized as fathers’ and mothers’ English proficiency and primary language used in the home. Parenting was operationalized as fathers’ and mothers’ participation in home learning stimulation (e.g. shared book reading). Analyses showed that, after controlling for demographics, fathers’ and mothers’ primary language in the home predicted children’s reading achievement and fathers’ and mothers’ English proficiency predicted children’s math achievement. Furthermore, maternal home learning stimulation made a unique contribution to children’s reading achievement after the influence of parent language acculturation was accounted for, underscoring the importance of home learning stimulation for strengthening Mexican American children’s reading skills prior to school entry.
12
Cloney, Dan, Collette Tayler, John Hattie, Gordon Cleveland, and Ray Adams. "The Selection of ECEC Programs by Australian Families: Quality, Availability, Usage and Family Demographics." Australasian Journal of Early Childhood 41, no. 4 (December 2016): 16–27. http://dx.doi.org/10.1177/183693911604100403.
Full textAbstract:
HIGH-QUALITY EARLY CHILDHOOD education and care (ECEC) programs have the potential to ameliorate socioeconomic status (SES) gradients. In the Australian ECEC market, however, there is no guarantee that children from low SES backgrounds access high-quality ECEC programs. This study tested the influence of family SES on the selection of ECEC program quality. Participants were 2494 children enrolled in up to 1427 ECEC classrooms (mean age at entry = 43 months, SD = eight months). The study controlled for a range of child, family, home and community-level background factors. Both cross-sectional (linear regression) and longitudinal (growth models) methods are used. The study confirmed that children from lower SES families were more likely to attend lower quality programs. Longitudinal modelling showed the largest quality gap before kindergarten. To narrow SES-related achievement gaps there is a need to significantly improve aspects of program quality that influence children's development, and specifically to do so in programs for younger children. There is a particular need to target ECEC programs in lower SES areas to ameliorate the observed SES quality gradient. The findings further challenge current policy directions from the Productivity Commission inquiry into child care and early learning.
13
Grissmer, David W., John A. Beekman, and David R. Ober. "Focusing on Short-term Achievement Gains Fails to Produce Long-term Gains." Education Policy Analysis Archives 22 (February 3, 2014): 5. http://dx.doi.org/10.14507/epaa.v22n5.2014.
Full textAbstract:
The short-term emphasis engendered by No Child Left Behind (NCLB) has focused research predominantly on unraveling the complexities and uncertainties in assessing short-term results, rather than developing methods and assessing results over the longer term. In this paper we focus on estimating long-term gains and address questions important to evaluating schools and identifying educational policies and practices that produce long-term sustained gains. Estimates are made of annual pass rates on state exams using fixed effect models for six years of pass rates at grades 3, 6, 8 and 10; the percentages of schools making statistically significant gains, gains, losses, and statistically significant losses in pass rates are determined. Estimates are contrasted using models that include and exclude demographic characteristics. The percentages of schools with statistically significant gains varied markedly from 38 to 6 at grades 6 and 10, respectively; the percentage of schools with statistically significant declines ranged from less than 8 percent at grades 3, 6, and 8, to 23 percent at grade 10. Including demographics increased the percentages of schools with statistically significant gains and lowered the percentages with statistically significant declines. The results suggest that schools with higher proportions of free-reduced lunch and minority students are more likely to have statistically significant gains with demographic controls. Estimates of pass rate trends are made using Monte Carlo simulations; from these simulations the percentages of schools that may be mislabeled as having statistically significant gains and losses are determined. Even with six years of trend data, results suggest that chance can still play a significant role in mislabeling school performance, especially in grades having weak overall trends.
14
Thanissaro, Phra Nicholas. "How Sustainable is Pupil Self-Esteem as an Educational Objective for Religious Minorities?" Discourse and Communication for Sustainable Education 7, no. 2 (December 1, 2016): 118–31. http://dx.doi.org/10.1515/dcse-2016-0020.
Full textAbstract:
Abstract Although the importance of self-esteem in educational achievement is contested, it remains a significant touchstone of multicultural religious education. This study set out to establish differences in demographics and attitudes between high self-esteem and low self-esteem Buddhist teenagers who are a small religious minority in Britain. Low self-esteem teens expressed less well-being, more worry in relationships with their family and friends, low motivation in school, more supernatural beliefs, more introversion, felt Buddhism irrelevant and used the internet more. Self-esteem was not linked to religious values or environmental concern. Narrow focus on self-esteem as an educational aim risks the known weaknesses of multiculturalism that have since been overcome in pluralist education. The limited usefulness of the self-esteem concept does however reveal ways forward for teachers of minority education, introverts and sustainability.
15
Mammen, Asha Sara, and Harold Andrew Patrick. "Does Tenure and Age Influence Work Environment Perception of Faculty in Business Schools?" Ushus - Journal of Business Management 14, no. 2 (April 1, 2015): 67–89. http://dx.doi.org/10.12725/ujbm.31.5.
Full textAbstract:
The right attitudes, belief and spirit of acceptance are the basic essentials to achievement of growth, innovation and sustainability in a constantly changing scenario. One aspect that leads to significant difference in attitudes, belief’s and perception are the demographic attributes of employees. Review of literature have shown that there is a negligence of the use of demographics in OB and HRM research leading to a state called black box filled with unreliable, vague and untested theories. Considering the importance and contribution of the Indian educational sector towards the emerging knowledge based and technology driven economy, the core stakeholders which are the faculty need to be in an environment that enables them cater to the development of minds. This paper investigates the influence of demographics which are tenure based and age on the perception held by faculty members towards the dimensions of their psychological work environment. Survey data was collected from a sample of 182 faculty members working in AICTE recognized and state university affiliated business schools in Kerala by administering standardized, valid and reliable tools. One-way ANOVA was used to analyse data. Results show that there was mixed response toperception towards work environment dimensions across the different tenure based demographics considered such as tenure with current organisation, tenure of teaching experience, tenure of industrial experience, tenure of total work experience and age. The implications, findings and suggestions for future research are detailed
16
Nichols, Craig R., Claudio Jeldres, Khanh Pham, Siamak Daneshmand, Christian K. Kollmannsberger, Brandon M. Hayes-Lattin, Katherine Odem-Davis, Erika Wolff, and Christopher R. Porter. "Influence of social demographics and African-American race on outcomes in testicular cancer: Analysis of 75,902 patients in the National Cancer database." Journal of Clinical Oncology 32, no. 4_suppl (February 1, 2014): 391. http://dx.doi.org/10.1200/jco.2014.32.4_suppl.391.
Full textAbstract:
391 Background: While there have been substantial advances in treatment and outcomes in testicular cancer, most of the data are derived from large institutionals or clinical trials. Testicular germ cell tumors are uncommon (8,000 new patients annually in US). The incidence among patients (pts) of African origins is extremely low. Most of the conclusions regarding outcomes are based on Caucasian pts from research institutions. Information about modern outcomes in non-Caucasian races is scant and little is known about the influence of various social demographic parameters on presentation patterns and survival. Using this population-based database available through the NCDB, we sought to better understand social and racial variations in outcomes. Methods: Within the NCDB, 75,902 testicular cancer pts were available for review. Tools available through the NCDB were utilized for analysis. Herein, we evaluated social demographics (insurance type, educational achievement, annual income, type of treating institution) and racial/ethnic characteristics as they pertained to stage at presentation and survival. Results: 75,902 pts were available from the timeframe of 1998 through 2011 for aggregation of social demographic features as well as racial/ethnic characteristics. Overall survival was available on 48573 pts through 2006. Racial-ethnic breakdown at presentation was 84.1% (n=63,867) Caucasian and African-American 2.7% (n=2,083). Overall, insurance type, education (% without high school degree), income (< $ 30000 to >$46,000) and type of treating hospital were analyzed using univariate and multivariate models. Full details will be presented. Conclusions: Unfavorable presentations and outcomes in testicular cancer are seen by race and social demographics. In depth analytics are being performed to characterize the variations as related to biological/genetic differences and/or differences in social demographics. In this very large cohort, the National Cancer database demonstrates a 2-fold risk increase in death in African American pts relative to Caucasian pts with similar stage at presentation.
17
Fitchett, Paul G., Tina L. Heafner, and Richard G. Lambert. "An analysis of predictors of history content knowledge: Implications for policy and practice." education policy analysis archives 25 (June 26, 2017): 65. http://dx.doi.org/10.14507/epaa.25.2761.
Full textAbstract:
How and to what extent students learn history content is a complicated process, drawing from the instructional opportunities they experience; the policy prioritization of history/social studies instruction in schools; and their own cultural perspectives toward the past. In an attempt to better understand the complex inter-play among these dimensions, we examined relationships among student sociocultural characteristics, instructional exposure, and school-level variables and US History content knowledge. Using data from the 2010 National Assessment of Educational Progress Test on US History (NAEP-USH), multilevel analyses indicated that while sociocultural indicators (such as race, gender, and socioeconomic status) correlate with achievement, students’ instructional exposure variables remain significant predictors of history content knowledge. Moreover, school context such as building-level demographics and state testing-policy predict between school variance in content knowledge and moderate the achievement gap. Results also suggest that, while a substantial achievement gap remains, exposure to text-based instructional practices is associated with increased knowledge. Findings from this study have policy implications for the development of a more inclusive social studies curriculum, the advocating of text-dependent instruction as a high-leverage practice among history teachers, and cautious consideration of tests as proxies for accountability in history education.
18
Potochnick, Stephanie. "The Academic Adaptation of Immigrant Students with Interrupted Schooling." American Educational Research Journal 55, no. 4 (April 4, 2018): 859–92. http://dx.doi.org/10.3102/0002831218761026.
Full textAbstract:
This study provides the first national-level assessment of the size and academic performance of immigrant students with interrupted schooling. Exploiting unique aspects of the Educational Longitudinal Study (2002), a national-level survey of U.S. 10th graders, this study identifies students with interrupted schooling and uses multivariate analysis to assess their academic performance compared to other immigrants and nonimmigrants. Results indicate that over 10% of foreign-born youth experience interrupted schooling. These students have lower academic achievement and attainment than their peers, but are just as or more engaged in school. Premigration demographics, but not postmigration family and school characteristics, explain some of these academic performance differences and the consequences of interrupted schooling differ for primary- and secondary-grade-age arrivals.
19
Eccles, Jacquelynne S., and Ming-Te Wang. "What motivates females and males to pursue careers in mathematics and science?" International Journal of Behavioral Development 40, no. 2 (November 22, 2015): 100–106. http://dx.doi.org/10.1177/0165025415616201.
Full textAbstract:
Drawing on Eccles’ expectancy-value model of achievement-related choices, we examined the personal aptitudes and motivational beliefs at 12th grade that move individuals toward or away from science, technology, engineering, and mathematics (STEM) occupations at age 29. In the first set of analyses, occupational and lifestyle values, math ability self-concepts, family demographics, and high school course-taking more strongly predicted both individual and gender differences in the likelihood of entering STEM careers than math scores on the Differential Aptitude Test. In the second set of analyses, individual and gender differences in career decisions within STEM disciplines (health, biological, and medical sciences (HBMS) versus mathematics, physical, engineering, and computer sciences (MPECS)) were best predicted by occupational values (i.e. preferences for work that were people oriented and altruistic predicted entrance into HBMS instead of MPECS careers). Females were less likely to hold the beliefs that predicted selection of STEM in general, but those who did choose STEM were more likely to select HBMS than MPECS. One Sentence Summary: Gender differences in selecting STEM related and health, biological, and medical occupations result primarily from gender differences in occupational and lifestyle values.
20
Idowu, Modupe, Solomon Badejoko, Paul Rowan, and Harinder S. Juneja. "Academic Achievement for Adults with Sickle Cell Disease Compared with Healthy Siblings." Blood 124, no. 21 (December 6, 2014): 4936. http://dx.doi.org/10.1182/blood.v124.21.4936.4936.
Full textAbstract:
Abstract Introduction: Sickle cell disease (SCD) is a disabling condition that affects about one out of every 500 African American births in the United States. Children and adolescents with SCD have high rates of school absenteeism and poor academic achievement, yet there are very few studies that have investigated the impact of SCD on adult patients’ academic achievement. Since SCD mostly affects individuals of African descent, the possible risk factors for poor academic achievement and school absenteeism are an intricate combination of disease, demographic, and socio-economic variables. Potential associates of poor academic performance and school absenteeism in adults with SCD include health-related (pain frequency and intensity, health-care utilization), psychosocial (support system, coping mechanism), and poverty (many with SCD have low socioeconomic status). The goal of this study is to compare SCD patients’ academic achievement and school absenteeism with their unaffected siblings. Patients and Methods: Forty adult SCD patients (28 hemoglobin SS, 8 hemoglobin SC, 1 Sβ0 and 3 Sβ+; age: median = 29, range 19-56 years; sex: 20 males, 20 females) completed questionnaires relating to their academic performance. Patients on chronic transfusion therapy and those with other disabling conditions unrelated to SCD were excluded. Surveys, gathered during routine clinic visits, assessed demographics, use of hydroxyurea, current school status, highest grade completed, average number of school days missed per different time periods, average number of exams missed per school year, academic goal, and academic satisfaction. The survey also asked the patient to provide the academic achievement information for a healthy sibling, if they had a sibling within five years of age. Additional clinical measures were gathered by chart review. These included number of days in the health care facilities for acute illness and for routine clinic appointments in the previous year, and SCD-related laboratory and tests results. Results: Twenty-three out of forty patients (57.5%) were on hydroxyurea therapy and 24/40 (60%) had 3 or more hospitalizations in the previous one year. Twenty-seven (68%) of patients reported missing at least one important exam each year. Thirty-four of the forty (85%) SCD patients reported missing school on average once per week while this is true of 8/40 (13%) of their healthy siblings (p < .001, all patient/sibling comparisons tested by McNemar’s Exact (binomial) test). Six out of forty SCD patients (15%) are college graduates as compared to 14/40 (35%) of their healthy siblings (p < .001). Twenty-one of the 34 SCD patients (62%) who are not college graduates reported that they had some college education. Six out of forty SCD patients (15%) are currently in school. Five out of forty (33%) SCD patients compared with 8/40 (43%) siblings have GED or less education (not statistically different, p= .55). Nineteen (48%) of the patients reported that they were not satisfied with their academic achievement. Conclusions: School absenteeism and poor academic achievement are profound for adult patients with SCD. There is a significant difference in the school absenteeism between SCD patients and their healthy siblings. It is important to note that 62% of patients who are not college graduate reported to have had some college education; disability accommodations seem very likely to assist higher-education goals. Our future studies will focus on developing specific interventions that may improve academic support and accommodation of SCD patients. This will certainly require collaboration between patients, families, medical providers, and educational institutions. Disclosures No relevant conflicts of interest to declare.
21
Bennett, Audrey, and Ron Eglash. "cSELF (Computer Science Education from Life)." International Journal of Web-Based Learning and Teaching Technologies 8, no. 4 (October 2013): 34–49. http://dx.doi.org/10.4018/ijwltt.2013100103.
Full textAbstract:
The phrase “broadening participation” is often used to describe efforts to decrease the race and gender gap in science and engineering education, and in this paper the authors describe an educational program focused on addressing the lower achievement rates and career interests of underrepresented ethnic groups (African American, Native American, and Latino students). However “broadening participation” can also describe the more general problem of a narrow, decontextualized form of education that can alienate all demographics. Broadening the scope of computing education can not only help address disparities in different social groups, but also make technical education more attractive to all individuals, and help us create a generation of science and engineering professionals who can better incorporate an understanding of the world into their technical work. The program the authors report on, Computer Science Education from Life (cSELF) takes a modest step in this direction. Using the concept of “design agency” the authors describe how this merging of abstract formal structures, material creative practice, and cultural knowledge can improve underrepresented student engagement, and foster learning practices in computing that offer broader forms of social expression for all students.
22
Kumwenda, Ben, Jennifer A. Cleland, Kim Walker, Amanda J. Lee, and Rachel Greatrix. "The relationship between school type and academic performance at medical school: a national, multi-cohort study." BMJ Open 7, no. 8 (August 2017): e016291. http://dx.doi.org/10.1136/bmjopen-2017-016291.
Full textAbstract:
ObjectivesDifferential attainment in school examinations is one of the barriers to increasing student diversity in medicine. However, studies on the predictive validity of prior academic achievement and educational performance at medical school are contradictory, possibly due to single-site studies or studies which focus only on early years’ performance. To address these gaps, we examined the relationship between sociodemographic factors, including school type and average educational performance throughout medical school across a large number of diverse medical programmes.MethodsThis retrospective study analysed data from students who graduated from 33 UK medical schools between 2012 and 2013. We included candidates’ demographics, pre-entry grades (adjusted Universities and Colleges Admissions Service tariff scores) preadmission test scores (UK Clinical Aptitude Test (UKCAT) and Graduate Medical School Admissions Test (GAMSAT)) and used the UK Foundation Programme’s educational performance measure (EPM) decile as an outcome measure. Logistic regression was used to assess the independent relationship between students’ background characteristics and EPM ranking.ResultsStudents from independent schools had significantly higher mean UKCAT scores (2535.1, SD=209.6) than students from state-funded schools (2506.1, SD=224.0, p<0.001). Similarly, students from independent schools came into medical school with significantly higher mean GAMSAT scores (63.9, SD=6.9) than students from state-funded schools (60.8, SD=7.1, p<0.001). However, students from state-funded schools were almost twice as likely (OR=2.01, 95% CI 1.49 to 2.73) to finish in the highest rank of the EPM ranking than those who attended independent schools.ConclusionsThis is the first large-scale study to examine directly the relationship between school type and overall performance at medical school. Our findings provide modest supportive evidence that, when students from independent and state schools enter with similar pre-entry grades, once in medical school, students from state-funded schools are likely to outperform students from independent schools. This evidence contributes to discussions around contextualising medical admission.
23
Sherr, Lorraine, Kathryn J. Roberts, Mark Tomlinson, Sarah Skeen, Helen Mebrahtu, Sarah Gordon, Stefani du Toit, Katharina Haag, and Lucie D. Cluver. "Food Should not be Forgotten: Impacts of Combined Cash Transfer Receipt and Food Security on Child Education and Cognition in South Africa and Malawi." AIDS and Behavior 25, no. 9 (June 11, 2021): 2886–97. http://dx.doi.org/10.1007/s10461-021-03317-6.
Full textAbstract:
AbstractSocial protection can take many forms. Both cash transfers and food security may have important contributions to child cognitive development. This study examines the potential impact of combinations of cash transfers and food security status on child cognitive development and educational outcomes. Cross-sectional data for 796 HIV-affected children in the Child Community Care study were utilised for this analysis. Children and caregivers completed interview schedules comprised of standardised items on socio-demographics, household data, cash grant receipt and food security status, school achievement, and cognition. A series of logistic and linear regression models and marginal effects analyses were undertaken to explore the impacts of differing levels of social protection (none; either cash grant receipt or food secure status or, both in combination) on child educational and cognitive outcomes. Although all children lived in poverty-stricken households, 20% (157/796) of children did not live in a household in receipt of a cash grant and did not report food security; 32.4% (258/796) reported either component of social protection and, 47.9% (381/796) received both measures of social protection in combination. Compared to no social protection, being in receipt of either component of social protection was found to be significantly associated with being in the correct class for age, higher scores of non-verbal cognition, and higher working memory scores. Receiving both social protection measures in combination was found to be significantly associated with reduced educational risk scores, improved odds of being in the correct class for age, regular school attendance, missing less than a week of school in the previous two weeks, higher scores on measures of nonverbal cognition, higher working memory scores, and learning new things more easily. Educational and cognitive outcomes for children can be bolstered by social protection measures (cash grant receipt or food security). Benefits are enhanced when social protection is received in combination. Such findings support the notion of synergistic social protection responses for children living in environments impacted by high levels of HIV burden and deprivation.
24
Johnston, Lindsay C., Ruijun Chen, Travis M. Whitfill, Christie J. Bruno, Orly L. Levit, and Marc A. Auerbach. "Do you see what I see? A randomised pilot study to evaluate the effectiveness and efficiency of simulation-based training with videolaryngoscopy for neonatal intubation." BMJ Simulation and Technology Enhanced Learning 1, no. 1 (May 20, 2015): 12–18. http://dx.doi.org/10.1136/bmjstel-2015-000031.
Full textAbstract:
IntroductionDirect laryngoscopy (DL) and airway intubation are critical for neonatal resuscitation. A challenge in teaching DL is that the instructor cannot assess the learners’ airway view. Videolaryngoscopy (VL), which allows display of a patient's airway on a monitor, enables the instructor to view the airway during the procedure. This pilot study compared deliberate practice using either VL with instruction (I-VL) or traditional DL. We hypothesised that I-VL would improve the efficiency and effectiveness of neonatal intubation (NI) training.MethodsParticipants (students, paediatric interns and neonatal fellows) were randomised to I-VL or DL. Baseline technical skills were assessed using a skills checklist and global skills assessment. Following educational sessions, deliberate practice was performed on mannequins using the Storz C-MAC. With I-VL, the instructor could guide training using a real-time airway monitor view. With DL, feedback was based solely on technique or direct visual confirmation, but the instructor and learner views were not concurrent. During summative assessment, procedural skills checklists were used to evaluate intubation ability on a neonatal airway trainer. The duration of attempts was recorded, and recorded airway views were blindly reviewed for airway grade. ‘Effectiveness’ reflected achievement of the minimum passing score (MPS). ‘Efficiency’ was the duration of training for learners achieving the MPS.Results58 learners were randomised. Baseline demographics were similar. All participants had a significant improvement in knowledge, skills and comfort/confidence following training. There were no significant differences between randomised groups in efficiency or effectiveness, but trends towards improvement in each were noted. Fellows were more likely to achieve ‘competency’ postinstruction compared to non-fellows (p<0.001).ConclusionsThis educational intervention to teach NI increased the learner's knowledge, technical skills and confidence in procedural performance in both groups. I-VL did not improve training effectiveness. The small sample size and participant diversity may have limited findings, and future work is indicated.
25
Paulsen, Justin, and Alexander C. McCormick. "Reassessing Disparities in Online Learner Student Engagement in Higher Education." Educational Researcher 49, no. 1 (January 2020): 20–29. http://dx.doi.org/10.3102/0013189x19898690.
Full textAbstract:
Online learning is the fastest growing segment in U.S. higher education and is increasingly adopted in public and private not-for-profit institutions. While the impact of online learning on educational outcomes is becoming more clear, the literature on its connection with student engagement is sparse. Student engagement measures identify key aspects of the learning process that can improve learning and outcomes like retention and achievement. The few studies investigating the link between online learning and student engagement found positive benefits for online learners compared to face-to-face learners in terms of perceived academic challenge, learning gains, satisfaction, and better study habits. On the other hand, face-to-face learners reported higher levels of environment support, collaborative learning, and faculty interaction. However, these studies did not effectively account for the differences in background characteristics like age, time spent working or caring for dependents, and enrollment status. Further, they did not consider the increasingly large population of students who enroll in both online and face-to-face courses. In our study, we used propensity score matching on the 2015 National Survey of Student Engagement data to account for the disparities in these groups’ demographics variables. After matching, we found that some of the previous literature’s differences diminish or disappear entirely. This suggests differences in supportive environments and learning strategies have more to do with online student characteristics than learning mode. However, online learning still falls well below other modes in terms of collaborative learning and interaction with faculty.
26
York, Thomas, Heloise Jenney, and Gareth Jones. "Clinician and computer: a study on patient perceptions of artificial intelligence in skeletal radiography." BMJ Health & Care Informatics 27, no. 3 (November 2020): e100233. http://dx.doi.org/10.1136/bmjhci-2020-100233.
Full textAbstract:
BackgroundUp to half of all musculoskeletal injuries are investigated with plain radiographs. However, high rates of image interpretation error mean that novel solutions such as artificial intelligence (AI) are being explored.ObjectivesTo determine patient confidence in clinician-led radiograph interpretation, the perception of AI-assisted interpretation and management, and to identify factors which might influence these views.MethodsA novel questionnaire was distributed to patients attending fracture clinic in a large inner-city teaching hospital. Categorical and Likert scale questions were used to assess participant demographics, daily electronics use, pain score and perceptions towards AI used to assist in interpretation of their radiographs, and guide management.Results216 questionnaires were included (M=126, F=90). Significantly higher confidence in clinician rather than AI-assisted interpretation was observed (clinician=9.20, SD=1.27 vs AI=7.06, SD=2.13), 95.4% reported favouring clinician over AI-performed interpretation in the event of disagreement.Small positive correlations were observed between younger age/educational achievement and confidence in AI-assistance. Students demonstrated similarly increased confidence (8.43, SD 1.80), and were over-represented in the minority who indicated a preference for AI-assessment over their clinicians (50%).ConclusionsParticipant’s held the clinician’s assessment in the highest regard and expressed a clear preference for it over the hypothetical AI assessment. However, robust confidence scores for the role of AI-assistance in interpreting skeletal imaging suggest patients view the technology favourably.Findings indicate that younger, more educated patients are potentially more comfortable with a role for AI-assistance however further research is needed to overcome the small number of responses on which these observations are based.
27
Khaled, Mohammed Soleiman Bani, and Omar Atallah Al-Adamat. "Cyberbullying Among Adolescent Students in Light of Some Demographic Variables." International Journal of Cyber Behavior, Psychology and Learning 11, no. 1 (January 2021): 38–49. http://dx.doi.org/10.4018/ijcbpl.2021010103.
Full textAbstract:
This study aims to identify the level of cyberbullying among a sample consisting of teenager students in the city of Mafraq in Jordan. It also aims to identify the differences at the level of cyberbullying in terms of gender, educational level, and academic achievement. The sample of the study was composed of 160 male and female students randomly selected from four schools of the education directorate in the northeast desert in 2020. Cyberbullying scale was employed in this research. The results revealed that the level of cyberbullying among adolescent students was moderate. Findings also suggested that there are differences at the level of cyberbullying between students in terms of gender, educational level, and academic achievement. In addition, the results suggested differences between the participants attributed to the interaction between gender and academic achievement and the interaction between educational level and academic achievement.
28
Covington Clarkson, Lesa M. "Demographic Data and Immigrant Student Achievement." Theory Into Practice 47, no. 1 (January 23, 2008): 20–26. http://dx.doi.org/10.1080/00405840701764698.
Full text
29
Krishnaveni, R., and J. Anitha. "Towards Standardizing Education: Specific Dispositions for Educators and their Impact on Teacher Efficacy." Vikalpa: The Journal for Decision Makers 33, no. 1 (January 2008): 85–92. http://dx.doi.org/10.1177/0256090920080106.
Full textAbstract:
In today's competitive environment, all professions need standardization and formulation of guidelines. This study develops a comprehensive model of professional characteristics of an Educator that would prepare them for high standards of professional achievements. A vital quality of the educators — ‘teacher efficacy’ — is studied for establishing an association with the various characteristics that would result in identification of specific dispositions. A set of ten vital characteristics were identified which were sorted under three spheres of the educators'. work life. These characteristics were then defined appropriately for the teaching discipline. A questionnaire with sixty items validated for its reliability and validity was then used to collect data from 98 medical professors. The data was processed in statistical package for social sciences to analyse the existing characteristics. Partial Least Squares method was used to build a research model that show the inter-linkages between the characteristics and those with teacher efficacy with their strength of association. A wide range of literature resulted in ten characteristics namely subject knowledge, teaching prowess, updating knowledge, collegiality, commitment, teacher-student relationship, empowerment, self development, remuneration and ethical conduct and a theoretical three-factor model of professional characteristics of educators. The level of the existing professional dispositions for the various demographics is calculated and discussed. A research model depicting the inter-linkages between the ten characteristics and teacher efficacy is developed which is analysed using the t-statistic through partial least squares method. Subject knowledge and updating knowledge leads to teaching prowess Collegiality, teacher-student relationship and empowerment lead to commitment Teaching prowess, commitment, self development, and remuneration correlates to teacher efficacy. Self development, commitment, and subject knowledge have a major impact on teacher efficacy. These characteristics when enhanced will be found to have an enriched teacher efficacy with the educators in the medical stream. It is believed that enhancing of teacher efficacy would result in improving student motivation and student achievement which is the ultimate goal of any institution. It would also have a deep impact on students who will be trained and dealt with in a more proficient approach. The paper limits itself in analysing the inter-linkages of characteristics and their impact on teacher efficacy for the stream of medical educators only. The model may be used for various educational streams. Further study is possible focusing on the impact of these characteristics on students, institution, and the community as a whole.
30
Shukla, Vachaspati, and Udaya S. Mishra. "Literacy achievement in India: A demographic evaluation." PROSPECTS 47, no. 3 (September 2017): 257–74. http://dx.doi.org/10.1007/s11125-018-9429-x.
Full text
31
Aldous, Joan. "Family, Ethnicity, and Immigrant Youths’ Educational Achievements." Journal of Family Issues 27, no. 12 (December 2006): 1633–67. http://dx.doi.org/10.1177/0192513x06292419.
Full textAbstract:
Data from the 1988 National Educational Longitudinal Study (NELS) are used to examine immigrant youths’ reading comprehension and mathematics’ standardized scores as well as their parents’ demographic characteristics and parent-child relations that could influence children’s educational achievements. The comparisons were among parents who had emigrated from Asian, Central and South American, or the less often included European countries and their first- and second-generation offspring. It appeared that Asian students did somewhat better than the other groups. However, regardless of ethnicity and also as hypothesized, parents’ aspirations for their children to obtain more education as well as the children’s own aspirations generally were positively related to their children’s doing well in school. Contrary to previous research, though, ethnic background did not consistently differentiate parental help with homework or parent-child conversations about school on the adolescents’ standardized scores.
32
Marks, Gary N. "Demographic and socioeconomic inequalities in student achievement over the school career." Australian Journal of Education 58, no. 3 (July 24, 2014): 223–47. http://dx.doi.org/10.1177/0004944114537052.
Full textAbstract:
This paper examines changes in demographic and socioeconomic inequalities in student achievement over the school career, and the extent that these inequalities are accounted for by other influences such as, region and socioeconomic background (where appropriate), school differences and prior achievement. The data analysed are from a longitudinal cohort of Victorian government school students in Years 3, 5 and 7 between 2008 and 2012. The most important finding is the dominant influence of prior achievement which substantially reduces demographic and socioeconomic differences. The strong effects of prior achievement hold even after differences between schools and socioeconomic background have been taken into account. Therefore, policy positions and theories of student performance that give primacy to the socioeconomic resources of families when students are at school, or schools themselves, are not supported. The genesis of demographic and socioeconomic inequalities in student achievement occurs prior to Year 3 and point to the importance of factors operating in the preceding years.
33
Ford, Donna Y. "Black Students' Achievement Orientation as a Function of Perceived Family Achievement Orientation and Demographic Variables." Journal of Negro Education 62, no. 1 (1993): 47. http://dx.doi.org/10.2307/2295399.
Full text
34
Onwuegbuzie, Anthony J., Phillip Bailey, and Christine E. Daley. "Cognitive, Affective, Personality, and Demographic Predictors of Foreign-Language Achievement." Journal of Educational Research 94, no. 1 (September 1, 2000): 3–15. http://dx.doi.org/10.1080/00220670009598738.
Full text
35
SOLYALI, Sibel, and Suleyman CELENK. "The Impact of Family on School Achievement." Revista de Cercetare si Interventie Sociala 71 (December 1, 2020): 325–42. http://dx.doi.org/10.33788/rcis.71.20.
Full textAbstract:
Parents have a significant role in children education. Children maintain their knowledge and habits in school life and in the family environment throughout their lives. These behaviors and attitudes acquired in the family environment directly affect students' school success. In this study, the tradition of parents reading, democratic attitude, training, support, comparison, incompatibility, parent- school relationship, educational status, income levels, and the number of children have been compared. Survey method among quantitative research methods and demographic information scale developed by the researcher were used in the study. The third grade comprised a sample of 307 students from 9 schools determined by random sampling from primary schools in Northern Cyprus. It concluded that parents 'level of education, income level, divorce and having three children directly affected children's school success accaording to reading tradition, democratic attitude, educational support, comparison, lack of livelihood and the state of the parents' relationship with the school variables.
36
Schaefer, Christina J., Ricarda Hoop, Stefanie Schürch-Reith, Dominik Stambach, Oliver Kretschmar, Urs Bauersfeld, Beatrice Latal, and Markus A. Landolt. "Academic achievement and satisfaction in adolescents with CHD." Cardiology in the Young 26, no. 2 (February 24, 2015): 257–62. http://dx.doi.org/10.1017/s1047951115000074.
Full textAbstract:
AbstractObjectivesTo evaluate academic achievement and satisfaction in adolescents with CHD.Study designQuestionnaires were sent to all adolescents, aged between 17 and 20 years with CHD, currently treated at our hospital (n=326) in order to assess the patients’ education and satisfaction with their academic career. Results were compared with the official community statistics.ResultsA total of 207 patients completed the questionnaires (participation rate 63.5%), 113 boys and 94 girls; 50% had completed mandatory school at the highest, 37.3% at the middle, and 12.7% at the lowest educational level. The distribution in the general population was comparable: 57.6, 32.5, and 9.9%, respectively (p=0.8). Adolescents with severe CHD were less likely to attain a higher educational level than those with moderate or mild CHD (p=0.03 for school grades 7–9). None of the other examined medical or socio-demographic factors, such as socio-economic status, foreign language, severity of CHD, cyanosis, and open heart surgery, were found to be associated with lower educational attainment. After the mandatory 9 years of schooling, 21.4% (n=44) of the patients with CHD compared with 16.7% in the general population attended higher school levels heading towards university education (p=0.7). From the 165 patients who provided information on career satisfaction, 79% regarded their job or school situation as being their desired one without a difference for those with severe CHD.ConclusionSchool education in Swiss adolescents with CHD is very similar to the normal population. In addition, the majority of adolescents are satisfied with their educational career. This fact may be due to the good educational support provided during schooling.
37
Al-Mekhlafi, Hesham M., Mohammed A. Mahdy, Atiya A. Sallam, W. A. Ariffin, Abdulsalam M. Al-Mekhlafi, Adel A. Amran, and Johari Surin. "Nutritional and socio-economic determinants of cognitive function and educational achievement of Aboriginal schoolchildren in rural Malaysia." British Journal of Nutrition 106, no. 7 (April 15, 2011): 1100–1106. http://dx.doi.org/10.1017/s0007114511001449.
Full textAbstract:
A community-based cross-sectional study was carried out among Aboriginal schoolchildren aged 7–12 years living in remote areas in Pos Betau, Pahang, Malaysia to investigate the potential determinants influencing the cognitive function and educational achievement of these children. Cognitive function was measured by intelligence quotient (IQ), while examination scores of selected school subjects were used in assessing educational achievement. Blood samples were collected to assess serum Fe status. All children were screened for soil-transmitted helminthes. Demographic and socio-economic data were collected using pre-tested questionnaires. Almost two-thirds (67·6 %) of the subjects had poor IQ and most of them (72·6 %) had insufficient educational achievement. Output of the stepwise multiple regression model showed that poor IQ was significantly associated with low household income which contributed the most to the regression variance (r2 0·059; P = 0·020). Low maternal education was also identified as a significant predictor of low IQ scores (r2 0·042; P = 0·043). With educational achievement, Fe-deficiency anaemia (IDA) was the only variable to show significant association (r2 0·025; P = 0·015). In conclusion, the cognitive function and educational achievement of Aboriginal schoolchildren are poor and influenced by household income, maternal education and IDA. Thus, effective and integrated measures to improve the nutritional and socio-economic status of rural children would have a pronounced positive effect on their education.
38
Pašalić, Stevo, Zoran Mastilo, Aleksandar Đurić, and Duško Marković. "Demographic Trends and the Educational System of the Republic of Srpska." ECONOMICS 8, no. 1 (June 1, 2020): 93–113. http://dx.doi.org/10.2478/eoik-2020-0007.
Full textAbstract:
AbstractThe subject of this research are the demographic trends and the educational system of the Republic of Srpska. The aim of the research is to define the concepts required to comprehend the demographic trends and to explore their implications for the educational system of the Republic of Srpska. In order to establish sustainable development in the Republic of Srpska, education being a key component therein, it is necessary to perceive its demographic resources in order to create an educational system. By means of empirical research with a presentation of results through factor and cluster analysis, generated quantitative and qualitative indices of demographic resources, particularly in the educational system. The Republic of Srpska as a whole belongs to type D, featuring poor demographic resources and characteristics, as well as prominent demographic disparities regarding spatial development. However, in order to increase the coverage, relevance and efficiency of completion of the education process, it is necessary to determine the strategic commitments to be accomplished together with certain quantitative demographic indicators of the achievement level (educational coverage of different generations). Demographic changes will pose a major challenge for policy makers and to the society in general across the upcoming decades and will require shaping new economic, tax, health, pension, educational, social, family and other policies that affect demographic changes. The research endeavour in this paper focuses on that very aspect, together with the respective applicative capabilities.
39
Casanova, Pedro F., M. Cruz García‐Linares, Manuel J. de la Torre, and M. de la Villa Carpio. "Influence of family and socio‐demographic variables on students with low academic achievement." Educational Psychology 25, no. 4 (August 2005): 423–35. http://dx.doi.org/10.1080/01443410500041888.
Full text
40
Reddy, Peter, and Elisabeth Moores. "Placement year academic benefit revisited: effects of demographics, prior achievement and degree programme." Teaching in Higher Education 17, no. 2 (April 2012): 153–65. http://dx.doi.org/10.1080/13562517.2011.611873.
Full text
41
Rinn, Anne N. "Trends Among Honors College Students: An Analysis by Year in School." Journal of Secondary Gifted Education 16, no. 4 (August 2005): 157–67. http://dx.doi.org/10.4219/jsge-2005-479.
Full textAbstract:
This study sought to determine whether honors college students differed with regards to academic achievement, academic self-concept, general self-concept, educational aspirations, and career aspirations as a function of their class standing. Participants included 298 honors college students from a large, Midwestern university. A demographic questionnaire, the general academic subscale and the general-self subscale of the Self-Description Questionnaire III (Marsh & O'Neill, 1984), and the Leadership and Achievement Aspirations subscale of the Career Aspirations Scale (O'Brien, 1992) were used. Results indicate significant differences between juniors and seniors with regards to academic self-concept, educational aspirations, and career aspirations. Implications for honors faculty and administrators are discussed.
42
Becker, Henry Jay, and Jason L. Ravitz. "The Equity Threat of Promising Innovations: Pioneering Internet-Connected Schools." Journal of Educational Computing Research 19, no. 1 (July 1998): 1–26. http://dx.doi.org/10.2190/wu1y-ytg1-7c3v-50lp.
Full textAbstract:
This article examines the distribution of student Internet use across 152 schools in the National School Network (NSN), schools that were among the first to provide high-speed direct Internet access simultaneously for many locally networked computers. Apart from identifying the socio-demographic character of these schools, the article shows the extent to which Internet use varies by school socio-demographics, and, within school, by prior achievement levels of students. Although membership in the NSN disproportionately includes schools in high-SES communities, it was found that, among NSN schools, social class is not related to extent of use. On the other hand, within schools, Internet use favors high-ability classes, particularly in demographically heterogeneous schools.
43
Salehmohamed, Q., D. Barbic, W. G. MacEwan, B. Kim, V. Mernoush, B. Khamda, P. Khoshpouri, et al. "P111: The social determinants of health in adults presenting to the ED with a mental health complaint." CJEM 19, S1 (May 2017): S115—S116. http://dx.doi.org/10.1017/cem.2017.313.
Full textAbstract:
Introduction: The social determinants of health (SDoH) can play a significant role in a person’s overall wellbeing. This is especially true for adults with mental illness and mental health disorders. In this study, we describe the SDoH of patients presenting to an academic, inner-city emergency department (ED) with an acute mental health complaint (AMHC). Methods: We prospectively identified and enrolled a convenience sample of patients presenting to an ED with an annual census of 85,000 visits. Participants provided informed written consent, and completed a questionnaire package containing questions related to demographics and SDoH. As well, participants were asked to complete four mental health, quality of life, and recovery validated patient-reported outcome measures. Results: A total 108 participants were enrolled in this study, of which 65% were male, aged 37.5 years (IQR 26.7-50.3), 56% Caucasian, and 22% Aboriginal. Depression was the primary diagnosis reported by 55% of participants, with 58.9% meeting the PhQ-9 cutoff for moderate-severe depression. The highest level of educational achievement for 44% of participants was high school or less, with 75% reporting being unemployed. Almost half (45%) reported engaging in less than two hours of structured activity each week. Thirty eight percent of participants reported living in their own apartment, with 25% reporting being homeless and 17% living in a single-room housing unit. The majority of participants (56%) sampled were not satisfied with their housing, and 67% were actively looking for new housing. Sixty percent of participants reported smoking cigarettes daily and 40% reported weekly cannabis use. A total of 11% of the sample reported that they did not have access to clean drinking water; 35% worried that their food would run out, and 47% reported cutting the size of meals due to a lack of money. Conclusion: This study lends evidence towards the circumstances in which patients presenting to the ED with an AMHC live and work. A considerable proportion of patients reported homelessness or being marginally housed, lack access to clean drinking water and sufficient food, and high rates of unemployment. Mitigating the effects of harmful social determinants is critical for optimal health of this population. Future work is needed to clarify the role of the ED in the surveillance, screening, and intervention of SDoH for this vulnerable patient group.
44
Sutton, Alice, and Irina Soderstrom. "Predicting Elementary and Secondary School Achievement With School-Related and Demographic Factors." Journal of Educational Research 92, no. 6 (July 1999): 330–38. http://dx.doi.org/10.1080/00220679909597616.
Full text
45
Cho, Rosa Minhyo, and Jaesung Choi. "Social-psychological and educational outcomes associated with peer victimization among Korean adolescents." International Journal of Behavioral Development 41, no. 3 (February 16, 2016): 329–40. http://dx.doi.org/10.1177/0165025416631832.
Full textAbstract:
This study examines the effects of peer victimization by verbal, physical, and relational bullying on Korean adolescents’ self-worth, disconnect to peers, school engagement, and academic achievement. A two-year longitudinal survey on 3,266 sixth-graders attending school in Seoul, Korea was used. Multivariate regression results controlling for socio-demographic characteristics as well as initial levels of outcome indicated that youth bullied by their peers experienced greater difficulties than non-bullied peers in terms of self-worth, disconnect to peers, school engagement, and academic achievement. Results revealed that youth experiencing relational bullying suffered from large negative effects on all four adjustment outcomes and that the negative effects of bullying were generally limited to the period of victimization with little evidence for chronicity effects. Limitations as well as policy implications are further discussed.
46
Woods, Scott Christopher, Jennifer Grace Cromley, and Donald Gene Hackmann. "Relationships between the middle school concept and student demographics." Journal of Educational Administration 58, no. 3 (March 8, 2020): 265–81. http://dx.doi.org/10.1108/jea-04-2019-0071.
Full textAbstract:
PurposeThis study explored implementation of the middle school concept (MSC) in Illinois middle-level schools, examining relationships between MSC implementation and schools' relative wealth, racial/ethnic composition, and achievement levels.Design/methodology/approachThis quantitative study utilized a sample of 137 Illinois middle-level schools, defined as containing any combination of grades 5–9, including at least two consecutive grade levels and grade 7. Principals completed an online survey, identifying levels of implementation of advisory, teaming with common planning time (CPT), and a composite of both advisory and teaming with CPT.FindingsSchools with high advisory implementation had significantly higher rates of Latinx enrollments. Schools with lower operating expenditures per pupil were significantly less likely to implement advisory or advisory and teaming. Teaming had a significant relationship with composite PARCC test scores, but there was no significant effect for advisory and no significant interaction of advisory and teaming together.Practical implicationsMSC is more expensive to implement, and affluent districts may have the financial means to absorb these costs. Although teaming facilitated improved state test scores, advisory programming did not result in significantly improved scores.Social implicationsLack of access to MSC programming in less affluent communities presents an equity issue for low-income students and students of color.Originality/valueThis study contributes to research examining underlying issues of race and poverty and their effects on academic achievement and the effectiveness of the MSC.
47
Kinney, Daryl W. "Selected Demographic Variables, School Music Participation, and Achievement Test Scores of Urban Middle School Students." Journal of Research in Music Education 56, no. 2 (July 2008): 145–61. http://dx.doi.org/10.1177/0022429408322530.
Full textAbstract:
Nontransient 6th- and 8th-grade urban middle school students' achievement test scores were examined before (4th grade) and during (6th or 8th grade) enrollment in a performing ensemble. Ensemble participation (band, choir, none) and subject variables of socioeconomic status (SES) and home environment were considered. Fourth- and 6th-grade achievement tests consisted of Reading, Math, Citizenship and Science; 8th grade included Reading, Math, Social Studies, Science, and Language Arts. Analyses indicated significant differences yet small effect sizes for main effects of SES and ensemble participation. Higher SES students scored significantly higher on all subtests except 4th-, 6th-, and 8th-grade reading. Sixth-grade band students scored significantly higher than choir students and nonparticipants on every subtest of 6th- and 4th-grade achievement tests. Eighth-grade band students scored significantly higher than nonparticipants on 4th-grade Reading and Math and every subtest of the 8th-grade achievement test except Social Studies. Similar results for both cohorts suggest that band may attract higher achieving students from the outset and that test score differences remain stable over time.
48
Özer, Arif, Tarik Totan, and Gökhan Atik. "Individual Correlates of Bullying Behaviour in Turkish Middle Schools." Australian Journal of Guidance and Counselling 21, no. 2 (December 1, 2011): 186–202. http://dx.doi.org/10.1375/ajgc.21.2.186.
Full textAbstract:
AbstractThis study investigated the relationship between bullying involvement (bully, victim, bully/victim, and not involved) and gender, academic achievement, self-efficacies (academic, social, and emotional self-efficacies). Data were collected by administering the Revised Olweus Bully/Victim Questionnaire (Olweus, 1996), the Self-Efficacy Questionnaire for Children (Murris, 2001), and a demographic information form to 721 middle school students (50.3% female, 49.7% male). The associations between bullying involvement and the independent variables were evaluated using a multiple correspondence analysis. Results showed that females tended to be not involved or victims, whereas males tended to be bullies or both bullies and victims. There were moderate associations between all self-efficacies, academic achievement, and bullying involvement. In particular, high self-efficacies and high academic achievement were related to being not involved in bullying, while low self-efficacies and low academic achievement were associated with either being a victim or both bully and victim.
49
Root, Melissa M., Lavinia Marchis, Erica White, Troy Courville, Dowon Choi, Melissa A. Bray, Xingyu Pan, and Jessica Wayte. "How Achievement Error Patterns of Students With Mild Intellectual Disability Differ From Low IQ and Low Achievement Students Without Diagnoses." Journal of Psychoeducational Assessment 35, no. 1-2 (September 23, 2016): 94–110. http://dx.doi.org/10.1177/0734282916669208.
Full textAbstract:
This study investigated the differences in error factor scores on the Kaufman Test of Educational Achievement–Third Edition between individuals with mild intellectual disabilities (Mild IDs), those with low achievement scores but average intelligence, and those with low intelligence but without a Mild ID diagnosis. The two control groups were matched with the Mild ID clinical cases on demographic variables including age, gender, and parental education. Results showed significant differences between the groups on several error factors, particularly between the Mild ID group and the two control groups, and no significant differences between all three groups on six error factors. In addition, the two control groups differed significantly on four error factors. Implications for intervention selection, diagnostic considerations, and future directions for achievement test creation are discussed.
50
Hassiotis, Angela, Obioha Ukoumunne, Peter Tyrer, Jack Piachaud, Catherine Gilvarry, Kate Harvey, and Janelle Fraser. "Prevalence and characteristics of patients with severe mental illness and borderline intellectual functioning." British Journal of Psychiatry 175, no. 2 (August 1999): 135–40. http://dx.doi.org/10.1192/bjp.175.2.135.
Full textAbstract:
BackgroundLow cognitive ability and developmental delays have been implicated in the causation of mental illness.AimsTo examine the prevalence, socio-demographic characteristics, psychopathology and social functioning profiles of people with low intelligence and recurrent psychotic illness.MethodA multi-centre randomised controlled trial of case management provided the opportunity to explore associations between mental illness and borderline intellectual functioning (assessed using the National Adult Reading Test)ResultsOverall prevalence of borderline intelligence was 18%. Significant positive associations were shown with: being Black Caribbean; having a father who worked in a manual occupation; lower educational achievement; having had special education; longer course of illness. Those with borderline intelligence had greater disability and were more likely to suffer extrapyramidal side-effects and show evidence of negative symptoms. Educational achievement, history of special education and social class were the best socio-demographic predictors of intellectual level.ConclusionsMany patients who attend generic psychiatric services have considerable intellectual deficits. This may lead to difficulties in other domains of adaptive functioning, and merits further investigation as well as clinical vigilance.