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Добірка наукової літератури з теми "Academic achievement Victoria Case studies"

Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 29 січня 2023

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Статті в журналах з теми "Academic achievement Victoria Case studies"

Čavojová, Vladimíra, and Eva Ballová Mikušková. "Does Intelligence Predict Academic Achievement? Two Case Studies." Procedia - Social and Behavioral Sciences 174 (February 2015): 3462–69. http://dx.doi.org/10.1016/j.sbspro.2015.01.1019.

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Beard, Karen Stansberry, and Sara I. Thomson. "Breaking Barriers: District and School Administrators Engaging Family, and Community as a Key Determinant of Student Success." Urban Education 56, no. 7 (January 9, 2021): 1067–105. http://dx.doi.org/10.1177/0042085920987284.

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This qualitative case study explored administrators’ perceptions of family and community engagement activities that enhanced student well-being and ultimately impacted academic achievement in one urban district. Template analysis of 11 semistructured interviews and observation notes employed the positive psychology well-being theoretical construct, PERMA(H). Illuminated was the administrations’ focused attention to student attendance, engagement, and well-being preceded academic achievement gains. The narratives addressing identified non-academic barriers informed six key findings. The findings are supported by 19 specific administrator activities that could be useful for other urban administrators desiring to address non-academic barriers to improve academic achievement.

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Iqbal, Muhammad Zafar, Muhammad Jamal Khan, Tariq Javed, Uzma Rao, and Jahan Ara Shams. "RELATIONSHIP BETWEEN SECONDARY STUDENTS’ CRITICAL THINKING AND ACADEMIC ACHIEVEMENT: A CASE OF PUBLIC SCHOOLS." Humanities & Social Sciences Reviews 9, no. 3 (June 24, 2021): 1166–74. http://dx.doi.org/10.18510/hssr.2021.93115.

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Purpose of the Study: The purpose of this research study was to study the relationship between critical thinking (CT) and academic achievement among secondary school students in a district of Gilgit-Baltistan. Methodology: Correlation design was applied to study the relationship between critical thinking and academic achievement. A sample of 400 students was selected through a convenient sampling technique to collect the data. Critical thinking was measured by applying an adapted tool (Sarigoz, 2012) and students’ scores in annual examinations were taken as academic achievement (York, Gibson & Rankin, 2015). Descriptive and inferential statistics were used to analyze the data. Main Findings: Findings of the study revealed that female students, rural school students, and science group students showed slightly higher critical thinking than male, urban, and arts group students. A markedly low positive relationship was found between critical thinking and academic achievement. The results were consistent with earlier studies having a positive relationship between these variables. There were also low and markedly low relationships found between constructs of critical thinking and academic achievement. Some results of this study were inconsistent with the earlier research based on the context of the students. The study revealed that there is a discrepancy in aligning critical thinking with academic achievement. Application of this study: The findings of the study help understand the relationship between critical thinking and academic achievement at the secondary level. It will surely assist the teachers in designing their classroom activities and modifications in teaching methodologies. It will boost the teachers to enhance the critical thinking of secondary school students. Novelty/Originality of this study: The study is original as not a single research study determined the relationship between critical thinking and academic achievement of secondary school students in the region of district Ghizar in Gilgit-Baltistan.

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Girma, Henok, Aregash Hassen, and Desalegn Garuma. "Adolescents Antisocial Behavior and Their Academic Performance: The Case of High Schools in Jimma Town." International Journal of Multicultural and Multireligious Understanding 6, no. 1 (February 1, 2019): 110. http://dx.doi.org/10.18415/ijmmu.v6i1.575.

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The objective of this study was to analyze the relationship between antisocial behavior and academic achievement of high school students in Jimma town. Participants were 524 students 14-19 years old from government and private secondary schools. Cross sectional research designed was employed. Primary and secondary data were sources of this study. Results indicate that academic achievement was negatively associated with antisocial behavior. The result also shows that there is no significant difference between government and private schools in correlation of academic performance and antisocial behavior.The result also showed that there is a significant difference between male and female students’ academic achievement and antisocial behavior engagement, which is strong in male participants than female participants. To conclude the result showed there is a significant negative correlation between academic achievement and antisocial behavior. Therefore, the researchers recommends further studies to be conducted in the area, teachers also have to implement behavioral monitoring and modification strategies in secondary schools to minimize behavioral problem among students. Teachers, parents and other parties work together for better improvement of students’ academic and behavioral improvement.

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Khoiruddin, Muhammad. "The Influence of Tahfidzul Qur’an Program and Motivation against Student Academic Achievement: A Case Study of PKD and PKP University Students Juanda Bogor." Didaktika Religia 7, no. 2 (December 14, 2019): 207–33. http://dx.doi.org/10.30762/didaktika.v7i2.531.

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This study aims to gain an understanding of empirical data on the relationship of Tahfidzul Qur’an Program and Motivation, either individually or together with PKD Student Academic Achievement and PKP University Juanda Bogor. The research hypothesis is that (1) There is a strong and significant influence Tahfidzul Program Student Academic Achievement Qur’an against PKD and PKP University Juanda Bogor (2) There is a strong and significant influence on Academic Achievement Motivation and PKP University Students PKD Juanda Bogor. (3) There is the influence of Tahfidzul Qur’an Program and motivation to learn to academic Student Achievement. In this study, the authors used the survey method with the correlational approach that is implemented in the University Student Juanda Bogor involving PKD and PFM. The data collection is done through observation, interviews, questionnaires, and documentary studies. Data analysis is used correlation analysis with formula product-moment correlation technique. This article concludes that the Tahfidzul Qur’an program contributes positively to student motivation and academic achievement. For this reason, the Tahfidzul Qur’an program is very good to be continued and improved in its implementation.

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Genesee, Fred, and Kathryn Lindholm-Leary. "Two case studies of content-based language education." Journal of Immersion and Content-Based Language Education 1, no. 1 (March 6, 2013): 3–33. http://dx.doi.org/10.1075/jicb.1.1.02gen.

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This article describes and discusses two case studies of content-based instruction for second language education — foreign/second language immersion for majority language students in Canada and dual language education for minority language students in the U.S. After discussing the rationale for CBI in general, we examine 45 years of research on each program model and provide empirical evidence on a number of important issues, including: students’ proficiency in the two languages used for instruction; non-language academic outcomes; whether age is an important factor in students’ language outcomes; and the relationship between age of first exposure to the second language and outcomes in that language. Two outstanding major issues are discussed at some length; namely, the suitability of these programs for at-risk learners and the need for a coherent model of how best to integrate language and content instruction to maximize second language proficiency without detracting from academic achievement. Suggestions for future directions are provided.

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Hua, Jie. "The Role of Study Habits in the Relationships Among Self-Esteem, Self-Control, and Academic Performance: The Case of Online English Classes." Journal of Language Teaching and Research 13, no. 3 (May 2, 2022): 600–608. http://dx.doi.org/10.17507/jltr.1303.16.

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This paper investigates the influences of self-esteem and self-control on Chinese students' academic performance taking online English classes. This paper also studies the role of study habits in the relationships among self-esteem, self-control, and academic performance. Data were gathered through validated instruments utilized in the past literature from the 103 Chinese students taking online English classes. Our findings reveal that higher self-esteem and self-control have positive and significant implications for academic achievement. Moreover, study habit mediates the relationship between self-esteem, self-control, and academic achievement. Lastly, the importance and relevance of the determinants of academic performance have been elaborated.

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Robinson, Laura, Øyvind Wiborg, and Jeremy Schulz. "Interlocking Inequalities: Digital Stratification Meets Academic Stratification." American Behavioral Scientist 62, no. 9 (May 22, 2018): 1251–72. http://dx.doi.org/10.1177/0002764218773826.

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This article examines the effects of digital inequality in conjunction with curricular tracking on academic achievement. Capitalizing on an original survey administered to seniors (fourth-year secondary school students), our survey data ( N = 972) come from a large American public high school with a predominantly disadvantaged student body. The school’s elective tracking system and inadequate digital resources make for an excellent case study of the effects of a differentiated curriculum and digital inequalities on academic achievement. Multilevel random-effects and fixed-effects regression models applied to the survey data reveal the important role played by digital inequalities in shaping academic achievement as measured by GPA. As the models establish, academic achievement is positively correlated with both duration of digital experience and usage intensity regarding academically useful computing activities, even when students’ curricular and class placement are taken into account. In contrast, both leisure computing and smartphone usage are negatively correlated with academic achievement as measured by GPA. Also with regard to GPA, findings show that students in the higher curricular tracks benefit more from longer durations of digital experience than do students in lower curricular tracks. These results underscore the importance of focusing attention on the ways in which digital inequalities combine with curricular tracking in shaping academic achievement.

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Maree, Jacobus G., and Liesel Ebersöhn. "Emotional Intelligence and Achievement: Redefining Giftedness?" Gifted Education International 16, no. 3 (September 2002): 261–73. http://dx.doi.org/10.1177/026142940201600309.

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Many researchers still consider measured intelligence as the most significant predictor for academic and life success, despite the fact that research time and again confirms that proven academic achievement is a far better predictor of academic achievement than a mere IQ score. This article examines the possible meaning of the construct “emotional intelligence”. The term is used to explain individual differences associated with life success; differences that are not sufficiently measured with traditional intelligence measuring instruments. Emotional intelligence includes social deftness, emotional stability, compassion and integrity. It is defined by Goleman, Salovey and Mayer, Bar-On and others as the ability to motivate oneself, to persist in the face of frustrations; to control impulse and delay gratification; to regulate one's moods, to keep distress from interfering with the ability to think; to empathize, to hope, to perform, to be creative. Two case studies are discussed in an attempt to facilitate a contribution to the understanding of some of the reasons for the often-found gap between a person's potential and his or her actual achievement.

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Kim, Kyung Ryung, and Eun Hee Seo. "The relationship between teacher efficacy and students' academic achievement: A meta-analysis." Social Behavior and Personality: an international journal 46, no. 4 (April 5, 2018): 529–40. http://dx.doi.org/10.2224/sbp.6554.

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We conducted a meta-analysis by synthesizing the results of 16 studies involving 4,130 teachers to explore whether or not the relationship between teacher efficacy and students' academic achievement was influenced by the scale used to measure teacher efficacy, and/or by the subfactors of teacher efficacy, length of teaching experience, location of the school, or the students' educational level. The results showed that the mean relationship between teacher efficacy and students' academic achievement was significant but the effect size was small. The results also indicated that the relationship was influenced by some teacher efficacy measures and subfactors, and by length of teaching experience. In studies in which the measure used was Gibson and Dembo's scale, in regard to classroom management, and in the case of teachers with fewer than 11 years of teaching experience, the relationship between teacher efficacy and student academic achievement was nonsignificant.

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Дисертації з теми "Academic achievement Victoria Case studies"

Brown, Boyd A. "Student achievement and school resources twelve school case studies in Wyoming /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1597602431&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Tang, Sai-cheong. "Family factors and student achievement : case studies in 3 Hong Kong secondary schools /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20135932.

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Newton-Curtis, Linda Mary. "The Peer Network as a Context for the Socialization of Academic Engagement." PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/2652.

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The school environment is one of the primary contexts for children's social, emotional and cognitive development. While teachers are likely to be primarily focused on students' motivation and learning, for adolescents, one of the most enjoyable and important aspects of school life is likely to be centered around the time spent interacting with peers. It is well recognized that peers socialize one another but although many studies have examined the influence of peers on adolescents' risky behaviors far fewer have focused on the influence peers may have on individuals' positive behaviors. As a result this study focuses on academic development replicating previous research designed to examine whether peer group affiliation has an effect on student academic engagement. A cohort of 343 seventh grade students, primarily Caucasian, 52% male, was followed for a period of one school year. Teachers reported on students' academic engagement in the fall and again in spring using a 14-item scale (Wellborn, 1991), and students reported on their teachers' and parents' involvement in fall using 8- and 4-item scales respectively. Student grades were collected from school administrative records. To identify individual student's network affiliations socio-cognitive mapping procedures were used (Cairns, Perrin & Cairns, 1985), and then peer group profiles of engagement were calculated based on the average rating of engagement across each individual's affiliates. During the academic year peer group membership turnover was 49%, despite this, the quality of peer group profiles of engagement remained similar from fall to spring. Groups also tended to be and remain motivationally homogenous across the year. In general, girls' networks tended to be more highly engaged than boys' and networks that were more highly engaged tended to be more stable across the year. Structural equation modeling was used for the major analyses to assess whether peer group academic motivation in the fall could predict individual motivation in the spring. The results indicated that while controlling for individuals' earlier engagement, as well as for processes of group selection and parent and teacher influences, the quality of individuals' peer group engagement in the fall was significantly predictive of students' later engagement in the spring. It should be noted that within the major models academic performance was also strongly related to later engagement. While this study provides further evidence to underscore the importance of the peer group in the socialization of students' academic motivation, particularly when one considers the snowballing effects in motivation this influence may have across a student's entire academic career, it also illustrates the important role performance may play in academic motivation for young adolescents.

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Rutherford, Janis Pruitt. "Academic Achievement: Examining the Impact of Community Type at a Small Liberal Arts College in Texas." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279165/.

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Hierarchical regression was used to determine if high school community type is an effective predictor of academic success when controlling for demographics, prior academic achievement, socioeconomic status, and current commitment or work habits for students entering Austin College in 1992,1993, and 1994 . Findings revealed that there is a relationship between attending high school in community types of rural and independent town controlling for the effects of SAT scores, high school rank, sex, and late application deposit on first semester grade point average.

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Tang, Sai-cheong, and 鄧世昌. "Family factors and student achievement: case studies in 3 Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960431.

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To, Kwong Wai-yin Ella, and 杜鄺蕙賢. "Some factors affecting student achievement in a government secondary school: implications for schooladministration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31955733.

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Johnson, Price McCloud. "The Role of Network Position for Peer Influences on Adolescents' Academic Engagement." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1636.

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Academic engagement has been found to significantly predict students' future achievement. Among adolescents, the peer context becomes an increasingly important point of socialization and influence on beliefs and behavior, including academic engagement. Previous research suggests that those peers with whom an adolescent spends much of their time significantly predict change in engagement over time (Kindermann, 2007). Bronfenbrenner's ecological systems theory (Bronfenbrenner & Morris, 1998) postulates that exosystem effects (those influencing factors that are not directly connected to individuals) play an important role in development, and social network theorists have suggested that the position one occupies within the greater network is a key factor that determines one's power of influence (Borgatti, 2005). An individual's own position in a network emerges from his or her own connections, as well as from the structures formed by the connections of his or her affiliates (the exosystem). Utilizing an existing dataset, social networks analysis techniques were used to examine how three different forms of centrality (degree, closeness and eigenvector), which are markers for micro- and exo-system effects, relate to classroom engagement and its change over time. Results showed that although centrality in a network is positively related to academic characteristics at one point in time, students who have large numbers of immediate connections (degree centrality) tend to decrease in engagement over time. In contrast, eigenvector centrality showed a positive interaction with peer group influence on change in engagement over time. For those students who had highly interconnected peers the positive effect of peer group engagement was increased.

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Tang, Choi-ping, and 鄧彩萍. "Family factors affecting immigrant student language achievement: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960418.

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Nguyen, Sang Ngoc. "The role of cultural factors affecting the academic achievement of Vietnamese/refugee students: A case study." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/282908.

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This dissertation reports the findings of a case study on the role of cultural factors affecting the academic achievement of Vietnamese immigrant students. The study involves six adolescents from three recent Vietnamese immigrant families: the students' school performance is mixed, some do well in school, others do not do as well. The study focuses on how cultural values or factors, especially a strong and unrelenting Vietnamese emphasis on education, combine with opportunities and restrictions in the local environment, the context of reception, to affect the students' achievement. The findings indicate that the Vietnamese immigrant success is not dependent on the parents' human capital, their socioeconomic standing, or their level of education in Vietnam, the usual predictors of school achievement. Instead, the main factors are the clear and unambiguous influence of family life and basic cultural values emphasizing school achievement, although these factors always interact with particular family and community conditions. Educators need to recognize the potential of the family and culture in promoting and producing educational achievement in Vietnamese children.

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Wu, Si-cheong Gilbert, and 胡仕昌. "The environmental background, learning attitude and academic performance of Hakka and Hoklo students in an N.T. Secondary School inHong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B38627723.

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Книги з теми "Academic achievement Victoria Case studies"

Holloway, Charles M. Profiles in achievement. New York: College Entrance Examination Board, 1987.

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Profiles in achievement. New York: College Entrance Examination Board, 1987.

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Momoh, G. D. Effects of entry qualification on student's academic performance: A case study of 500 level students of the Federal University of Technology, Minna. Nigeria]: Omotunde Printers, 2003.

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Sustaining extraordinary student achievement. Thousand Oaks, CA: Corwin Press, 2009.

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Office, General Accounting. Public schools: Comparison of achievement results for students attending privately managed and traditional schools in six cities. Washington, D.C. (441 G St. NW, Room LM, Washington 20548): United States General Accounting Office, 2003.

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Molnar, Alex. Vouchers, class size reduction, and student achievement: Considering the evidence. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 2000.

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Hyde, Karin A. L. Gender streaming as a strategy for improving girls' academic performance: Evidence from Malawi. [Zomba, Malawi]: University of Malaŵi, Centre for Social Research, 1993.

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Krueger, Alan B. Experimental estimates of education production functions. Cambridge, MA: National Bureau of Economic Research, 1997.

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Izumi, Lance T. They have overcome: High-poverty, high-performing schools in California. San Francisco, Calif: Pacific Research Institute for Public Policy, 2002.

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Jude, Schuermann Patrick, ed. Leading schools to success: Constructing and sustaining high-performing learning cultures. Thousand Oaks: SAGE, 2011.

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Частини книг з теми "Academic achievement Victoria Case studies"

Costa, Estela, Monica Baptista, and Nuno Dorotea. "Supporting Schools in Times of Crisis: A Case of Partnerships and Networking with Schools by the Institute of Education at the University of Lisbon." In Knowledge Studies in Higher Education, 211–24. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_14.

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AbstractThis chapter examines the Institute of Education at the University of Lisbon (IE-ULisbon) and its engagement with schools during the current COVID-19 pandemic. We aim to supplement knowledge about responses to unanticipated crises impacting schools, factors influencing schools’ coping strategies, and IE-ULisbon’s actions in this unfolding context. Therefore, this case study follows two IE-ULisbon experiences with school clusters (totaling 1700 students and 160 teachers), meeting the challenges posed by the pandemic. Both examples relate to longer-term projects aiming to improve students’ learning through innovative practices and teachers’ capacity-building. However, the crisis instigated new difficulties for teachers, and researchers responded by empowering and enabling teachers to create learning environments to facilitate educational consistency and foster academic achievement.

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Campbell, Kelli. "Leveled Literacy Intervention." In Advances in Linguistics and Communication Studies, 118–38. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8668-7.ch005.

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In this chapter, the qualitative study will investigate and evaluate the effectiveness of the Leveled Literacy Intervention (LLI) framework with English Language Learners (ELL) newcomers and their literacy achievement using the case study method and cross case analysis. Student case studies will consist of LLI pre and post assessment data, guided reading data, and information gathered from student interviews. The triangulation of student interviews, teacher surveys, and extant literature provide the foundation for answering questions regarding the effectiveness of LLI with the ELL newcomers. Findings are presented through student case studies, resulting from cross case analysis that identified themes, patterns, and commonalities in student reading achievement data and teacher survey results. Results show that ELL newcomers needed to develop social, academic, and content-related language. Findings from the study show that the students made progress while participating during the intervention but have not maintained or increased their reading levels after the intervention that provides opportunities for future research. Recommendation for future studies and conclusion are discussed.

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Freeland, Sarah Feroza. "Community Schools." In Emerging Perspectives on Community Schools and the Engaged University, 132–44. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0280-8.ch008.

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This chapter explores the connection between a school's efforts to engage with parents and community members and the academic achievement of its students. The author examines two case studies from Tennessee- the charter school model within the state-run Achievement School District in Memphis, and the community school model in Knoxville. The chapter begins with an explanation of key terms, followed by an introduction of each case study. Next, the author compares student academic achievement within each educational model, demonstrating that the community schools have achieved greater gains than the charter schools. The author then analyzes survey and interview data from parents and community members to compare each educational model's parental and community engagement efforts. Ultimately, the author concludes that in Tennessee, the community school model has been more effective than the charter school model in improving student academic achievement in large part because of its emphasis on meaningful engagement with parents and community members.

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Helsloot, Angela. "Allambie Heights Public School, Sydney, Australia." In Systematic synthetic phonics: case studies from Sounds-Write practitioners, 11–22. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.55.1355.

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Allambie Heights Public School is located on the Northern Beaches of Sydney, New South Wales, Australia. It is a Kindergarten to Year 6 school for students aged five to twelve years. The school is “committed to the pursuit of high academic achievement in a safe, secure, and caring learning environment. The programs offered are diverse, and challenge and inspire our students. Students, parents and staff work in partnership to create a vibrant learning community. Literacy, numeracy and technology are emphasized within learning programs”. The school motto, ‘Ever Aim High’, “underpins the school’s strong belief that each child needs to be recognized for their own achievements, celebrating success [both at] a school and personal level”. As a Positive Behavior for Learning school, the school values of respect, responsibility, and resilience are key to the success of our school community. We currently have 514 students and 51 staff in our school. Four students identify as Aboriginal and Torres Strait Islander and 14% of students come from a language background other than English. The school is in a high socio-economic area with a Family Occupation and Education Index (FOEI) of 17. The school Index of Community and Socio-Educational Advantage is 1,112.

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Ryan, Mark Patrick. "Five Case Studies on Tackling Real-World Problems as a Means to Increase Student Engagement." In Fostering Meaningful Learning Experiences Through Student Engagement, 142–58. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4658-1.ch007.

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Five case studies detail teachers and professors who use a real-world problem as the basis for planning and implementing a comprehensive unit of authentic learning experiences aligned with academic content standards, instructed with high levels of rigor, and assessed authentically to determine the extent to which students mastered the standards. The text details how the instructor works with students to identify a meaningful problem, aligns appropriate work products to standards and instructional activities, and adapts the plan to address varying student learning needs. A mixed methods approach used student achievement data, student and teacher interviews, and a student survey. Increases were seen in students' self-efficacy, as well as their abilities to collaborate, communicate both verbally and in writing, engage in higher order thinking, conduct research, apply knowledge to novel circumstances, justify opinions, and assume leadership roles.

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Sun, Anna. "Confucianism as a World Religion." In Confucianism as a World Religion. Princeton University Press, 2013. http://dx.doi.org/10.23943/princeton/9780691155579.003.0005.

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This chapter presents an overview of how Confucianism has been classified as a world religion in both popular and academic texts over the past century, suggesting that this classification has had a lasting impact on both the popular imagination and academic institutions. It argues that the notion of world religions has become the universally recognized “achievement” that provides model problems and solutions to a community of practitioners. In this case, this community consists of scholars in religious studies, as well as scholars who study Chinese religions in other fields, such as sociology, history, philosophy, and Asian studies. The chapter focuses on the acceptance and implementation of this paradigm in American academia, instead of comparing it to that of another country, such as Great Britain.

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Bodenlos, Emily, and Lesia Lennex. "VoiceThread and iPad Apps Supporting Biological Change Concept." In Cases on Instructional Technology in Gifted and Talented Education, 91–119. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6489-0.ch005.

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Kentucky science achievement data (KCCT, 2008-2011) for Biological Change indicated that middle grades students had little achievement compared to other concepts. The prior grade level for teaching this concept was fourth grade. A case study was designed to address the needs of three Fourth Grade classrooms. As part of No Child Left Behind (NCLB), language arts scores were supplemented with science and social studies. Objectives for the study were production of science and social studies curriculum using 3D instructional technologies for fourth grade in the following Kentucky Core Academic Standards (KCAS) Language Arts: Reading Standards for Informational Text K-5, Writing Standards K-5, Language Standards K-5, Range-Quality-and-Complexity of Student Reading; Core Content 4.1 Science Standard Biological Change; Core Content 4.1 Social Studies Standard Geography. Important findings for heterogeneous populations were made regarding the use of instructional technologies apps VoiceThread and Pangea Safari.

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Montero-Navarro, Antonio, José-Luis Rodríguez-Sánchez, Rocio Gallego-Losada, and Thais González-Torres. "TBS." In Teaching Innovation in University Education, 234–51. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4441-2.ch014.

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The European higher education area (EHEA) aims at creating a climate of less traditional learning through higher levels of interaction between the professors and the students. In that context, the use of participative tools, such as case study discussions, can be especially useful. Nevertheless, the attempt of a group of professors to implement that methodology in their classes had to face some difficulties, with the the high number of students with different goals and needs the main one. In order to deal with this situation, the students were given the possibility to choose amongst three different evaluation methods: non-continuous evaluation, continuous evaluation, and business school – the last one focused on the discussion of freshly prepared case studies about business management. The results can be considered positive, both in terms of academic progress and competencies achievement, and led to the creation of an online version of this “business school.”

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Mocanu, Mihaela, and Gabriela Boldureanu. "GENDER DIFFERENCES AND STEREOTYPES IN ACADEMIC STUDIES ACHIEVEMENT. ROMANIAN HIGHER EDUCATION INSTITUTIONS CASE." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0973.

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Araya, Mesele, Pauline Rose, Ricardo Sabates, Dawit Tibebu Tiruneh, and Tassew Woldehanna. Learning Losses during the COVID-19 Pandemic in Ethiopia: Comparing Student Achievement in Early Primary Grades before School Closures, and After They Reopened. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/049.

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The outbreak of COVID-19 pandemic has disrupted the education sector in unprecedented ways. As with many other countries around the world, the Ethiopian government closed schools following the first identified case in the capital city, Addis Ababa, on the 16th of March 2020. Across the country, these closures resulted in more than 26 million learners staying at home for almost eight months (UNESCO, 2021). In addition to this hiatus in their education, pupils were promoted automatically to the next grade with only 45 days of catch-up classes (Ministry of Education, 2020). In other words, those attending a specific school grade in March 2020 were then promoted to the next grade when school resumed in October 2020. For a significant proportion of Ethiopian pupils, learning during school closures was extremely limited despite the government’s efforts to create educational programmes via national television and radio stations (Kim et al., 2021a; Yorke et al., 2020). School closures, combined with barriers to accessing remote educational resources, meant potential learning losses for a significant number of pupils. Several studies have already indicated that COVID-19 resulted in learning losses, especially among the poorest and most disadvantaged groups. A study in Indonesia found that pupils lost 11 points on the PISA3 reading scale due to the four-month school closure from March to July 2020 (Yarrow, Masood & Afkar, 2020). It was also estimated that Grade 4 pupils in South Africa experienced losses equivalent to more than 60 percent of an academic year (Ardington, Wills & Kotze, 2021), while pupils in the UK lost a third of their expected learning during pandemic-related school closures (Major, Eyles & Machin, 2021). It is anticipated that school closures in Ethiopia could similarly result in learning losses and challenges for pupils to catch up with their learning, particularly for those from disadvantaged backgrounds. Our related emerging findings in Ethiopia have indicated that school closures exacerbated pre-existing inequalities in education, where progress was much lower for rural students compared to those in urban areas who were tracked from Grade 4 to Grade 6 (Kim et al., 2021b; Bayley et al., 2021). Building on this work in Ethiopia, this Insight Note provides a new perspective on numeracy achievements of Grade 1 and Grade 4 pupils by comparing learning at the start of each academic year and the gains over the course of the year across two academic years: 2018-19 and 2020-21. During the 2018-19 academic year, the Research on Improving Systems of Education (RISE) Ethiopia programme collected data on students’ numeracy achievement from 168 schools. After schools reopened in October 2020, and with additional support from the Bill and Melinda Gates Foundation, data on students’ numeracy achievements were collected for two new cohorts of pupils in Grades 1 and 4 in the same schools using the same instruments. This has enabled us to compare learning patterns between two cohorts in the same grades and schools before and during the pandemic. More specifically, in this Insight Note, we aim to: -Compare foundational numeracy levels of pupils entering Grade 1 in the 2020-21 academic year relative to those in 2018-19. -Compare progress in foundational numeracy for Grade 1 pupils over the course of the 2020-21 academic year relative to that seen during the 2018-19 academic year. -Compare numeracy levels of pupils entering Grade 4 in the 2020-21 academic year relative to those entering the same grade in 2018-19. -Compare progress in numeracy for Grade 4 pupils over the course of the 2020-21 academic year relative to the progress seen during the 2018-19 academic year. -Estimate the magnitude of learning loss attributable to the pandemic by calculating the difference in numeracy levels and progress between the two cohorts.

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