1,781,330 results on '"*STUDENTS"'
Search Results
2. Relationships Between Teachers' Marks, Achievement Test Scores and Aptitude as a Function of Grade, Ethnicity and Sex.
- Author
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Texas Univ., Austin. Research and Development Center for Teacher Education., Borich, Gary D., and Peck, Robert F.
- Abstract
Logical predictions about relationships between school aptitude and standardized achievement, aptitude and teachers' grades, and teachers' grades and standardized achievement can be made from the literature. These predictions are that (1) conventional school aptitude measures should predict standardized achievement test scores equally well for boys and girls but better for advantaged than disadvantaged children; (2) teachers' marks are more accurate for girls than for boys when judged against the sexes' standardized achievement test scores; are more accurate for middle-class than for disadvantaged children; and are least accurate for disadvantaged black males; and (3) teachers consistently give girls higher grades than boys but there are no important differences between boys' and girls' achievement when measured by standard achievement tests. The present study was conducted to test the strength of the relationships between pupil aptitude, standardized achievement and teachers' grades and to determine the percent of variance in grade point average accounted for by aptitude and standardized achievement in a representative sample of fifth- and ninth-grade Mexican-American, Black and Anglo students. (Author/RC)
- Published
- 2024
3. Cross Cultural Attitude Inventory [and] Test Manual.
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Dissemination and Assessment Center for Bilingual Education, Austin, TX., Jackson, Steve, and Klinger, Ron
- Abstract
The Cross-Cultural Attitude Inventory provides a means for measuring the degree of positive or negative feeling which Mexican-American and Angle students (ages 3 to 18) have for the two cultures. Present test validity is based on face validity and the rationale behind the item selection and construction procedures. The inventory also provides a springboard from which other ideas may come. The inventory is comprised of 24 test items that relate to language, facial characteristics, foods, games, clothing, sports, and flags. The use of five faces beneath each item seems to work well with children in a wide range of age, sex, and ethnic categories. The test provides a score based on an equal number of items representative of each culture. It is a relatively quick instrument to administer (20-30 minutes), and is easy for both test administrator and subjects to understand. The age range of subjects who can be expected to understand and relate to the test is from 3 to 12 years, although older subjects have been used; the test should be administered individually to those of junior-high age or older. Administration of the test is discussed as to time considerations, physical facilities, materials, language considerations, special considerations by age group, and instructions to students (ages 3 through 8 and ages 9 and above) and terms to be used for test items. The test is scored by assigning a value of 1 to 5. A copy of the Test Data Recording Form is provided. (Author/DB)
- Published
- 2024
4. IEA Six-Subject Survey Instruments: Student Questionnaires.
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International Association for the Evaluation of Educational Achievement, Stockholm (Sweden).
- Abstract
In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: Science, Reading Comprehension, Literature, English as a Foreign Language, French as a Foreign Language, and Civic Education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. Contained here are two student questionnaires for populations I, II, IV surveying general information; and two attitude and descriptive scales for populations I, II, IV surveying what students think about themselves and the schools they attend. Population I consists of students aged 10 to 11 years; population II, 14 to 15 years; and population IV, students enrolled in the final year of pre-university training. (RC)
- Published
- 2024
5. IEA Six-Subject Survey Instruments: Civic Education Student Questionnaires.
- Author
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International Association for the Evaluation of Educational Achievement, Stockholm (Sweden).
- Abstract
In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: Science, Reading Comprehension, Literature, English as a Foreign Language, French as a Foreign Language, and Civic Education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. Contained here are an affective questionnaire, a background questionnaire, and a questionnaire designed to determine the students' conception of how society works for students of Civics at populations I, II, IV. Population I consists of students aged 10 to 11 years; population II, 14 to 15 years; and population IV, students enrolled in the final year of pre-university training. (RC)
- Published
- 2024
6. IEA Six-Subject Survey Instruments: Reading Comprehension Tests.
- Author
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International Association for the Evaluation of Educational Achievement, Stockholm (Sweden).
- Abstract
In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: Science, Reading Comprehension, Literature, English as a Foreign Language, French as a Foreign Language, and Civic Education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. Contained here are six tests measuring Reading Comprehension (populations I, II, IV); and one test measuring reading speed (populations I, II). Population I consists of students aged 10 to 11 years; population II, 14 to 15 years; and population IV, students enrolled in the final year of pre-university training. Some answer keys and statistical data can be found in ED 084 503. (RC)
- Published
- 2024
7. Structural Integrity in Measures of Self Concept.
- Author
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Stenner, A. Jackson and Katzenmeyer, W.G
- Abstract
Structural integrity of a measure is defined in terms of its replicability, constancy, invariance, and stability. Work completed in the development and validation of the Self Observation Scales (SOS) Primary Level (Stenner and Katzenmeyer, 1973) serves to illustrate one method of establishing structural integrity. The name of each scale of the SOS is a construct: an abbreviated thesis about the nature of the underlying variable which determines the configuration of indicants (questions) comprising the scale. SOS constructs (self acceptance, social maturity, school affiliation, and self security) are analyzed for different student groups. Traditional psychometrics assumes that the same questions measure the same underlying variables in all respondents; the validity of interperson and intergroup comparisons rests on this assumption. However, ample evidence suggests that this assumption is frequently in error. Procedures outlined in this paper provide a method for assessing the validity of this assumption, and a basis for developing reliable and valid instruments. (Author/MV)
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- 2024
8. ENGLISH WRITING, APPROACHES TO COMPOSITION.
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Euclid English Demonstration Center, OH.
- Abstract
THIS COLLECTION OF PAPERS BY STAFF MEMBERS OF THE EUCLID ENGLISH DEMONSTRATION CENTER FOCUSES ON APPROACHES TO THE TEACHING OF COMPOSITION IN THE JUNIOR HIGH SCHOOL. THE PAPERS ARE (1) "LITERATURE AND COMPOSITION," BY JAMES F. MCCAMPBELL, (2) "COMPOSING--EPIPHANY AND DETAIL," BY JOSEPH DYESS, (3) "THE LANGUAGE COMPOSITION ACT," BY LESTER E. ANGENE, (4) "AN APPROACH TO CREATIVITY IN POETRY," BY JACK L. GRANFIELD, AND (5) "VALUES OF STUDENT PUBLICATIONS," BY GEORGE HILLOCKS. APPENDED IS A PART OF THE NINTH-GRADE AVERAGE CURRICULUM, A UNIT ON THE NEWSPAPER DESIGNED TO PREPARE STUDENTS TO WRITE, EDIT, ORGANIZE, AND PUBLISH AN ISSUE OF THE SCHOOL NEWSPAPER. LESSONS IN THE UNIT INCLUDE OBJECTIVES, SUGGESTED TEACHING PROCEDURES, EXERCISES, AND STUDY GUIDES. THIS COLLECTION OF PAPERS ($0.50) AND THE NEWSPAPER UNIT ($0.50) ARE AVAILABLE (LIMITED SUPPLY) FROM CHARLES C. ROGERS, PROJECT UPGRADE, SCHOOL DISTRICT OF AIKEN COUNTY, P.O. BOX 771, AIKEN, SOUTH CAROLINA 29801. (DL)
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- 2024
9. CONCEPTS OF MAN, A CURRICULUM FOR AVERAGE STUDENTS.
- Author
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Euclid English Demonstration Center, OH.
- Abstract
THIS ENGLISH GUIDE FOR AVERAGE STUDENTS IN GRADES 7, 8, AND 9 CONTAINS A RATIONALE FOR STRUCTURING A LITERATURE CURRICULUM AS WELL AS SPECIFIC TEACHING UNITS DESIGNED TO DEVELOP THE STUDENTS' PERCEPTION OF VARIOUS CONCEPTS OF MAN AND TO TEACH THEM TO INDEPENDENTLY ANALYZE LITERATURE. UNITS ARE (1) "MAN AND HIS PHYSICAL ENVIRONMENT," GRADE 7, (2) "JUSTICE," GRADE 7, (3) "COURAGE," TWO GRADE 7 UNITS (AVERAGE AND HONORS), (4) "COMING OF AGE," GRADE 8, (5) "CHARACTERIZATION," GRADE 8, AND (6) "MAN AND CULTURE," GRADE 9. EACH UNIT CONTAINS (1) A BRIEF OVERVIEW, (2) SPECIFIC LESSON PLANS (INCLUDING INDUCTIVE QUESTIONS, LANGUAGE EXERCISES, AND CREATIVE WRITING ASSIGNMENTS BASED ON REQUIRED READING MATERIALS), (3) STUDY GUIDES THAT STUDENTS ARE ENCOURAGED TO USE IN SMALL-GROUP DISCUSSIONS, AND (4) BIBLIOGRAPHIES OF POEMS, PLAYS, PROSE SELECTIONS, AUDIOVISUAL MATERIALS, AND WORKBOOKS. COPIES OF THE SEVEN UNITS ARE ALSO AVAILABLE (LIMITED SUPPLY) FROM CHARLES C. ROGERS, PROJECT UPGRADE, DISTRICT OF AIKEN COUNTY, P.O. BOX 771, AIKEN, SOUTH CAROLINA 29801, $0.50 PER UNIT. (JB)
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- 2024
10. AN INTRODUCTION TO A CURRICULUM.
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Euclid English Demonstration Center, OH.
- Abstract
THIS COLLECTION OF PAPERS SERVES AS AN INTRODUCTION TO THE EUCLID ENGLISH DEMONSTRATION CENTER'S JUNIOR HIGH SCHOOL CURRICULUM. IN ADDITION TO A BRIEF OVERVIEW OF THE PROGRAM AND OUTLINES OF THE AVERAGE AND HONORS CURRICULA, THE FOLLOWING PAPERS ARE INCLUDED--(1) "THE THEME-CONCEPT UNIT IN LITERATURE," (2) "APPROACHES TO MEANING--A BASIS FOR A CURRICULUM IN LITERATURE," (3) "A CURRICULUM IN LITERATURE AND COMPOSITION FOR AVERAGE STUDENTS IN GRADES SEVEN, EIGHT, AND NINE," (4) "A UNIT ON THE OUTCAST," (5) "A CURRICULUM IN LITERATURE AND COMPOSITION FOR JUNIOR HIGH HONORS STUDENTS," (6) "A REMEDIAL PROGRAM FOR JUNIOR HIGH SCHOOL STUDENTS," (7) "SOME APPROACHES TO COMPOSITION," (8) "SEMANTICS AND THE JUNIOR HIGH CURRICULUM," AND (9) "THE LANGUAGE PROGRAM." A LIMITED NUMBER OF COPIES OF THIS INTRODUCTION ARE AVAILABLE FROM CHARLES C. ROGERS, PROJECT UPGRADE, SCHOOL DISTRICT OF AIKEN COUNTY, P.O. BOX 771, AIKEN, SOUTH CAROLINA 29801, $0.50. (DL)
- Published
- 2024
11. STRUCTURE AND TEACHING, BUILDING THE ENGLISH CURRICULUM.
- Author
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Euclid English Demonstration Center, OH.
- Abstract
THIS GUIDE FOR GRADES 7, 8, AND 9 IS INTRODUCED BY TWO PAPERS--"APPROACHES TO MEANING, A BASIS FOR CURRICULUM IN LITERATURE" AND "THE THEME-CONCEPT UNIT IN LITERATURE," BOTH BY GEORGE HILLOCKS--WHICH DESCRIBE THE BUILDING OF A CURRICULUM IN ENGLISH UPON THE STRUCTURE AND PRINCIPLES DEVELOPED BY THE EUCLID ENGLISH DEMONSTRATION CENTER. THE PROCESS OF CONSTRUCTING A TEACHING UNIT IS EXPLAINED, AND THE FOLLOWING UNITS ARE INCLUDED--(1) ALLEGORY AND SYMBOLISM (GRADE 8 HONORS), (2) ANIMAL STORIES (GRADE 7 AVERAGE), (3) THE OUTCAST (GRADE 9 AVERAGE), (4) SURVIVAL (GRADE 9 AVERAGE), (5) PROTEST (GRADE 9 AVERAGE), AND (6) ALLEGORY AND SYMBOLISM (GRADE 7 HONORS). INDIVIDUAL PAPERS ON THE FIRST FOUR UNITS ARE PROVIDED AND UNITS CONTAIN OVERVIEWS, BIBLIOGRAPHIES, AND LESSON PLANS WHICH SUGGEST TEACHING PROCEDURES, EXERCISES, AND STUDY GUIDES. COPIES OF THE SIX UNITS ARE ALSO AVAILABLE (LIMITED SUPPLY) FROM CHARLES C. ROGERS, PROJECT UPGRADE, SCHOOL DISTRICT OF AIKEN COUNTY, P.O. BOX 771, AIKEN, SOUTH CAROLINA 29801, $0.50 PER UNIT. (DL)
- Published
- 2024
12. Student Test Anxiety as Related to the Personality Characteristics of Their Teachers.
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Sass, Edmund J. and Meyer, Marie
- Abstract
The research question investigated was: What relationship, if any, exists between teacher personality characteristics associated with self-actualization and the test anxiety levels of their students. Teacher personality characteristics in 6 schools were assessed with the Shostrom Personal Orientation Inventory. The Sarason Test Anxiety Scale for Children was administered to their pupils. Students in grades 4 through 8 were the subjects of the research. At the junior high school level it was found that a significant relationship existed between teachers with high spontaneity in combination with high self-regard and relatively low test anxiety in their students. Results approached significance for elementary school students. The implications of these findings for education and selection of teachers for the junior high level are considered. (JD)
- Published
- 2024
13. How Laws Protect Safe and Inclusive School Environments
- Author
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Indiana University-Purdue University Indianapolis (IUPUI), Great Lakes Equity Center and Indiana University-Purdue University Indianapolis (IUPUI), Midwest & Plains Equity Assistance Center (MAP EAC)
- Abstract
Even though school safety is a topic of concern for many people, there are laws that specifically protect students because of race, national origin, sex, religion, sexual orientation, etc. Educational spaces should prioritize the safety and well-being of all students (Ladson-Billings, 2014). Hence, educators are charged with the responsibility of ensuring all students feel safe and secure while attending school. The purpose of this resource is to support educational practitioners in understanding how laws protect the safety and security of learning environments for students. Concurrently, this resource affirms the various identities of individuals by providing relevant information on how laws provide protection for students who are susceptible to being marginalized because of their race, national origin, sex, religion, sexual orientation, etc.
- Published
- 2024
14. Evaluating a Tier I Resilience Program -- EmpowerU: A Preliminary Analysis
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Catherine Dorn, Jewel Jones Faison, and Lauren Sayler
- Abstract
Combatting learning loss in schools is as much a mental health issue as an academic one. With one in four students suffering from poor mental health since the onset of the COVID-19 pandemic, the need for Tier I and Tier II resilience solutions is critical. Addressing these challenges requires comprehensive strategies focusing on academic recovery and prioritizing students' mental, emotional, and psychological well-being. EmpowerU is a Multi-Tiered System of Support (MTSS) program that delivers durable social-emotional skills and support at both Tier I and Tier II/III levels and is designed to build student resilience, coping skills and academic persistence. This program was framed using the Transtheoretical Model (TTM) of behavioral change constructed by Prochaska and DiClemente (1986) to measure pre- to post-student progress on goals students set themselves to improve their well-being, resilience, and motivation. This study focuses on the impact of EmpowerU's Tier I foundational prevention program that allows classroom teachers and other school support staff to deliver proactive instructional interventions that reduce at-risk behaviors, improve academic engagement/motivation, and enhance students' well-being so they can focus and learn. This quasi-mixed measure design with comparison groups (Johnson & Onwuegbuzie, 2004) was performed in a small rural school district in the U.S. Midwest (n=75; 38 fifth graders and 37 eighth graders) and suggested a decrease in at-risk behaviors after receiving the EmpowerU curriculum, as measured by the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) behavior screening tool. The EmpowerU-Starting Point Self-Reflection Assessment (SPA) tool, a vital part of the Tier I curriculum, was administered to classrooms in a phased implementation of students to compare key resilience indicator improvements of students who had not yet received EmpowerU instruction to those students who had received EmpowerU instruction. The comparison data from the pre-post SPA indicates a significant improvement in behavior among 5th graders (Cohen d= 0.783), and among 8th graders (Cohen d= 0.6634), when compared to their respective control groups. EmpowerU instruction positively impacts students' goals and well-being. However, it is recommended that a more robust experimental design be completed with rigorous statistical analysis to further confirm these preliminary results.
- Published
- 2024
15. Perceived Social Development Scale for Physical Education Lessons (PSDSPEL) -- Parent Version
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Yasin Karaca and Bijen Filiz
- Abstract
In this study, a valid and reliable scale was developed to measure parents' perceptions of their children's social development in physical education classes. In the first part of the research, the relevant literature reviewed and student-parent interviews were held. As a result of the data obtained from the interviews, a 30-item draft scale was created. The draft scale was applied to 30 parents of students, and as a result of the feedback received, 5 items were removed from the pool. The remaining draft scale items were submitted to expert opinion and the number of items was reduced to 22. The 22-item scale was applied to 240 volunteer parents for Exploratory Factor Analysis (EFA) and to 216 different volunteer parents for Confirmatory Factor Analysis (CFA). As a result of the analyses, the final scale consisting of 15 items and four sub-dimensions was obtained. The Cronbach's Alpha values of the sub-dimensions were found to be between 0.74-0.79. In the final part, the 15-item scale was applied to 540 volunteer parents. Accordingly, while it was observed that parents' PSDSPEL scores were higher in the sub-dimension of showing positive behavior, it was determined that male parents' perception levels were higher than female parents. As a result of the study, it was found that the validity, reliability and internal consistency coefficients of the scale were at acceptable levels.
- Published
- 2024
16. EFL Learners' Motivational Behavior: A Comparison across Ten Grade Levels
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Yuh-Show Cheng
- Abstract
Purpose: Given the research gaps identified in a literature review, this study aims to uncover how the intensity of learners' motivational behavior and its predictors vary with grade level. Methodology: A large-scale survey was conducted to examine motivational behavior and its predictors among EFL learners across three education levels and ten grades in Taiwan: primary school (Grades 3 to 6), junior high school (Grades 7 to 9), and senior high school (Grades 10 to 12). A total of 12,441 valid cases were collected from both rural and urban areas in Taiwan. ANOVA and multiple regression analysis were used to analyze the data. Findings: The results showed a significant effect of grade level on the intensity of motivational behavior. Specifically, learners' intensity of motivational behavior tended to decline with grade level (years of study). The significant predictors of motivational behavior also differed with grade level. Significance: In addition to theoretical and methodological contributions to L2 motivation research, this study can enhance understanding of factors that could enhance learners' motivational behavior and offer implications to assist EFL teachers in developing motivational teaching strategies.
- Published
- 2024
17. Finances and Future Health: Understanding Barriers to First-Generation Student Utilization of Federal Work-Study
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Anthony Dissen and Daniel Fidalgo Tomé
- Abstract
First-generation college students often experience disproportionate levels of stress, anxiety, and an overall lack of preparation for undergraduate education in comparison to their multigenerational peers. This can include differing levels of financial support and literacy. These differences can have a significant impact on these students' levels of resiliency, physical and mental well-being, academic success, and levels of attrition. Concurrently, these disparities can lead to adverse outcomes on their health and well-being not only in the present but also in their health and career trajectory in the future. Using a 2-phase approach, researchers collected both quantitative and qualitative data related to how first-generation college students who are participating in the New Jersey Educational Opportunity Fund (EOF) think about the role of financial literacy, and in particular, Federal Work-Study, as a component of their current and future health status and their overall academic success. The qualitative analysis gave rise to 3 major themes related to student feelings of stress, pressure/obligation, lack of preparation, and uncertainty about the role of college education in their current and future lives. Research findings are shared to better inform and guide higher education institutions on how to best educate and support their first-generation students, particularly in how to aid these students in improving their financial literacy and financial support to improve resiliency, well-being, and academic success.
- Published
- 2024
18. The Effects of a Statewide Ban on School Suspensions. EdWorkingPaper No. 24-1004
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Annenberg Institute for School Reform at Brown University, Jane Arnold Lincove, Catherine Mata, and Kalena E. Cortes
- Abstract
This research uses the implementation of a school suspension ban in Maryland to test whether a top-down state-initiated ban on suspensions in early primary grades can influence school behavior regarding school discipline. Beginning in the fall of 2017, the State of Maryland banned the use of out-of-school suspensions for grades PK-2, unless a student posed an "imminent threat" to staff or students. This research investigates (1) what was the effect of the ban on discipline outcomes for students in both treated grades and upper elementary grades not subject to the ban? (2) did schools bypass the ban by coding more events as threatening or increasing the use of in-school suspensions? and (3) were there differential effects for students in groups that are historically suspended more often? Using a comparative interrupted time series strategy, we find that the ban is associated with a substantial reduction in, but not a total elimination of, out-of-school suspensions for targeted grades without substitution of in-school suspensions. Disproportionalities by race and other characteristics remain after the ban. Grades not subject to the ban experienced few effects, suggesting the ban did not trigger a schoolwide response that reduced exclusionary discipline.
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- 2024
19. The Role of Emergency Financial Relief Funding in Improving Low-Income Students' Academic and Financial Outcomes across Demographic Characteristics. EdWorkingPaper No. 24-991
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Annenberg Institute for School Reform at Brown University, Bradley R. Curs, Casandra E. Harper, and Sangmin Park
- Abstract
This quasi-experimental study examined the effectiveness of a one-time emergency financial relief program among Pell Grant eligible undergraduate students in Spring 2015 pursuing their first bachelor's degree across academic and financial outcomes. The academic outcomes included retention to the next semester, degree completion, attempted credit hours, and grade point average. The financial outcome captured whether students received a stop registration hold due to an unpaid financial balance in the semester after receiving the emergency relief. The results reveal that financial relief applied to low-income students' accounts can improve their retention and graduation rates. The financial relief was most effective among first-generation college students, resulting in a complete elimination of the retention gap for first-generation students. The emergency relief did not improve GPA or substantially change the number of credits earned. A concerning finding was that students receiving this emergency support were more likely to receive a financial hold in a subsequent semester and that effect was stronger among students of color (Black/African American, Hispanic/Latine, Asian, Multiracial, American Indian/Alaska Native), males, and first-generation college students.
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- 2024
20. WWC: Leveraging Extreme Events in Teaching
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Jordana George and Parisa Aasi
- Abstract
2022 opened with World War C, the first major cyber world war. Wanting to capitalize on history in the making, Information Systems faculty are integrating real time events to increase student engagement, comprehension, and application of IS concepts. This paper outlines a successful midterm evaluation pivot that leverages current events. We discuss two different actions taken and objectives, outcomes, and implications for teaching and educational research. We find that incorporating extreme current events motivates students towards self-learning and creative knowledge outlets, which in turn stimulate greater comprehension, application, and retention across the entire class.
- Published
- 2024
21. A Data Analytics Module Introducing Principles of Social Enterprise and Humanistic Management
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Thilini Ariyachandra
- Abstract
Ongoing seismic events in global society have increased demands on organizations to change their focus on profit maximization alone to becoming a social enterprise that follows humanistic management (serving the common good) principles. Coincidentally, business schools are under pressure to teach humanistic management principles in their curriculum to enable the future work force to become agents of world benefit. Data analytics offers a means to introduce these principles to undergraduate business students. The analytics module described in this paper introduces undergraduates in an introductory Information Systems course to humanistic management. It discusses the use of humanistic management analytics (HMA), and describes an assignment to design, develop and use a HMA dashboard. Through video, lecture, case study and assignments, students learn the value of incorporating humanistic management principles to analytics and human resource functions that embody concepts of data analytics for social good.
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- 2024
22. Examining Essential Factors on Student Performance and Satisfaction in Learning Business Analytics
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Mandy Dang, Yulei Gavin Zhang, Susan Williams, and Joe Anderson
- Abstract
With businesses increasingly prioritizing data-driven decision making, the demand for business analysts is high and expected to grow. In response, many universities and institutions have developed courses and programs related to business analytics to prepare more graduates for careers in this field. Business analytics programs and educators consistently strive to achieve a high level of student learning success, ensuring competence in working in the business analytics field after graduation. In this study, we aim to examine key factors influencing student learning in business analytics, focusing on performance expectancy and satisfaction. We examined specific factors, including personal interest, career relevance expectancy, learning effort, and perceived course structure effectiveness, from perspectives related to both students and instructors. A research model was developed and empirically tested. The results showed that all factors significantly influenced both perceived academic performance and learning satisfaction. Additionally, personal interest and career relevance expectancy could significantly impact learning effort.
- Published
- 2024
23. The Usefulness of ACT Scores in Predicting Achievement and Attrition Among Disadvantaged and Regular Freshmen: A Survey and Study.
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Pedrini, Bonnie C. and Pedrini, D. T.
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The purposes of this study were to determine (1) the usefulness of ACT composite scores in assessing and predicting achievement and attrition of disadvantaged and regular freshmen at the University of Nebraska at Omaha during the 1972-73 academic year, and (2) the effectiveness of a special program in keeping low income students in school during their freshman year. Factors considered were: ACT scores, college grades, race, sex, socioeconomic status, financial aid, and employment. It was found that ACT scores were effective predictors of college grades among white students, but not among black students, regardless of income level. ACT scores were also effective predictors of attrition/persistence only among regular students in large samples, college grades being more potent for this purpose. The special program appeared more successful than the regular program in preventing attrition, especially among men and blacks; and receiving financial aid was better than not receiving financial aid. (Author/BW)
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- 2024
24. An Abbreviated Form of the WISC-R: Is It Valid?
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Resnick, Robert J.
- Abstract
The completed WISC-R's (Wechsler Intelligence Scale for Children-Revised) of 76 white urban children with academic problems (6 years, 0 months to 15 years, 9 months) were rescored utilizing the Satz and Mogel criteria for an abbreviated intelligence measure. Extremely high correlations for IQ's (.96 - .98) and subtests (.66 - .95) were found. However, when mean differences between complete WISC-R and the shortened form were examined, significant differences between administrations were found. Furthermore, one third of the subjects showed changes in intelligence classification levels when the abbreviated form was used. Thus, two of the three criteria previously suggested for a valid abbreviated intelligence test of: (1) high correlation between administration forms; (2) non significant t-tests between the abbreviated and standard form mean IQ; and (3) low percentage of IQ classification change with the administration of the short form were not met. It was concluded, however, that the abbreviated WISC-R may be appropriate when intelligence is a question relative to candidacy for therapy or as a non-critical, general indication of intelligence when IQ classification is not important and/or assessment time is limited. (Author/RC)
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- 2024
25. PROJECT TALENT, 1-YEAR FOLLOW-UP STUDIES.
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Pittsburgh Univ., PA. School of Education., COOLEY, WILLIAM W., and FLANAGAN, JOHN C.
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THE "PROJECT TALENT" FOLLOWUP STUDIES WERE CONCERNED WITH VARIOUS ASPECTS OF CAREER DEVELOPMENT OF AMERICAN YOUTH, CONSISTING PRIMARILY OF THE EDUCATIONAL AND VOCATIONAL PLANS AND DECISIONS WHICH ONE MAKES DURING HIGH SCHOOL AND IMMEDIATELY FOLLOWING HIGH SCHOOL. RELATIONSHIPS WERE SOUGHT BETWEEN TRAITS EXHIBITED BY STUDENTS IN HIGH SCHOOL AND THEIR SUBSEQUENT VOCATIONAL BEHAVIOR. IN 1960 A PROBABILITY SAMPLE WAS DRAWN FROM 400,000 STUDENTS IN GRADES 9 THROUGH 12, REPRESENTING APPROXIMATELY 5 PERCENT OF THE HIGH SCHOOLS IN THE UNITED STATES. EACH OF THESE STUDENTS WAS ADMINISTERED A BATTERY OF TESTS DESIGNED TO MEASURE APTITUDES AND ABILITY, INTERESTS AND TEMPERAMENT, STUDENT ACTIVITIES, HOME BACKGROUND, AND PLANS FOR THE FUTURE. THE IMMEDIATE PROJECT WAS CONCERNED WITH FOLLOWUP STUDIES OF THIS ORIGINAL SAMPLE UNDERTAKEN WHEN EACH GRADE WAS 1 YEAR OUT OF HIGH SCHOOL AND STAGGERED SO THAT EACH OF THE FOUR GRADES WAS FOLLOWED UP IN A SEPARATE YEAR. EACH GRADE RECEIVED SEVERAL WAVES OF A MAILED QUESTIONNAIRE, SPACED ABOUT 1 MONTH APART. PUNCHED CARDS WERE USED TO PROCESS THE RETURNED QUESTIONNAIRES. A SAMPLE OF NONRESPONDENTS WAS THEN DRAWN (USUALLY 5 PERCENT) AND SOUGHT OUT THROUGH FIELD SURVEYS. DATA GATHERED FROM THESE PERSONS MADE IT POSSIBLE TO ESTIMATE THE CHARACTERISTICS OF THE TOTAL NONRESPONDENT POPULATION AND COMBINE THEM WITH THOSE OF RESPONDENTS. THE COLLECTED DATA REVEALED FACTS WITH RESPECT TO WHAT THESE YOUNG PEOPLE WERE DOING AND THINKING IN THEIR FIRST YEAR OUT OF HIGH SCHOOL INVOLVING THEIR SCHOOLS, JOBS, MARRIAGES, AMBITIONS, AND FRUSTRATIONS. WITH RESPECT TO FURTHER RESEARCH, 5-, 10-, AND 20-YEAR FOLLOWUP STUDIES WITH THIS SAME POPULATION WERE ALSO PLANNED AS SUPPLEMENTARY PROGRAMS. (JH)
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- 2024
26. Development and Standardization of Parallel Forms of the Curry-Geis Syllabication Skills Test [including Curry-Geis Syllabication Skills Test Form A and Form B)).
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Curry, Robert L. and Geis, Lynna
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Implicit in most of the recommendations for teaching reading is the inclusion of structural analysis as a part of the instructional program for developing skills in word recognition. This study focused on the development and standardization of a criterion referenced syllabication skills test designed to evaluate the individual proficiency of college students and inservice teachers. The 100-item test presents a word and four possible syllabications of that word from which the respondent must select one. Conclusions from the examination of the results of the data analysis obtained in the study were: (1) the test was valid and reliable for determining college students' abilities to apply syllabication skills; (2) parallel forms of the Syllabication Skills Test were developed and can be administered in approximately 40 minutes; (3) the arbitrary criterion level of 85 percent accuracy was logical in that the means of the tests were very similar to the established criterion level; and (4) judges in the field of reading considered the tests to be of educational value in the preparation of teachers. Copies of the Curry-Geis Syllabication Skills Test, Form A and Form B are included. (RC)
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- 2024
27. The Young Worker and the Law: A Guide for l4-18 Year Olds.
- Author
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Pontiac City School District, MI. Dept. of Research and Evaluation. and Davidson, Sandra
- Abstract
This guide was developed for young people who are employed or who are seeking employment. Written in an informal, easy-to-read style, it provides steps in obtaining employment and explains young people's rights and responsibilities as beginning employees. The contents provide information about social security requirements, work permits, wages, taxes, insurance, working hours, hazardous occupations, cooperative education, and work study. Sample work application and letter forms are also included along with a glossary of helpful terms. (NJ)
- Published
- 2024
28. Social Exchange in the Elementary School Classroom: The Problem of Teacher Legitimation of Social Power.
- Author
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Larkin, Ralph W.
- Abstract
A study of teacher leadership styles and classroom climates in 75 elementary school classrooms showed that teacher task and expressive orientations powerfully influenced classroom morale. Teacher authoritarianism had no effect, calling into question interpretations of previous studies of teacher leadership. Teacher power orientation showed strong negative relationships to peer influences and peer group centrality. With classroom climates typed according to morale, peer influence, and peer group centrality, combinations of teacher leadership modes--based on task and expressive and power orientations--were strong influences on classroom climates. Teachers legitimated their power through satisfaction of task and socio-emotional needs of the students. Non-legitimation of power leads to alienated or rebellious classrooms. (A 14-item bibliography and appendixes of related research material are included.) (Author)
- Published
- 2024
29. Career Preparation. Career-Centered Curriculum for Vocational Complexes in Mississippi.
- Author
-
Mississippi State Dept. of Education, Jackson. Div. of Vocational and Technical Education. and Jones County School District, Laurel, MS.
- Abstract
Spanning grades 10-12, the curriculum guide focuses on the preparation phase of career education and attempts to provide the student with opportunities to learn a salable skill or prepare for further education. The career education concept is fused into each academic as well as skill area. The first section presents vocational course offerings in: agricultural mechanics, automotive mechanics, building trades, industrial drafting, industrial wiring, intensive business training, metal trades, and cooperative vocational education. The second section displays career oriented academic course offerings in: art, driver education, English, foreign languages, guidance, health and physical education, home economics, industrial arts, mathematics, music, science, and social studies. An explanation of the scope, sequence, procedure, and major objectives is given for each skill area and sample instructional guides accompany each skill area. The guides contain a table of contents, course description, objectives, information sheets, assignment sheets, and job sheets. Additional instructional materials are listed at the end of each example unit. The appendix provides an annotated multimedia resource directory of career guidance materials. (MW)
- Published
- 2024
30. Bilingual-Bicultural Education: Making Equal Educational Opportunities Available to National Origin Minority Students.
- Author
-
Montoya, Joseph M.
- Abstract
If equal educational opportunity is to become a reality for minority students, implementation of bilingual-bicultural curricula must commence immediately. Legislation committing our nation to bilingual education has been passed, but very little progress has been made so far in implementing bilingual programs. Continuous pressure must be exerted on our national and state legislatures in order that the requisite amount of funds be provided. We must involve ourselves in the decisions of our local school boards and push for the establishment of bilingual education programs there. If such programs are not set up, funded, and properly administered, we must prepare for legal confrontation by lodging community-initiated administrative complaints with the Health, Education and Welfare Office for Civil Rights or by instituting suits against local school districts. The fact that the Department of Health, Education and Welfare has construed Title VI of the Civil Rights Act of 1964 to mean that bilingual programs can be legally required indicates that a series of court battles would most likely result in a victory for the nation's school children. Though the short-term cost of establishing bilingual programs will be high, the returns on our investment in equal educational opportunity will be enormous. (Author/PMP)
- Published
- 2024
31. Project CHILD: Final Report.
- Author
-
Texas Education Agency, Austin.
- Abstract
Presented is the final report of Project CHILD, a research effort to develop and validate screening procedures for the identification of language disabled (LD) children, three intervention models for LD children, and a competency based teacher education model. In the two phases of the first study, a battery of screening tests was evaluated with a total of approximately 8,400 elementary grade children. Results led to the recommendation of the LD Screen-Pupil Behavior and LD Screen-Syllabication instruments as efficient screening tests. In the second study, on intervention models, the effectiveness with 210 LD children in 18 classrooms of the following three models was compared: Alphabetic, Phonetic, Structured Linguistic (APSL); Programed Instruction; and Individually Prescribed Program. Results indicated that the APSL approach was slightly more effective with low achieving students and that students in all three programs had positive attitudes. In the final study, a performance based staff development program was evaluated with 14 resource teachers and three regular teachers. Results showed that LD children taught by the teachers in the experimental staff development program demonstrated higher academic achievement and more positive attitudes than students of teachers in the control group. (DB)
- Published
- 2024
32. A Handbook for Adult Basic Education: Volume 2.
- Author
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Alabama State Dept. of Education, Montgomery., Alabama State Univ., Montgomery., Southern Regional Education Board, Atlanta, GA., Morrison, Marshall Lee, Morrison, Marshall Lee, Alabama State Dept. of Education, Montgomery., Alabama State Univ., Montgomery., and Southern Regional Education Board, Atlanta, GA.
- Abstract
Volume 2 of the handbook has been designed to supplement the material presented in Volume 1, which was concerned with basic problems associated with the Adult Basic Education (ABE) classroom. Volume 2 aims at a wider audience. Chapter 1 attempts to give a detailed description of the deprived adult learner, and considers such questions as how they are; why they are as they are; and what to do about it. Chapter 2 suggests some methods and means of increasing and improving services to the deprived. Chapters 3 and 4 present some data and arguments favoring public support of adult education. Chapter 5 considers the crucial problem of communicating and interacting with the deprived. Chapters 6 and 7 attempt to make Chapter 2 more extensive, intensive, and protensive by setting forth curriculum practices and suggesting techniques, tools, and trends in ABE. Chapter 7 indicates how the total program in adult education may be improved, unified, and made more continuous through the coordinated efforts of administrators and supervisors in the field. Finally, the appendixes, through a series of position papers, present some thought-provoking subject matter selected from a wide array of scholars considered knowledgeable in the area of adult education. (Author)
- Published
- 2024
33. Activity File of Learning Center and Classroom Multi-Cultural Activities.
- Author
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Riverside Unified School District, CA.
- Abstract
The cards in this file are representative samples of the types of activities developed by teachers involved in a Title I funded learning center of multi-cultural classroom activities for elementary school students. The five cultures that are stuoied are those of blacks, Asian Americans, native Americans, Mexican Americans, and Anglos. A multi-media approach is used in the classroom, and the activities described on these cards are part of a program which includes films, filmstrips, tapes, field trips, etc. Activities are divided into five areas: reading and language arts, cooking, arts and crafts, math, and music and dance. Listed under these five areas are thirty-eight activities, some of which include puzzles, types of poetry, how to make groundnut soup, early American recipes, food for the pioneers, African beads, Indian pottery, Japanese carp kits, Oriental block prints, counting triangles, the limbo dance, the Mexican national folk dance, the China poblana costume, and others. (Author/AM)
- Published
- 2024
34. Our World. CEM Topic Folder No. 3.
- Author
-
Christian Education Movement, London (England). and Undy, Harry
- Abstract
The aim of this pamphlet is to make secondary school students aware of the interdependence of peoples throughout the world and of their own responsibility to the world at large. The pamphlet is written from a Christian and a socioeconomic perspective. The text is arranged into the following broad areas of continuing world problems: the Third World, population, food, poverty, refugees, race, resources, and "one world." It is recommended that these sections be used with a map or globe, and that they be supported by additional materials from current newspapers, magazines, and television documentaries. Each section is divided into subtopics, which are often presented in question-answer format. Maps and graphs accompany the text, and several sections are followed by assignment suggestions relating to the topic, or by illustrative quotations from the Bible and other sources. A list of organizations where students may obtain additional information and a brief syllabus of suggested readings for both teachers and students are also provided. (Author/MK)
- Published
- 2024
35. Rural Community Colleges: A Pennsylvania Case Study.
- Author
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Woodbury, Kenneth B.
- Abstract
This report describes the development, functions, and operations of the Delaware Valley Community College Service Center in Pike County, Pennsylvania, which is designed to provide diversified and comprehensive two-year postsecondary education to residents of a large, rural area without a postsecondary institution. The Center is sponsored by the Delaware Valley School District and operated through a contract with Northampton County Area Community College (NCACC), the nearest community college. The policies, procedures, programs and courses of NCACC apply to the Center and its director is responsible to the NCACC president, but the Center retains local control and initiative through its own Operating Board. Funding is provided by the school district, student tuition and state reimbursement. The Center has no facilities of its own but provides a wide range of associate degree and certificate programs in liberal arts and occupational areas and non-credit adult education courses utilizing leased and borrowed facilities and part-time faculty. The Center's Cooperative Commuting College Division makes available specialized high-cost career programs through contractual arrangements with neighboring colleges in New York State. The Center is not offered as a model, but components may serve as a guide to be adapted by other rural areas. (JDS)
- Published
- 2024
36. Student Development Education: Implications for Teaching, Counseling and Administration.
- Author
-
Creamer, Don G. and Rippey, Donald T.
- Abstract
This paper defines student development education as a concept which refers to professional roles of administrators, instructors, and counselors in a competency-based learning system designed to enable students to become more of what they want to be. A student development model is delineated whose essential components include student goal setting in collaboration with institutional professionals, assessment of position relative to goals, use of change strategies (instruction, consultation, milieu management) to bring about development toward goals, and evaluation to determine the extent to which goals are met and whether new goals are necessary. A taxonomy of behaviors of the well-developed student is outlined, based on three categories of student development needs: the development of knowledge, skills, and attitudes, of self-determination, and of the ability to control one's environment. The specific professional role responsibilities of administrators, instructors, and counselors in relation to each behavior are illustrated, and the implications and applications of the student development concept for each of these professionals are reviewed. Implementation of student development education requires review and possible revision of course objectives, program objectives, and professional objectives, as well as competency development of professionals. Possible strategies to be used in initiating these changes are suggested. (JDS)
- Published
- 2024
37. The Contemporary College Student.
- Author
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Woodstock Coll., MD. and Nygreen, Glen T.
- Abstract
The social dimensions of the student condition are defined by seven societal factors. These factors include: (1) the segmentation of radicalism on campuses, which encourages, yet controls, change-rate and change-direction; (2) the intellectual campus climate, which enhances intellectual dissatisfaction and the probability of change; (3) the psychoanalytic frame of reference, which encourages ideological, ethical development; (4) the identification of upwardly mobile students in terms of social class, parental effects, and peer group influences; (5) the rigidifying occupational opportunity structure after graduation; (6) the contest mobility mode, which makes intellectual values secondary to practical achievement in school and life; and (7) the changing role of the undergraduate experience and the interactions of student and the larger society. (WR)
- Published
- 2024
38. Psychotherapy and the Nonprofessional Therapist: Responses of Naive Therapists to 'Therapeutic' Contact with Chronic Schizophrenics.
- Author
-
Tomlinson, T.M
- Abstract
The current interest in using non-professional therapists to work with chronic schizophrenics is usually focused on the effect on the patients. Relatively little attention has been paid to the effect this particularly intransigent patient population may have on clinically unsophisticated students, especially students who are planning a career as professional psychotherapists. The questions is asked about the advisability of engaging naive students in the task of "helping" patients who are unlikely to exhibit identifiable behavior or personality change. Biographical and rating scale data from untrained student therapists are examined, and the conclusion is reached that in most instances, the experience has a positive outcome. Students attain insights into the nature of psychopathology and achieve a more realistic view of psychotherapy. The warning is issued, however, that the experience can be extremely frustrating and unnecessarily disconcerting to the naive therapist who expects but does not receive reinforcement in terms of a productive patient relationship or observable patient behavior change. It is suggested that unless considerable supervision is available a more responsive group of patients might provide a more suitable patient sample for the first therapeutic encounter. (Author)
- Published
- 2024
39. The Influence of Class Size on Academic Attainment and Student Satisfaction.
- Author
-
Edward W. Clark High School, Las Vegas, NV.
- Abstract
This investigation determined if students showed a difference in academic attainment or attitude toward school as a result of membership in an average or above average size group. Some 224 male and female students in average or above average size classes in Business Law, Introduction to Business, and Government served as subjects. They were randomly scheduled into classes. Pretest and posttest scores on teacher-made tests were analyzed to measure academic attainment. No significant difference in academic attainment was found for either Business Law or Introduction to Business classes. A significant difference was found for the course on government. No significant differences for satisfaction with learning environment, resulting from differences in class size, were found for any of the three courses. (PS)
- Published
- 2024
40. BREAKING THE BARRIERS OF CULTURAL DISADVANTAGE AND CURRICULUM IMBALANCE.
- Author
-
MCKENDALL, BENJAMIN W.
- Abstract
THE POSITION TAKEN IS THAT THE CURRICULAR CHANGES THAT HAVE BEEN MADE AT THE UNIVERSITY LEVEL TO PERMIT EDUCATIONALLY DISADVANTAGED STUDENTS (USUALLY NEGRO) TO ATTEND COLLEGE ARE ONLY PALLIATIVE BECAUSE MOST ADMISSION PROCEDURES ARE TOO INFLEXIBLE TO CONSIDER THE EFFECTS OF A DISADVANTAGED EDUCATION IN THE LOWER SCHOOLS ON A STUDENT'S SCHOLASTIC RECORD. ON THE OTHER HAND, SOME WELL-MEANING COLLEGES PRACTICE REVERSE DISCRIMINATION AND "INSTANT NEGRITUDE" (TOKENISM) AND ACCEPT DISADVANTAGED MINORITY GROUP STUDENTS WHO MAY NOT BE ABLE TO DO COLLEGE WORK. FOR THE DISADVANTAGED STUDENT THE PROBLEMS OF COLLEGE ADMISSION AND FINANCIAL AID ARE INSEPARABLE, AND THE MOST HELP IS NEEDED BY THE STUDENTS WITH MODEST ACADEMIC CREDENTIALS--THE MOST TALENTED USUALLY CAN GET AID. SEVERAL KINDS OF PROGRAMS TO UPGRADE THE STUDENT'S ACADEMIC PERFORMANCE, AND THUS INCREASE HIS OPPORTUNITIES FOR COLLEGE, HAVE BEEN HELPFUL--LOCAL COMPENSATORY AND ENRICHMENT EFFORTS, EXCHANGE PLANS, AND TUTORING, AMONG OTHERS. MOST CHANGES AT THE PRESENT TIME IN THE COLLEGE CURRICULUM BENEFIT THE ABLE STUDENT WHO COMES FROM A HIGH SCHOOL WHICH OFFERS ADVANCED ACADEMIC COURSES, BUT IT IS THIS KIND OF CURRICULUM REFORM THAT PRESENTS YET ANOTHER BARRIER FOR THE STUDENT FROM A DISADVANTAGED SCHOOL. THIS ARTICLE WAS PUBLISHED IN THE "PHI DELTA KAPPAN," VOLUME 47, NUMBER 7, MARCH 1965. (NH)
- Published
- 2024
41. STUDENT ATTITUDE SURVEY, CLARK HIGH SCHOOL.
- Author
-
Clark County School District, Las Vegas, NV. and JEFFS, GEORGE A.
- Abstract
AN INVESTIGATION WAS MADE TO DISCOVER CLARK HIGH SCHOOL STUDENTS' ATTITUDES TOWARD PEERS, THE PHYSICAL ENVIRONMENT, TEACHERS, ADMINISTRATORS, THE CURRICULUM, AND EDUCATIONAL VALUES, AND TO CONSTRUCT A STUDENT ATTITUDE INSTRUMENT. A REVIEW OF LITERATURE RELATED TO STUDENT ATTITUDES WAS MADE. EIGHT HUNDRED AND THIRTY-SEVEN CLARK HIGH SCHOOL STUDENTS WERE GIVEN THE CLARK HIGH SCHOOL ATTITUDE SCALE (CHSSAS). THE CHSSAS IS A LIKERT-TYPE ATTITUDE SCALE, CONSISTING OF 65 ITEMS ARRANGED IN SIX SUBSCALES. CORRELATIONS BETWEEN THE SUBSCALES ARE PROVIDED. RESPONSES WERE TRANSFERRED FROM STUDENT RESPONSE CARDS TO IBM KEY-PUNCH CARDS, AND THE NUMBER OF RESPONSES WAS OBTAINED. THE NUMBER OF RESPONSES WAS THEN CONVERTED TO PERCENTAGES, AND MEAN RESPONSE-WEIGHTS FOR SEX AND GRADE LEVELS WERE DETERMINED. ANALYSES OF THE ITEM RESPONSES WERE REPORTED IN 70 TABLES, AND A GENERAL ANALYSIS WAS GIVEN IN FOUR TABLES. A SUMMARY OF THE RESULTS IS GIVEN AND A COPY OF THE QUESTIONNAIRE IS INCLUDED. (PS)
- Published
- 2024
42. Supporting Innovative, Scalable Approaches to School-Based Mental Health: Development and Innovation Research at the U.S. Department of Education's Institute of Education Sciences (IES)
- Author
-
Emily J. Doolittle and Jacquelyn A. Buckley
- Abstract
The Institute of Education Sciences (IES), the research arm of the U.S. Department of Education, is the nation's leading source for rigorous, independent education research, evaluation, and statistics. IES's National Center for Education Research (NCER) supports rigorous research that addresses the nation's most pressing education needs from early childhood to adult education. IES's National Center for Special Education Research (NCSER) supports a comprehensive program of education research designed to expand knowledge and understanding of infants, toddlers, and youth with and at risk for disabilities to improve their developmental, education, transition, and postsecondary outcomes. This paper makes the case that IES Development and Innovation research can support the development of usable, feasible, and affordable approaches (practices, programs, or policies) to help schools meet the mental health needs of their students and staff. The goal of this research is to ensure that school-based interventions are contextually appropriate, implemented with high fidelity, and more likely to produce equitable outcomes than current practice. [This paper was published in the "School Mental Health".]
- Published
- 2024
43. Vocabulary in English Textbooks for Vietnamese Upper-Secondary Students: A Comparative Analysis of Reading Passages
- Author
-
Nam Nhat Lien, Nhi Hoa Mai, and Nguyen Huynh Trang
- Abstract
In EFL countries where English is rarely practiced outside the classroom, textbooks have become the major input source for learners. Particularly in Vietnam, multiple textbook series are available simultaneously for the same grade. Thus, it is important to examine if their vocabulary is appropriate and of similar difficulty. This study aims to investigate and compare the lexical demands, sophistication, diversity, and lengths of reading passages in the eight latest series for Vietnamese 10th graders with 53,360 tokens in total. The results revealed that the most frequent 1,000, 2,000-3,000, and roughly 4,000-word families in the BNC/COCA wordlist, plus proper nouns, marginal words, transparent compounds, and acronyms, were respectively needed for 85%, 95%, and 98% coverage. Additionally, pairwise comparisons uncovered that the passages differ significantly in length yet insignificantly in lexical sophistication and diversity. Therefore, the series appear to be well-suited to co-implementation and facilitative to vocabulary development despite not being optimized for independent learning. The study still calls for simplifying the eight textbook series to promote meaning-focused output. Finally, implications for exploiting and revising these textbook series are discussed.
- Published
- 2024
44. Audio Feedback in ESL/EFL Writing Contexts: A Review of the Literature
- Author
-
Listiani Listiani, Marianne Nikolov, and Ágnes Hódi
- Abstract
Over the past two decades, multiple empirical studies have examined how teacher audio feedback works in EFL/ESL writing courses. This review explores instructor audio feedback studies in higher education writing contexts. Seventy empirical studies were identified in literature searches published between 2000 and 2022 in several academic databases. Then, based on exclusion and inclusion criteria, thirteen relevant studies were reviewed. The results indicate that interest in instructor audio feedback research has risen since 2000. This overview presents what empirical studies on teacher audio feedback in L2 writing courses aimed to find out, how they were conducted, and what they found. As many research designs and findings were underexplored, more studies are required to investigate this feedback type to benefit L2 writing learning and teaching and enrich studies on audio feedback practices. The gaps identified in the selected studies offer ideas for future explorations of teacher audio feedback in L2 writing contexts.
- Published
- 2024
45. Cultural Influences on Learner Autonomy from the Perspectives of Vietnamese EFL Learners
- Author
-
Truong Thi Thuy Linh and Nguyen Van Loi
- Abstract
By investigating Vietnamese English learners' perspectives on influential cultural factors and barriers these factors bring to the development of learner autonomy, this study seeks to draw attention to proper consideration of the host cultural values in importing and implementing Western educational theories. A phenomenological approach was employed, and qualitative data were collected from in-depth interviews with 15 English majored students from a public university in the Mekong Delta. Using Hofstede et al.'s (2010) six-dimensional model of cultural differences as a theoretical framework, the study reveals that all the six dimensions, at different levels, hinder the development of learner autonomy. The study also uncovers cultural assimilation - a state in which individuals perceive a certain cultural characteristic as their personality traits without any adjustment, corresponding to the Restraint factor. These results emphasize the significance of cultural analysis and imply the need for constructing a culturally appropriate pedagogy to promote learner autonomy. The paper concludes by discussing some possible directions for further research in the field.
- Published
- 2024
46. Deep Learning Self-Regulation Strategies in the Learning of English as a Foreign Language among Arab College Students
- Author
-
Ibrahim H. Alzahrani and Mohammad R. Alnufaie
- Abstract
This study uses Panadero et al.'s (2021) Deep Learning Strategies Questionnaire to discover EFL learners' strategies from a new perspective. The questionnaire is a newly designed self-report instrument with ground-breaking features constructed with validity and reliability to measure students' actual strategies in real situations. The current study is the first in an EFL context to use this innovative tool. It investigates self-regulation strategies for learning English as a foreign language (EFL) among 430 male EFL college students in Saudi Arabia. The questionnaire enabled us to adopt a micro-level inspection of strategy functions based on an innovative model that can help identify possible avenues for strategy interventions. The results mostly showed a high use of deep language learning strategies in all four questionnaire categories: basic learning, visual elaboration and summarizing, deep information processing, and social learning. Consequently, all the categories had a strong, positive, and significant correlation. In addition, the most used strategies were basic learning strategies, whereas the least used were visual elaboration and summarizing. Our findings provide useful pedagogical implications for promoting EFL learning strategies and strategy instruction. Successfully replicating the Deep Learning Strategies Questionnaire scrutinizes this methodological instrument's validity and reliability and encourages other researchers to use it.
- Published
- 2024
47. Enhancing Online English Self-Regulated Learning through Gamification and Active Learning in Higher Education
- Author
-
Budi Waluyo, Kritsadee Songkhai, and Jiali Li
- Abstract
Despite the increased adoption of online learning in higher education, there was limited knowledge about how the combination of online English synchronous learning with gamified applications and active learning impacted student self-regulation. This study used a sequential explanatory research design to investigate this integration in an English for Academic Communication course at a southern Thai university over a 12-week period. Data, including a Self-Regulated Learning (SRL) strategy survey, reflective essays, and course grades, were analyzed using descriptive statistics for quantitative data and thematic analysis for qualitative data. The findings showed that students heavily utilized SRL strategies, especially in Time Management and Environment Structuring, but there were differences in Goal Setting between the quantitative and qualitative results. Although there were strong positive correlations among SRL constructs, none of them were statistically significant in relation to course grades. Students expressed their desire for feedback, interactive learning, and a balanced workload in their ideal online English learning experience. This study provided insights into the integration of online English synchronous learning with gamification and active learning in higher education.
- Published
- 2024
48. Matches and Mismatches in Perceptions of Group Work: Voices from EFL Teachers and Students
- Author
-
Trang Le Diem Bui and Hanh Thi Minh Nguyen
- Abstract
Although group work activities are commonly employed in communicative second language (L2) classes, there are few studies that investigate how much teachers and students, the two main stakeholders, agree or differ on how group work activities should be conducted. To fill this gap, this study, which was carried out at a public university in Vietnam, examined the perceptions of both teachers and students to uncover matches and mismatches in their perceptions of important issues for effective group work implementation. The study explored the actual experiences of six teachers and ten students, who were chosen by convenience sampling. Thematic analysis of the interviews indicated that the benefits of group work were widely agreed upon, as were the preferences for group size and self-selection of group members. However, there was disagreement over ways of grouping, the role of leadership, and the use of peer assessment. The findings have significant implications for relevant stakeholders, especially in the Asian English as a foreign language (EFL) context, about what would work well and what needs to be addressed to maximize the effectiveness of group work implementation.
- Published
- 2024
49. Flipped Learning in EFL Classrooms Effects on Tertiary Students' Writing Skills and Perceptions
- Author
-
Elsa Desi Putri, Bambang Yudi Cahyono, and Nanang Zubaidi
- Abstract
Flipped learning is believed can open valuable class time to higher-level activities. However, the findings of previous studies on the effects of flipped learning on the teaching of English as a Foreign Language (EFL) are sometimes mixed. Hence, this study investigates the effect of flipped learning on EFL tertiary students' ability to write opinion essays and their perceptions. It employed a quasi-experimental design that examined the difference in EFL tertiary students' writing ability with flipped learning and those taught without it. Data were taken from the opinion essay writing tests and questionnaires of 58 third-semester Indonesian university students. The students in both classes showed significant improvement (p < 0.01, [eta][superscript 2] = 0.52), but a significant interaction between teaching style and overall improvement was not found (p = 0.12, [eta][superscript 2] = 0.01). However, interaction was found between teaching style and sub-category scores (i.e., sentence structure and mechanics). Students who were taught using flipped learning mostly had positive perceptions of it. However, there was no association between the students' positive feelings and writing improvement. The findings suggest that flipped learning should be used more widely to benefit from its impacts on learning but that more research is required to maximize its benefits in the future.
- Published
- 2024
50. Vodcast Embedded with Physics Education Technology Simulation in Learning Projectile Motion
- Author
-
Reina Karen M. Celestino-Salcedo, Jr. Sotero O. Malayao, Monera A. Salic-Hairulla, Ellen J. Castro, and Ivy Claire V. Mordeno
- Abstract
The challenge of creating reliable technology-based resources for science learning is a perennial challenge in Philippine education, with limited learning materials accessible to all learners. This study is about the development of a videocast embedded with physics education technology (PhET) simulation that served as supplementary learning material for grade 9 science in response to the scarcity of dependable visualization materials. The study employed the developmental research design with analysisdesign-development-implementation-evaluation (ADDIE) model as the developmental framework. The vodcast evaluation tool, achievement test questionnaire, and vodcast perception survey questionnaire for students and teachers were used in the data collection, while the Kendall's W statistic, mean, percentage, and gain score were used in the data interpretation. The teacher respondents (N=64) have moderate agreement on the ranking of topic difficulty, with Kendall's W of 0.45. The researcher-made vodcast attained an overall rating of 4.78 from experts, which implies that the vodcast can be very good material for classroom implementation. The developed achievement test has acceptable difficulty and discrimination indices. The implementation stage yielded a low normalized gain, which can be accounted for by unfocused attention during the pandemic. Nevertheless, the voicecasts were found very useful in learning projectile motion, as perceived by both students and teacher-observers.
- Published
- 2024
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