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Academic Achievement (academic + achievement)
Kinds of Academic Achievement Selected AbstractsII. PERSONALITY TYPES OF 6-YEAR-OLDS AND THEIR ASSOCIATIONS WITH ACADEMIC ACHIEVEMENT AND BEHAVIORMONOGRAPHS OF THE SOCIETY FOR RESEARCH IN CHILD DEVELOPMENT, Issue 1 2003Article first published online: 11 JUN 200 First page of article [source] ACADEMIC ACHIEVEMENT OF STUDENTS IN FOSTER CARE: IMPEDED OR IMPROVED?PSYCHOLOGY IN THE SCHOOLS, Issue 5 2004Larry D. Evans Foster care's impact on academic development was investigated for 392 students reentering foster care. Psychoeducational evaluation was performed at initial and return placements. Average achievement increased .22 points between placements. Students reentering care did not show differences in achievement or IQ compared to control students with a single placement. Although average achievement showed a small increase between placements, some students showed large changes. Declining achievement was directly related to above-average initial achievement ( p < .001), and indirectly related to not being in special education ( p < .001) and nonminority race ( p < .02). Results provide evidence that overall academic development appears neither enhanced nor hindered by foster care placement, but specific groups may be at risk for poor gains. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 527,535, 2004. [source] Teachers, Schools, and Academic AchievementECONOMETRICA, Issue 2 2005Steven G. Rivkin This paper disentangles the impact of schools and teachers in influencing achievement with special attention given to the potential problems of omitted or mismeasured variables and of student and school selection. Unique matched panel data from the UTD Texas Schools Project permit the identification of teacher quality based on student performance along with the impact of specific, measured components of teachers and schools. Semiparametric lower bound estimates of the variance in teacher quality based entirely on within-school heterogeneity indicate that teachers have powerful effects on reading and mathematics achievement, though little of the variation in teacher quality is explained by observable characteristics such as education or experience. The results suggest that the effects of a costly ten student reduction in class size are smaller than the benefit of moving one standard deviation up the teacher quality distribution, highlighting the importance of teacher effectiveness in the determination of school quality. [source] The Relationship Between Classroom Motivation and Academic Achievement in Elementary-School-Aged ChildrenFAMILY & CONSUMER SCIENCES RESEARCH JOURNAL, Issue 2 2004Sheri Coates Broussard The relationship between motivation and academic success has been better established with older children and adults than with younger children. As part of a larger project, the purpose of this study was to examine the relation-ship between classroom motivation and academic achievement in young elementary-school-aged children. The participants were 122 first-grade and 129 third-grade children from a mid-sized city in the southern United States. The findings from the current study were consistent with previous research in that higher levels of mastery motivation and judgment motivation were found to be related to higher math and reading grades in third graders. However, higher levels of mastery motivation, not judgment motivation, were related to higher math and reading grades in first graders. [source] Did a Foreign Language in the Elementary Schools (FLES) Program in a Kansas School District Affect Students' Academic Achievement in English?FOREIGN LANGUAGE ANNALS, Issue 3 2005Bernard G. Schuster Abstract: What happens to English academic achievement when valued class time is devoted to a foreign language in the elementary schools (FLES) program? Is there a reduction in achievement as suggested by a time-on-task hypothesis, or is there some form of compensation, as suggested by additive bilingualism? The school district in this study started a FLES program with Grade 2 students in five schools in 1995,96, and the students continued FLES through Grades 3, 4, and 5. Students in the other eight district schools received no FLES. The FLES and no-FLES students were compared based on the Grade 6 Iowa Test of Basic Skills (ITBS), using Grade 2 ITBS Survey Battery to control for initial variation in test scores. No significant statistical difference was found. [source] Language Background, Ethno-Racial Origin, and Academic Achievement of Students at a Canadian UniversityINTERNATIONAL MIGRATION, Issue 2 2009J. Paul Grayson Research conducted in Canada and the United States shows that the age of arrival of immigrant children, language spoken in the home, and ethno-racial origin have consequences for English language acquisition and academic attainment. So far, however, the degree to which these factors have consequences for academic achievement at the post-secondary level has scarcely been studied. In this study, it is found that the communication skills of university students who are the sons and daughters of immigrants, independent of length of time in Canada, are not as high as those of native-born English-speaking Canadians. Moreover, all else being equal, independent of length of time in the country, the university GPAs of immigrant and non-European origin groups are generally lower than those of native-born Canadians. Findings such as these suggest the presence of social and cultural processes at the family, community, and educational system level that continue to disadvantage identifiable groups of post-secondary students. [source] Mental Health and Academic Achievement: Role of School NursesJOURNAL FOR SPECIALISTS IN PEDIATRIC NURSING, Issue 4 2007Kathryn Rose Puskar PURPOSE.,This article discusses how school nurses promote mental health and subsequent academic achievement by screening and referral for children demonstrating mental health problems. Nursing interventions are discussed at the individual, systems, and community levels. CONCLUSION.,Mental health problems can affect school performance and academic achievement. When mental health problems are not recognized, students may be unable to reach their academic potential. School nurses are in a key position to provide interventions to address mental health and academic achievement. PRACTICE IMPLICATIONS.,The role of school nurses and examples of mental health collaborative activities are provided. [source] Middletown High School: Equal Opportunity for Academic AchievementLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 3 2006Cynthia Mata Aguilar Middletown High School is a comprehensive high school with 1,970 students, located in the environs of Washington, DC. It is distinguished by an open enrollment policy for all courses; a strong emphasis on inclusion of students with learning disabilities (LD) in general education classrooms; block scheduling that allows for more in-depth and meaningful study of important concepts and ideas; and team teaching in English, mathematics, science, and social studies. In a schoolwide 30-minute daily Learning Seminar, all students learn study skills, do homework, take tests, or go to the library, and teachers have opportunities for departmental meetings and problem solving. A visual representation of a "percolator" frames the school's system of opportunities and supports. Through case studies of two students with LD and analyses of 55 transcripts of recent graduates, we describe the academic and social opportunities, support structures, and strategies that make Middletown a "good high school" for students with disabilities. [source] Effects of Cooperative Learning on the Academic Achievement of Students with Learning Disabilities: An Update of Tateyama-Sniezek's ReviewLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 2 2002Kristen Nyman McMaster This article reviews research published from 1990 to 2000 examining effects of cooperative learning strategies on the academic achievement of students with learning disabilities. The literature search is described. Fifteen studies are included in the review and are grouped according to the types of cooperative learning strategies that were examined. Sample characteristics, measures, findings, and effect sizes are reported in a table. Achievement outcomes are mixed. Cooperative learning strategies that incorporate individual accountability and group rewards are more likely to improve achievement of students with disabilities. However, design problems across the studies limit conclusions to be drawn about the efficacy of cooperative learning. More research is needed before it may be viewed as an effective strategy for students with disabilities. [source] Linguistic Capital and Academic Achievement of Canadian- and Foreign-Born University StudentsCANADIAN REVIEW OF SOCIOLOGY/REVUE CANADIENNE DE SOCIOLOGIE, Issue 2 2008J. PAUL GRAYSON Au Canada, plusieurs universités prennent des mesures pour recruter des immigrants ou leurs enfants et satisfaire leurs besoins,et parmi eux plusieurs ont l'anglais comme langue seconde. Il n'y a pas de recherches au Canada qui comparent la progression potentielle du capital linguistique des étudiants ayant l'anglais comme langue seconde et celui des autres étudiants au fil de leur parcours universitaire, avec les relations entre les progressions du capital linguistique et de l'acquisition des connaissances. L'auteur montre dans cette étude que, contrairement aux étudiants canadiens et ceux nés à l'étranger pour lesquels l'anglais est la première langue, le capital linguistique des étudiants nés à l'étranger dont l'anglais est une langue seconde s'accroît au cours des quatre années d'études universitaires. Cependant, cette augmentation du capital linguistique ne correspond pas à une augmentation de l'acquisition des connaissances. In Canada, many universities are taking steps to recruit and meet the needs of immigrants and/or their sons and daughters, many of whom have English as a second language (ESL). There is, however, no research in Canada comparing potential increases in the linguistic capital of ESL and other students over the course of their university careers and the connection between increases in linguistic capital and academic achievement. In this study, it is shown that in contrast to Canadian- and foreign-born students for whom English is a first language, and Canadian-born ESL students, the linguistic capital of foreign-born ESL students increases over 4 years of university study; however, this increase in linguistic capital is not paralleled by an increase in academic achievement. [source] Levels of literacy among juvenile offenders: the incidence of specific reading difficultiesCRIMINAL BEHAVIOUR AND MENTAL HEALTH, Issue 4 2000Margaret J. Snowling Introduction Academic achievement is low among offenders. Yet there is little evidence that prisoners are less literate than the general population. Do they have more dyslexia? This paper considers three definitions of dyslexia to see whether they relate to young offenders' literacy difficulties. Method The reading and spelling skills of 91 15- to 17-year-old male juvenile offenders who were incarcerated are reported, together with assessments of their vocabulary and non-verbal (spatial) skills. Estimates of the prevalence of reading disability are considered in relation to different definitions of dyslexia. Results The regression of literacy skills on non-verbal ability yielded an estimated prevalence of 57% while a more conservative estimate of 43% followed from the regression of literacy skill on verbal ability, and 38% of the sample had specific phonological deficits. Many of the offenders had experienced social and family adversity and reported poor school attendance. Discussion It is proposed that as a group, juvenile offenders are best described as having general verbal deficits encompassing problems of language and literacy. Copyright © 2000 Whurr Publishers Ltd. [source] What kind of motivation drives medical students' learning quests?MEDICAL EDUCATION, Issue 9 2004Dejano T Sobral Aims, To describe the patterns of medical students' motivation early in the undergraduate programme and to examine their relationships with learning features and motivational outcomes. Methods, The Academic Motivation Scale (AMS) was administered after the first medical year to 297 students of both sexes from consecutive classes within a 4-year timeframe. Measures of learner orientation and reflection in learning were also obtained. Academic achievement and peer tutoring experience were recorded during a 2-year follow-up. Quantitative approaches included analysis of variance, correlational and classificatory analyses of the data. Results, The profile of the students' responses revealed higher levels of autonomous motivation than of controlled motivation although such measures were positively related. Correlation analysis showed significant association of autonomous motivation with higher levels of meaning orientation, reflection in learning, academic achievement, cross-year peer-tutoring experience, and intention to continue with studies. Classificatory analysis identified 4 student groups with distinct patterns of motivation. Analysis of variance revealed significant and consistent differences in learning features and outcomes among such groups. Conclusions, The findings indicate that medical students portray distinct patterns of autonomous and controlled motivation that seem to relate to the learners' frame of mind towards learning as well as the educational environment. Autonomous motivation had closer relationships than controlled motivation with measures of self-regulation of learning and academic success in the context of a demanding medical programme. [source] Academic achievement of children in China: The 2002 Fulbright experiencePSYCHOLOGY IN THE SCHOOLS, Issue 3 2005LeAdelle Phelps The 2002 Fulbright team, led by Zheng Zhou of St. John's University, consisted of 12 professionals in the fields of education, counseling psychology, and school psychology. Spending one month visiting elementary schools, universities, governmental bodies, hospitals, and private schools throughout China, the Fulbright team had an opportunity to observe educational systems and mental health services to children in multiple sites (Beijing, Kunming, Shanghai, and Suzhou). This article outlines the educational system currently utilized in China and explores the cultural factors and key variables that impact Asian children. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 233,239, 2005. [source] Academic achievement, behavioural outcomes and MRI findings at 15 years of age in very low birthweight children.ACTA PAEDIATRICA, Issue 12 2008Acta Paediatr 200, Gäddlin et al. No abstract is available for this article. [source] Inhibition deficits of serious delinquent boys of low intelligenceCRIMINAL BEHAVIOUR AND MENTAL HEALTH, Issue 5 2007Roos Koolhof Introduction,Studies have shown that low intelligence (IQ) and delinquency are strongly associated. This study focuses on inhibitory deficits as the source for the association between low IQ and delinquency. Further, the authors explore whether serious delinquent boys with a low IQ are exposed to more risk factors than serious delinquent boys with an average to high IQ. They also examine the extent to which low IQ and higher IQ serious delinquents incurred contact with the juvenile court because of their delinquent behaviour. Methods,Cross-sectional and longitudinal data from the Pittsburgh Youth Study were used to constitute four groups of boys: low IQ serious delinquents (n = 39), higher IQ serious delinquents (n = 149), low IQ non-to-moderate delinquents (n = 21) and higher IQ non-to-moderate delinquents (n = 219). Results,Low IQ serious delinquents committed more delinquent acts than higher IQ serious offenders. Low IQ serious delinquent boys also exhibited the highest levels of cognitive and behavioural impulsivity. There were no differences between low IQ and higher IQ serious delinquents on measures of empathy and guilt feelings. Instead, elevations on these characteristics were associated with serious offenders as a whole. Compared with higher IQ serious delinquents, low IQ serious delinquents were exposed to more risk factors, such as low academic achievement, being old for grade, depressed mood and poor housing. Conclusions,Inhibition deficits appear important in the aetiology of delinquency, especially among low IQ boys. Serious delinquent boys are all impulsive, but the higher IQ serious delinquents seem to have a better cognitive control system. Interventions aimed at low IQ boys should focus on the remediation of behavioural impulsivity as well as cognitive impulsivity. Copyright © 2007 John Wiley & Sons, Ltd. [source] Review: A systematic review of prospective studies on attention problems and academic achievementACTA PSYCHIATRICA SCANDINAVICA, Issue 4 2010T. J. C. Polderman Polderman TJC, Boomsma DI, Bartels M, Verhulst FC, Huizink AC. A systematic review of prospective studies on attention problems and academic achievement. Objective:, Our aim was to provide an overview of prospective studies that have addressed the association between attention problems (AP, i.e. symptoms of hyperactivity and inattentiveness) and academic achievement (AA). Method:, We conducted a systematic search in the literature. Normal population studies and clinical studies were included. The methodological quality of each study was evaluated by objective criteria. A best evidence synthesis was used to determine the strengths of the association. Results:, Sixteen studies were included. We found convincing evidence for a negative association between AP and AA. After controlling for intelligence, comorbidity, and socioeconomic status (SES), the association between the hyperactive symptoms of AP and AA was non-significant in two studies. Conclusion:, Children with AP are at risk for lower AA and subsequent adverse outcomes later in life. Interventions in affected children should focus on their behavioural and educational development. [source] Neuropsychological profile of children with subcortical band heterotopiaDEVELOPMENTAL MEDICINE & CHILD NEUROLOGY, Issue 11 2009MEGAN SPENCER-SMITH BPSYCSC PHD Aim, Subcortical band heterotopia (SBH) or ,double cortex' is a malformation of cortical development resulting from impaired neuronal migration. So far, research has focused on the neurological, neuroimaging, and genetic correlates of SBH. More recently, clinical reports and small sample studies have documented neuropsychological dysfunction in patients with this malformation. This study aimed to characterize further the phenotype of patients with SBH by describing the neuropsychological profiles of children. Method, Seven children (six females) aged 4 to 15 years were assessed for cognitive functioning (intellectual ability, processing speed, attention, working memory) and academic achievement (reading, spelling, arithmetic). Parents completed questionnaires examining their child's social skills and problem behaviours. Magnetic resonance images (MRI) conducted for routine clinical follow-up were coded by a paediatric neurologist. Genetic and seizure history were obtained from medical records. Results, There was variation in the neurological, neuroimaging, and genetic presentation of children in the sample. Impairments were observed in all areas of neuropsychological functioning examined. Intellectual ability was generally within the ,extremely low' range (full-scale IQ 44,74; performance IQ 45,72; verbal IQ 57,80). Generalized impairments in cognitive skills were typical, with severe impairments (scores greater than 2SD below the test mean) reported in processing speed, working memory, and arithmetic. Impairments in academic, social, and behavioural functioning were less generalized. No clear relationship between neuroimaging and neuropsychological impairments was found. Interpretation, Children with SBH demonstrate cognitive, academic, social, and behavioural problems, with the greatest difficulties in processing speed and complex cognitive skills. [source] Birthweight-discordance and differences in early parenting relate to monozygotic twin differences in behaviour problems and academic achievement at age 7DEVELOPMENTAL SCIENCE, Issue 2 2006Kathryn Asbury This longitudinal monozygotic (MZ) twin differences study explored associations between birthweight and early family environment and teacher-rated behaviour problems and academic achievement at age 7. MZ differences in anxiety, hyperactivity, conduct problems, peer problems and academic achievement correlated significantly with MZ differences in birthweight and early family environment, showing effect sizes of up to 2%. As predicted by earlier research, associations increased at the extremes of discordance, even in a longitudinal, cross-rater design, with effect sizes reaching as high as 12%. As with previous research some of these nonshared environmental (NSE) relationships appeared to operate partly as a function of SES, family chaos and maternal depression. Higher-risk families generally showed stronger negative associations. [source] The Use of Generalizability (G) Theory in the Testing of Linguistic MinoritiesEDUCATIONAL MEASUREMENT: ISSUES AND PRACTICE, Issue 1 2006Flores, Guillermo Solano We contend that generalizability (G) theory allows the design of psychometric approaches to testing English-language learners (ELLs) that are consistent with current thinking in linguistics. We used G theory to estimate the amount of measurement error due to code (language or dialect). Fourth- and fifth-grade ELLs, native speakers of Haitian-Creole from two speech communities, were given the same set of mathematics items in the standard English and standard Haitian-Creole dialects (Sample 1) or in the standard and local dialects of Haitian-Creole (Samples 2 and 3). The largest measurement error observed was produced by the interaction of student, item, and code. Our results indicate that the reliability and dependability of ELL achievement measures is affected by two facts that operate in combination: Each test item poses a unique set of linguistic challenges and each student has a unique set of linguistic strengths and weaknesses. This sensitivity to language appears to take place at the level of dialect. Also, students from different speech communities within the same broad linguistic group may differ considerably in the number of items needed to obtain dependable measures of their academic achievement. Whether students are tested in English or in their first language, dialect variation needs to be considered if language as a source of measurement error is to be effectively addressed. [source] Cannabis use and later life outcomesADDICTION, Issue 6 2008David M. Fergusson ABSTRACT Aim To examine the associations between the extent of cannabis use during adolescence and young adulthood and later education, economic, employment, relationship satisfaction and life satisfaction outcomes. Design A longitudinal study of a New Zealand birth cohort studied to age 25 years. Measurements Measures of: cannabis use at ages 14,25; university degree attainment to age 25; income at age 25; welfare dependence during the period 21,25 years; unemployment 21,25 years; relationship quality; life satisfaction. Also, measures of childhood socio-economic disadvantage, family adversity, childhood and early adolescent behavioural adjustment and cognitive ability and adolescent and young adult mental health and substance use. Findings There were statistically significant bivariate associations between increasing levels of cannabis use at ages 14,21 and: lower levels of degree attainment by age 25 (P < 0.0001); lower income at age 25 (P < 0.01); higher levels of welfare dependence (P < 0.0001); higher unemployment (P < 0.0001); lower levels of relationship satisfaction (P < 0.001); and lower levels of life satisfaction (P < 0.0001). These associations were adjusted for a range of potentially confounding factors including: family socio-economic background; family functioning; exposure to child abuse; childhood and adolescent adjustment; early adolescent academic achievement; and comorbid mental disorders and substance use. After adjustment, the associations between increasing cannabis use and all outcome measures remained statistically significant (P < 0.05). Conclusions The results of the present study suggest that increasing cannabis use in late adolescence and early adulthood is associated with a range of adverse outcomes in later life. High levels of cannabis use are related to poorer educational outcomes, lower income, greater welfare dependence and unemployment and lower relationship and life satisfaction. The findings add to a growing body of knowledge regarding the adverse consequences of heavy cannabis use. [source] Swazi Concepts of intelligence: The Universal versus the LocalETHOS, Issue 4 2002Professor Margaret Zoller Booth The Swazi concept of "intelligence " is analyzed in this article from both a historical and a contemporary perspective. It investigates the meanings of hlakaniphile (the closest translation for "intelligence") and how and why perceptions of this term have changed throughout the 20th century and continue to vary today. Utilizing historical and anthropological sources with contemporary local parental ethnotheories regarding intelligent behaviors, the article analyzes the impact of Western culture on meanings of the Swazi concept. Throughout history, as Swazi and Western societies have influenced each other, hlakaniphile continues to include a local perception of social skills. However, the definition has begun to incorporate more Western notions of intellectual competence, as reflected in academic achievement [source] The relation of personality types to physiological, behavioural, and cognitive processesEUROPEAN JOURNAL OF PERSONALITY, Issue 5 2005Daniel Hart Three personality types, labeled resilient, over-controlled, and under-controlled, were identified through cluster analysis of classroom observations of 63 children, and used to understand biological, cognitive, and behavioural processes that influence academic achievement and aggression. Resilient children were found to be high in trait cortisol and high in academic achievement. Under-controlled and over-controlled children showed the greatest change in cortisol levels under stress, low levels of academic achievement, and attributed hostility to others in ambiguous situations. Under-controlled children also exhibited high levels of externalizing behaviour in the classroom. The findings suggest that the single processes or traits assessed in this study do not mediate the associations of personality types to academic achievement and behaviour. The implications of the findings for the personality type construct and for personality processes are discussed. Copyright © 2005 John Wiley & Sons, Ltd. [source] Personality traits and academic examination performanceEUROPEAN JOURNAL OF PERSONALITY, Issue 3 2003Tomas Chamorro-Premuzic British university students (N,=,247) completed the NEO-PI-R (Costa & McCrae, 1992) personality inventory at the beginning of their course and took several written examinations throughout their three-year degree. Personality super-traits (especially Conscientiousness positively, and Extraversion and Neuroticism negatively) were significantly correlated with examination grades and were found to account for around 15% of the variance. Primary traits were also examined and results showed significant correlations between a small number of these traits (notably dutifulness and achievement striving positively, and anxiety and activity negatively) and academic achievement. Furthermore, selected primary personality traits (i.e. achievement striving, self-discipline, and activity) were found to explain almost 30% of the variance in academic examination performance. It is argued that personality inventory results may represent an important contribution to the prediction of academic success and failure in university (particularly in highly selective and competitive settings). Copyright © 2002 John Wiley & Sons, Ltd. [source] Personality and approaches to learning as predictors of academic achievementEUROPEAN JOURNAL OF PERSONALITY, Issue 2 2003Åge DisethArticle first published online: 12 DEC 200 The relationship between personality, approaches to learning, and academic achievement was investigated. Two different undergraduate student samples, totalling 310 students, participated in the study. Results showed the expected significant correlations between the personality factors of openness, neuroticism, and conscientiousness, on the one hand, and deep, surface, and strategic approaches to learning, on the other. A significant negative correlation between surface approach and achievement was observed in sample 1. In sample 2, achievement was positively correlated with neuroticism, openness, and deep approach, and negatively correlated with agreeableness. Path analysis showed that each approach to learning was predicted by multiple personality traits, and that academic achievement was predicted by approaches to learning. A separate analysis showed that the relationship between openness and achievement was mediated by a deep approach to learning. Copyright © 2002 John Wiley & Sons, Ltd. [source] Women in Academic Emergency MedicineACADEMIC EMERGENCY MEDICINE, Issue 9 2000Rita K. Cydulka MD Abstract. Objective: To evaluate the achievement gof women in academic emergency medicine (EM) relative to men. Methods: This study was a cross-sectional mail survey of all emergency physicians who were employed at three-fourths full-time equivalent or greater at the 105 EM residency programs in the United States from August 1997 to December 1997. The following information was obtained: demographics, training and practice issues, roles and responsibilities in academic EM, percentage of time spent per week in clinical practice, teaching, administrative and research activities, academic productivity, and funding. Results: Of the 1,575 self-administered questionnaires distributed by the office of the chairs, 1,197 (76%) were returned. Two hundred seventy-four (23%) of the respondents were women, and 923 (77%) were men. There was a significant difference noted between men and women in all demographic categories. The numbers of respondents who were nonwhite were extremely small in the sample and, therefore, the authors are hesitant to draw any conclusions based on race/ethnicity. There was no difference in training in EM between men and women (82% vs 82%, p = 0.288), but a significantly higher proportion of male respondents were board-certified in EM (84% vs 76%, p < 0.002). Women in academic EM were less likely to hold major leadership positions, spent a greater percentage of time in clinical and teaching activities, published less in peer-reviewed journals, and were less likely to achieve senior academic rank in their medical schools. Conclusions: These findings mirror those of most medical specialties: academic achievement of women in academic EM lags behind that of men. The paucity of minority physicians in academic EM didn't permit analysis of their academic achievements. [source] Immigrant Parents' Concerns Regarding Their Children's Education in the United StatesFAMILY & CONSUMER SCIENCES RESEARCH JOURNAL, Issue 4 2009Olena Nesteruk A growing body of research suggests that as immigrant families assimilate into U.S. culture, their children's academic achievements and aspirations decline. This article explores possible reasons for this finding from the perspective of immigrant parents from Eastern European countries whose children attend U.S. schools. In-depth, qualitative interviews are conducted with 50 married mothers and fathers who hold professional-status employment. The data are analyzed using open and axial coding approach and three central, recurring themes emerge: (a) Parental Influences: "Education is a must,. The sky is the limit"; (b) The Educational System: "Parental guidance and resources are required"; and (c) Sociocultural Influences: "Everything here is about making money,. But what about our children'" Supporting, illustrative narratives are presented in connection with each theme to explain the perspectives of these immigrant parents on their children's schooling in the United States, and to add other tentative factors for further research into the decline of the children's academic achievement and aspirations with longer residence in the United States. Implications for family and consumer scientists are presented. [source] The Relationship Between Classroom Motivation and Academic Achievement in Elementary-School-Aged ChildrenFAMILY & CONSUMER SCIENCES RESEARCH JOURNAL, Issue 2 2004Sheri Coates Broussard The relationship between motivation and academic success has been better established with older children and adults than with younger children. As part of a larger project, the purpose of this study was to examine the relation-ship between classroom motivation and academic achievement in young elementary-school-aged children. The participants were 122 first-grade and 129 third-grade children from a mid-sized city in the southern United States. The findings from the current study were consistent with previous research in that higher levels of mastery motivation and judgment motivation were found to be related to higher math and reading grades in third graders. However, higher levels of mastery motivation, not judgment motivation, were related to higher math and reading grades in first graders. [source] Did a Foreign Language in the Elementary Schools (FLES) Program in a Kansas School District Affect Students' Academic Achievement in English?FOREIGN LANGUAGE ANNALS, Issue 3 2005Bernard G. Schuster Abstract: What happens to English academic achievement when valued class time is devoted to a foreign language in the elementary schools (FLES) program? Is there a reduction in achievement as suggested by a time-on-task hypothesis, or is there some form of compensation, as suggested by additive bilingualism? The school district in this study started a FLES program with Grade 2 students in five schools in 1995,96, and the students continued FLES through Grades 3, 4, and 5. Students in the other eight district schools received no FLES. The FLES and no-FLES students were compared based on the Grade 6 Iowa Test of Basic Skills (ITBS), using Grade 2 ITBS Survey Battery to control for initial variation in test scores. No significant statistical difference was found. [source] College Students Classified as Having Learning Disabilities and Attention Deficit Hyperactivity Disorder and the Foreign Language RequirementFOREIGN LANGUAGE ANNALS, Issue 3 2003Richard L. Sparks EdD College students classified as having attention deficit hyperactivity disorder (ADHD) are often assumed by educators and service providers to have problems that impair FL learning. To date, no empirical studies have investigated this assumption. In the two studies reported here, college students classified as LD or as both LD and having ADHD (LD/ADHD) who had either substituted courses for the FL requirement (petition) or had fulfilled the requirement by passing FL courses (nonpetition) were compared in terms of demographic, cognitive, and academic achievement profiles, and FL grades. In the first study, few differences were found in demographic, cognitive, and achievement profiles between petition students classified as LD or LD/ADHD. In the second study, no significant differences in demographic profiles were found among groups classified as petition LD, petition LD/ADHD, nonpetition LD, and nonpetition LD/ADHD. On cognitive and academic achievement measures, the nonpetition LD/ADHD group scored significantly higher than the petition LD group on measures of IQ, reading, math, and scholastic achievement (ACT). The results of both studies appear to be counterintuitive because students with two disabilities (LD and ADHD) were found to exhibit cognitive ability, academic achievement, and FL grades greater than or equal to students with LD alone. Findings suggest that students classified as both LD and ADHD may not necessarily experience serious problems with FL learning. [source] The FLES Attitudinal InventoryFOREIGN LANGUAGE ANNALS, Issue 3 2000Teresa J. Kennedy The primary purpose of this study was to compare attitudinal differences between elementary students (K-5) involved in a regular Foreign Language in the Elementary Schools (FLES) program with their peers who were not provided with additive foreign language curriculum. Results from the study showed that students participating in FLES programs had positive attitudes relating to school, perceived difficulty in language acquisition, perceived desirability of foreign language study, cultural views, and student self-esteem and confidence levels in relation to their academic achievement in comparison with their non-FLES peers. The conclusions of this study suggest that FLES programs provide students with improved motivation to participate, to persist, and to succeed in second language study. [source] | ||||||||||||||||||||||||||||||||||