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Academic Outcomes (academic + outcome)
Selected AbstractsContextual Influences on Latino Adolescent Ethnic Identity and Academic OutcomesCHILD DEVELOPMENT, Issue 5 2006Andrew J. Supple This study examined the association between 3 components of ethnic identity (exploration, resolution, and affirmation) and factors related to family, neighborhood, and individual characteristics. The purpose was to identity factors that are positively associated with adolescent ethnic identity among a sample of 187 Latino adolescents with a mean age of 14.61. The findings suggested that family ethnic socialization was directly associated with exploration and resolution, but not ethnic affirmation. Analyses with moderator variables suggested that associations between family ethnic socialization and ethnic affirmation varied based on parental behaviors and neighborhood characteristics. The results also suggested that ethnic affirmation, but not exploration or resolution, was positively associated with teacher reports of school performance. [source] Approaches to learning on placement: the students' perspectivePHYSIOTHERAPY RESEARCH INTERNATIONAL, Issue 2 2009Clare Kell Abstract Background and Purpose.,With Continuing Professional Development activity, a requirement of Allied Health Professional registration in the UK and said to be most effectively supported by practitioners who adopt a deep approach to learning, a UK university has been exploring how its pre-registration curriculum influences learner development. This paper investigates the possible influences of the clinical placement component of the curriculum that is structured as four 4-week blocks during both Years 2 and 3 of the 3-year BSc (Hons) programme. A range of placement models are used within this structure including the traditional 1:1 educator,:,student ratio and those that have a higher ratio of student(s),:,educator(s).,Methods.,This phase of the larger project used a case study design framed about students from two academic year groups on one UK undergraduate, pre-registration physiotherapy programme. Three questionnaires comprising a learning approaches inventory, a demographic questionnaire and a placement self-assessment form were posted to Year 2 and 3 students during one clinical placement. The students were invited to complete the questionnaires halfway through their placement, but in advance of the first, formal placement education feedback meeting. The need for students' self-assessment prevented follow-up data collection.,Results.,Analysis of the data from the learning approaches inventory against the demographic variables and placement assessment scores suggest that students' learning strategies depend upon the number of students, educators and assessors involved in their placement. The paper explores the possible links between placement experience, learning strategy and academic outcome. The authors question assumptions about the perceived benefits of some placement education models.,Conclusion.,Increasing the ratio of student,:,educator or educator,:,student may have a detrimental effect on students' learning development when placements are of 4-week duration. If such placement models are adopted, then students and placement educators must be adequately prepared and supported so that students' learning development towards the deep-learning autonomous professionals of tomorrow can continue through placement education. Copyright © 2008 John Wiley & Sons, Ltd. [source] A Culturally Informed Model of Academic Well-Being for Latino Youth: The Importance of Discriminatory Experiences and Social Support,FAMILY RELATIONS, Issue 3 2006David S. DeGarmo Abstract: This study tested a culturally informed model of academic well-being for 278 Latino youth. We examined detrimental effects of discriminatory experiences and protective effects of social support on self-reported academic outcomes. Models specified main and buffering effects of social support and compared contributions of support provided by parents, school, and peers. Data indicated that discrimination was associated with lower academic well-being, social support buffered effects of discrimination on academic well-being, and parental support was most predictive of greater academic well-being. Combined sources of social support were more important than any one source alone. Implications for culturally specified research, preventive interventions, and practitioners are discussed. [source] Natural mentoring under the microscope: an investigation of mentoring relationships and latino adolescents' academic performanceJOURNAL OF COMMUNITY PSYCHOLOGY, Issue 4 2008Bernadette Sánchez The current study examined the role of natural mentoring relationships in the academic performance of urban, diverse, Latino high school students. Participants reported up to three mentors in their lives, and they were asked about their mentors' demographic characteristics and the characteristics of their mentoring relationships. The presence of a mentor was associated with fewer absences, higher educational expectations, and greater expectancies for success and sense of school belonging. Further, the number of reported mentors predicted fewer absences, higher educational expectations and a greater sense of school belonging. Mentors' educational level, frequency of contact, relationship duration, and total form of support provided by mentors were related to participants' academic outcomes. Mentor type also made a difference in youth's academic outcomes. Implications for future mentoring research and programs are discussed. © 2008 Wiley Periodicals, Inc. [source] Family Policies and Children's School Achievement in Single- Versus Two-Parent FamiliesJOURNAL OF MARRIAGE AND FAMILY, Issue 3 2003Suet-ling Pong We investigate the gap in math and science achievement of third- and fourth-graders who live with a single parent versus those who live with two parents in 11 countries. The United States and New Zealand rank last among the countries we compare in terms of the equality of achievement between children from single-parent families and those from two-parent homes. Following a multilevel analysis, we find single parenthood to be less detrimental when family policies equalize resources between single- and two-parent families. In addition, the single- and two-parent achievement gap is greater in countries where single-parent families are more prevalent. We conclude that national family policies can offset the negative academic outcomes of single parenthood. [source] A Retrospective Examination of the Relationship Between Implementation Quality of the Coordinated School Health Program Model and School-Level Academic Indicators Over Time,JOURNAL OF SCHOOL HEALTH, Issue 3 2009Scott Rosas PhD ABSTRACT BACKGROUND:, Although models such as the coordinated school health program (CSHP) are widely available to address student health needs, school professionals have been unconvinced that scarce resources should be allocated to improving student health. Concern that attention may be diverted from meeting academic accountability goals is often seen as a reason not to attend to student health. Despite continuing calls for the study of multicomponent health programs in relation to educational achievement, the understanding of the extent to which adherence to the characteristics of CSHP contributes to or compromises academic outcomes over time remains incomplete. METHODS:, A retrospective study was conducted of CSHP implementation across 158 public schools in Delaware, serving grades K-12. Using a doubly multivariate design, this study examined 3 levels of CSHP implementation across 5 school-level academic indicators for 3 years. Indicators included school performance, school progress, and aggregated student performance in 3 content areas,reading, mathematics, and writing. Data for the years prior to, during, and following implementation of CSHP were analyzed. RESULTS:, Multivariate main effects of year by implementation level were detected. CSHP schools with high levels of implementation had better school-level performance and progress ratings. CSHP implementation did not have an effect on reading, math, and writing indicators, though all groups showed significant improvements over time in these areas. CONCLUSIONS:, Results of this study suggest that quality implementation of CSHP does not adversely impact school-level academic indicators over time. Moreover, findings suggest a better fit with school-wide accountability indicators than with specific content-based achievement indicators. [source] Empirical evidence for symbiotic medical education: a comparative analysis of community and tertiary-based programmesMEDICAL EDUCATION, Issue 2 2006Paul Worley Background, Flinders University has developed the Parallel Rural Community Curriculum (PRCC), a full year clinical curriculum based in rural general practice in South Australia. The examination performance of students on this course has been shown to be higher than that of their tertiary hospital-based peers. Aim, To compare the learning experiences of students in the community-based programme with those of students in the tertiary hospital in order to explain these improved academic outcomes. Method, A case study was undertaken, using an interpretivist perspective, with 3 structured interviews carried out over 2 academic years with each of 6 students from the community-based programme and 16 students from the tertiary hospital. The taped interviews were transcribed and analysed thematically using nud*ist software. Results, The community-based programme was successful in immersing the students in the clinical environment in a meaningful way. Four key themes were found in the data. These represented clear differences between the experiences of the community-based and hospital-based students. These differences involved: the value that students perceived they were given by supervising doctors and their patients; the extent to which the student's presence realised a synergy between the work of the university and the health service; opportunities for students to meet the aspirations of both the community and government policy, and opportunities for students to learn how professional expectations can mesh with their own personal values. Conclusion, This study has provided empirical evidence for the importance of the concept of symbiosis in understanding quality in medical education. [source] Seeking balance in graduate school: A realistic expectation or a dangerous dilemma?NEW DIRECTIONS FOR STUDENT SERVICES, Issue 115 2006Chris Peterson Brus DirectorArticle first published online: 25 SEP 200 With the significant increase in graduate students characterized as nontraditional, challenges associated with balance have become more prominent. The author explores issues of work-life balance, institutional ownership, and the chilly climate, each of which can contribute to negative academic outcomes. [source] Promoting new-student success: Assessing academic development and achievement among first-year studentsNEW DIRECTIONS FOR STUDENT SERVICES, Issue 114 2006Jennifer R. Keup This chapter presents findings from a national research study with a sample of nearly twenty thousand first-year students on how students' experiences and campus programs affect key academic outcomes of the first year. [source] Surfing the "model minority" wave of success: How the school context shapes distinct experiences among Vietnamese youthNEW DIRECTIONS FOR YOUTH DEVELOPMENT, Issue 100 2003Gilberto Q. Conchas Vietnamese students must contend with the burden of the myth of being a model minority. As a result of adults' high expectations of them, Vietnamese youth receive structural and ideological advantages over other nonwhite racial groups. Further, the students themselves reinforce the model minority image as they attempt to attain educational mobility. The authors examine the role of two distinct school contexts within the same school that shape the academic outcomes of Vietnamese students contending with the pressures of being considered members of the model minority. [source] School belonging among low-income urban youth with disabilities: Testing a theoretical modelPSYCHOLOGY IN THE SCHOOLS, Issue 5 2008Susan D. McMahon Positive school environments and school belonging have been associated with a variety of positive academic, social, and psychological outcomes among youth. Yet, it is not clear how these constructs are related, and few studies have focused on urban at-risk youth with disabilities. This study examines baseline survey data from 136 low-income African American and Latino students in grades 5 to 12, most of whom have disabilities, recently transferred following a school closure. Using structural equation modeling, we tested a model that examined the relationships among school stressors and resources, school belonging, academic outcomes (school satisfaction and academic self-efficacy), and psychological outcomes (anxiety and depression). This model was an excellent fit with the data, and findings indicate that school belonging plays a central role in explaining how school context can affect both psychological and academic outcomes. This model has implications for school-based interventions that can enhance student success and well-being. © 2008 Wiley Periodicals, Inc. [source] Does Immigration Affect the Long-Term Educational Outcomes of Natives?THE ECONOMIC JOURNAL, Issue 540 2009Quasi-Experimental Evidence This article uses the mass migration wave to Israel in the 1990s to examine the impact of immigrant concentration during elementary school on the long-term academic outcomes of native students in high school. The results suggest that the overall presence of immigrants in a grade had an adverse effect on the chances of passing the high school matriculation exam, which is necessary to attend college. This result is robust to a variety of alternative specifications. We also perform a ,placebo' analysis which shows that the high school outcomes of natives are affected only by the immigrant concentration in their own 5th grade class. [source] Teachers' Education, Classroom Quality, and Young Children's Academic Skills: Results From Seven Studies of Preschool ProgramsCHILD DEVELOPMENT, Issue 2 2007Diane M. Early In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory associations, indicating that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains. Instead, raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children. [source] Racial Identity and Academic Attainment Among African American AdolescentsCHILD DEVELOPMENT, Issue 4 2003Tabbye M. Chavous In this study, the relationships between racial identity and academic outcomes for African American adolescents were explored. In examining race beliefs, the study differentiated among (a) importance of race (centrality), (b) group affect (private regard), and (c) perceptions of societal beliefs (public regard) among 606 African American 17-year-old adolescents. Using cluster analysis, profiles of racial identity variables were created, and these profile groups were related to educational beliefs, performance, and later attainment (high school completion and college attendance). Results indicated cluster differences across study outcomes. Also, the relationships between academic attitudes and academic attainment differed across groups. Finally, the paper includes a discussion on the need to consider variation in how minority youth think about group membership in better understanding their academic development. [source] | ||||||||||||||||