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Academic Skills (academic + skill)
Selected AbstractsTeachers' 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] Multifaceted functional behavior assessment for students with externalizing behavior disordersPSYCHOLOGY IN THE SCHOOLS, Issue 2 2002Daniel E. Olympia Recent federal mandates have increased interest in the use of functional behavior assessment as a necessary part of initial and ongoing work with students with externalizing behavior disorders. A multifaceted approach to functional behavior assessment provides a comprehensive assessment of both behavioral excesses and deficits commonly found in externalizing behavior disorders and also provides for the linkage of assessment information to educational interventions that can be implemented and monitored in educational settings for students with behavior disorders. The authors, using a variety of empirically derived methods, describe specific components of a multifaceted approach to functional behavior assessment in the context of the widely accepted behavioral excess/deficit model for students with externalizing behavior disorders. Empirically derived and validated methodologies (i.e., indirect data collection and analysis, direct observation and recording of behavior, and use of probes to establish baseline rates and measure impacts of intervention) are described. Technology-assisted data collection and analysis using computer-assisted functional behavior assessment interviews and direct observation of behavior using personal digital assistant (PDA) based software are also presented as a means to improve efficiency and reduce time needed to conduct adequate functional behavior assessments. Specific strategies to address academic skill and performance deficits as well as social skills deficiencies in the context of a multifaceted functional behavior assessment are also presented for students with externalizing behavior disorders. © 2002 Wiley Periodicals, Inc. [source] How does early developmental assessment predict academic and attentional,behavioural skills at group and individual levels?DEVELOPMENTAL MEDICINE & CHILD NEUROLOGY, Issue 10 2009RIITTA VALTONEN LICPSYCH The main aim of the study was to explore the ability of a brief developmental assessment to predict teacher-rated learning and attentional and behavioural skills in the first grade of school at both the group and individual levels. A sample of 394 children (181 males, 213 females) aged 4 years were followed to the age of 6 years, and 283 of the children (145 males, 138 females; mean age 7y 11 mo) were followed further to the first grade (age 7y) at school. The children were administered a brief but comprehensive developmental assessment (Lene , a neurodevelopmental screening method) at their local child health-care centres at ages 4 and 6 years. In the first grade, teachers completed a detailed questionnaire (JLD Teacher Questionnaire) on the children's (mean age 7y 11mo, SD 3.1mo, range 7y 3mo,8y 4mo) performance and behaviour. Structural equation modelling showed that no single developmental area predicted development during the follow-up. Instead, a comprehensive developmental outcome at age 4 years significantly predicted skills in the first grade at the group level. Developmental status at age 4 and 6 years together explained 66% of the variance of academic skills and 40% of the variance of attentional and behavioural skills in the first grade. Age-specific logistic regression analyses were constructed to produce the risk indices. At the individual level it was possible to reach acceptable levels of sensitivity and specificity for academic skills at age 4 and age 6 years. Identification of attentional and behavioural problems at the individual level was possible at age 6 years, but the number of false positives was high. [source] Cognitive Skills in Children with Intractable Epilepsy: Comparison of Surgical and Nonsurgical CandidatesEPILEPSIA, Issue 6 2002Mary Lou Smith Summary: ,Purpose: To compare neuropsychological performance of two groups of children with intractable epilepsy: those who are surgical candidates, and those who are not. Methods: Intelligence, verbal memory, visual memory, academic skills, and sustained attention were measured in children aged 6,18 years. The effects of number of antiepileptic drugs (AEDs), seizure frequency, age at seizure onset, and duration of seizure disorder were examined. Results: Both groups had high rates of impairment. Group differences were found only on the verbal memory task. Children who experienced seizures in clusters had higher IQ, reading comprehension, and arithmetic scores. Age at seizure onset and proportion of life with seizures were related to IQ. Performance did not vary with AED monotherapy versus polytherapy. Conclusions: Few differences exist in cognitive performance between children with intractable seizures who are and those who are not surgical candidates. These findings suggest that children who are not surgical candidates can serve as good controls in studies on cognitive outcome of surgery. [source] Advanced Heritage Learners of Spanish: A Sociolinguistic Profile for Pedagogical PurposesFOREIGN LANGUAGE ANNALS, Issue 2 2010Irma Alarcón Abstract: This article reports on an extensive survey administered to advanced heritage language (HL) learners to examine their language behaviors, attitudes, and backgrounds. To date, there have been no detailed categorizations of advanced HL learners to guide classroom instruction and curriculum design. Thus the present study is a first attempt to fill this gap by providing a sociolinguistic profile of these speakers, including their identifying characteristics, linguistic needs, and similarities and differences with lower-proficiency speakers. Survey responses indicate that advanced HL learners possess both productive and receptive skills in the HL, always use Spanish at home, are fluent speakers of a standard variety, already have basic academic skills in Spanish, and are therefore primarily interested in perfecting their academic writing skills. [source] Skills, Flexible Manufacturing Technology, and Work OrganizationINDUSTRIAL RELATIONS, Issue 1 2002H. Frederick Gale This study employs a national survey of over 3000 U.S. manufacturing establishments to explore associations between worker skill requirements and use of production and telecommunications technologies, work organization, and other management practices. Ordered probit equations show an empirical link between increases in each of six types of skill requirements, as reported by plant managers, and the use of flexible technologies and work organization practices. Technology use is most strongly linked to computer skill requirements. Work organization practices were strongly associated with problem-solving and interpersonal skill increases, suggesting that new work organization practices are broadening the set of skills sought by manufacturers. Traditional academic skills (e.g., math and reading) also were linked to the use of flexible technologies and work organization practices, but increases in these skill requirements were reported less frequently than were requirements for computer, interpersonal, and problem-solving skills. [source] Fit for purpose: the relevance of Masters preparation for the professional practice of nursing.JOURNAL OF ADVANCED NURSING, Issue 5 2000A 10-year follow-up study of postgraduate nursing courses in the University of Edinburgh Fit for purpose: the relevance of Masters preparation for the professional practice of nursing. A 10-year follow-up study of postgraduate nursing courses in the University of Edinburgh Continuing education is now recognized as essential if nursing is to develop as a profession. United Kingdom Central Council for Nursing, Midwifery and Health Visiting (UKCC) consultations are currently seeking to establish appropriate preparation for a ,higher level of practice' in the United Kingdom. The relevance of Masters level education to developing professional roles merits examination. To this end the results of a 10-year follow-up study of graduates from the Masters programme at the University of Edinburgh are reported. The sample was the entire cohorts of nurses who graduated with a Masters degree in the academic sessions from 1986 to 1996. A postal questionnaire was designed consisting of mainly closed questions to facilitate coding and analysis but also including some open questions to allow for more qualitative data to be elicited. The findings indicated clearly that the possession of an MSc degree opened up job opportunities and where promotion was not identified, the process of study at a higher level was still perceived as relevant to the work environment. This applied as much to the context of clinical practice as to that of management, education or research. The perceived enhancement of clinical practice from a generic Masters programme was considered a significant finding. Also emerging from the data was an associated sense of personal satisfaction and achievement that related to the acquisition of academic skills and the ultimate reward of Masters status. The concept of personal growth, however, emerged as a distinct entity from that of satisfaction and achievement, relating specifically to the concept of intellectual sharing, the broadening of perspectives and the development of advanced powers of reasoning. [source] Psychosocial Adjustment Over a Two,Year Period in Children Referred for Learning Problems: Risk, Resilience, and AdaptationLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 1 2003Lisa G. Sorensen Children with learning difficulties have an increased prevalence of psychosocial adjustment problems. We hypothesized that within the context of a risk and resilience model contextual variables influence adjustment, over and above any effects of academic performance. The Behavior Assessment System for Children (BASC) was used to evaluate the relationship between psychosocial adjustment, changes in academic skills, and contextual factors longitudinally over a two,year period in 100 children (ages 7 to 11) referred for learning problems. Although there was little improvement in academic skills, contextual factors contributed to observed psychosocial outcome. Different factors were salient for parents, teachers, and children. Context,derived vulnerability and protective factors can be important determinants of adjustment in children with learning problems, even though the academic difficulties can remain chronic. [source] Bridging the Gap Between Genomics and EducationMIND, BRAIN, AND EDUCATION, Issue 4 2007Stephen A. Petrill ABSTRACT, Despite several decades of research suggesting the importance of both genetic and environmental factors, these findings are not well integrated into the larger educational literature. Following a discussion of quantitative and molecular genetic methods, this article reviews behavioral genetic findings related to cognitive and academic skills. This literature suggests that (a) the relative importance of genes and environments varies developmentally; (b) genetics, and to a lesser extend the environment, account for a substantial portion of the covariance within and across academic domains; and (c) some forms of disability are qualitatively different from the population, whereas others constitute the lower end of a continuum of ability. Following a discussion of the strengths and limitations of current behavioral genetic research and intervention research, we then discuss the ways in which understanding gene,environment interplay can be used to develop better definitions of learning impairment and better explain the substantial variability in response to intervention. [source] Type 1 diabetes mellitus and school: a comparison of patients and healthy siblingsPEDIATRIC DIABETES, Issue 8 2009Kelly B Parent Children and adolescents with type 1 diabetes mellitus (T1DM) are at risk for a variety of problems at school. Well-controlled studies using data collected in schools, however, are limited. The purposes of this study are to determine whether selected school problems are associated with T1DM and to investigate an association between these problems and medical variables. Teachers rated 95 diabetic students (M = 11.8; SD = 3.0 yr old) and 95 of their siblings (M = 12.1; SD = 3.0 yr old) regarding academic skills, work completion, day-to-day variability, and classroom attention. Medical and school records also were accessed. The T1DM group had lower academic skills ratings overall (p < 0.02), especially in writing (p < 0.01), a trend toward poorer classroom attention (p < 0.08), and many more missed school days (p < 0.001). Diabetics on intensive therapy protocols had better academic ratings overall (p < 0.02), including in math (p < 0.03) and fewer missed school days (p < 0.03), but they unexpectedly were rated as having more classroom behaviors that jeopardize work completion (p < 0.05) than counterparts on conventional therapy. Among all diabetics, glycated hemoglobin (HbAlc) levels were moderately related to each academic skill rating (r = ,0.34 to ,0.37; p < 0.01) and strongly related to classroom attention (r = 0.53; p = 0.000). T1DM itself appears to be a relatively minor influence to several important aspects of school. Furthermore, although intensive therapy alone may well promote school success, meticulous glycemic control, however achieved, appears more important in mitigating prospective classroom attention and academic problems. [source] Teachers' perceived usefulness of strategy microanalytic assessment informationPSYCHOLOGY IN THE SCHOOLS, Issue 2 2006Timothy J. Cleary The current study examined special education teachers' ratings of the usefulness of strategy microanalytic assessment (SMA) (i.e., self-regulation, strategy use) and standardized norm-referenced assessment information (SNRA) (i.e., cognitive and academic skills). Ninety-six participants separately rated the frequency with which SMA and SNRA are used in schools and the usefulness of each report [i.e., Teacher Rating Questionnaire (TRQ)] for intervention planning about a case study. A mixed model experimental design revealed that even though SNRA information is more typical of the data provided in evaluation reports/Individualized Educational Programs, the SMA data were rated significantly more helpful than the SNRA for enhancing important school-related outcomes (e.g., test performance) as well as teacher-related roles (e.g., developing instructional plans). Despite the participants' consistent preference for SMA information, their overall TRQ ratings of the SNRA were positive. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 149,155, 2006. [source] Using behavioral and academic indicators in the classroom to screen for at-risk statusPSYCHOLOGY IN THE SCHOOLS, Issue 2 2005Laura Belsito The present study validated a brief at-risk screening instrument designed for easy use by teachers in the elementary school. School performance measures were collected for students in first to sixth grade one year following initial teacher ratings using the Screening For At-Risk Status screening instrument. Findings indicated that the instrument is best seen as measuring a single at-risk construct with items drawn from three domains: academic skills, social confidence, and social cooperation. Correlations between at-risk scores and school performance measures taken one year later demonstrated predictive validity. The screening instrument correctly identified at-risk students with 88% accuracy and not-at-risk students with 74% accuracy. There were 12% false negatives. Use of the instrument provides teachers with a quick, easy screening of students who may develop difficulties in the future. For schools, the screening can be used as the first step in a supportive response system to assist at-risk students from developing serious school difficulties and possibly failure in the longer term. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 151,158, 2005. [source] Do delay aversion and executive function deficits make distinct contributions to the functional impact of ADHD symptoms?THE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 11 2007A study of early academic skill deficits Background:, The present study examined the distinct properties of executive functioning in relation to ADHD symptoms, as well as functional outcomes associated with ADHD. In line with the dual-pathway model of ADHD, executive functioning and delay aversion were expected to show independent effects on ADHD symptoms. Furthermore, relations to early academic skills were examined, and it was hypothesized that the two processes of the dual-pathway model can be differentiated in terms of their effect on academic skill deficits, such that EF deficits, but not delay aversion, mediate the link between ADHD and academic functioning. Results:, As hypothesized, both EF deficits and delay aversion were independently related to ADHD symptoms. However, when conducting separate analyses for the two ADHD symptom domains, only the effect of EF deficits was independently related to symptoms of inattention, whereas only the effect of delay aversion was independently related to symptoms of hyperactivity/impulsivity. The mediation analysis showed that EF deficits, but not delay aversion, act as a mediator in the relation between symptoms of inattention and both mathematics and language skills. In addition, there was also a significant direct effect of inattention on early academic skills. Conclusions:, The findings of the present study are of importance for current models of heterogeneity in ADHD as they 1) provide further support for the notion that EF deficits and delay aversion are two possible pathways to ADHD, 2) add new interesting knowledge by showing that EF deficits and delay aversion can be differentiated in terms of their relations to the two ADHD symptom domains, and 3) indicate that the two processes of the dual-pathway model can also be differentiated in terms of their effect on functional impairments associated with ADHD. [source] Language abilities of siblings of children with autismTHE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 6 2003Tammy Pilowsky Background: Language abilities of siblings of children with autism were examined to explore the possibility that language abilities are behavioral markers specific to the genetic liability for autism, as part of the broader phenotype. Method: Language abilities were compared among 27 siblings of children with autism, 23 siblings of children with mental retardation of unknown etiology (MR), and 22 siblings of children with developmental language disorders (DLD). Groups were matched by siblings' age, gender, birth order, family size, ethnicity, family income and by probands' gender and mental age. Results: Siblings of children with autism achieved higher scores than siblings of children with DLD on receptive, expressive, and total language scales of the Children's Evaluation of Language Fundamentals and on verbal IQ. Moreover, within the DLD group, school problems in the domains of reading and arithmetic were more prevalent than within the other two groups. Only 2 siblings of children with autism received clinical diagnoses based on DSM-IV criteria compared to 3 siblings of children with MR and 7 siblings of children with DLD. Conclusions: After excluding data of the diagnosed siblings, no differences in language abilities could be discerned among the groups, except that more siblings in the DLD group were identified as having language difficulties. In summary, although language deficits characterize autism, siblings of children with autism were not found to demonstrate deficits in language skills assessed by formal language tests, IQ, or academic skills. [source] Core Curricular Elements for Fellowship Training in International Emergency MedicineACADEMIC EMERGENCY MEDICINE, Issue 7 2010Jamil Bayram MD ACADEMIC EMERGENCY MEDICINE 2010; 17:748,757 © 2010 by the Society for Academic Emergency Medicine Abstract Objectives:, The objective was to describe the common educational goals, curricular elements, and methods of evaluation used in international emergency medicine (IEM) fellowship training programs currently. IEM fellowship programs have been developed to provide formal training for emergency physicians (EPs) interested in pursuing careers in IEM. Those fellowships are variable in scope, objectives, and duration. Previously published articles have suggested a general curriculum structure for IEM fellowships. Methods:, A search of MEDLINE, EMBASE, and CINAHL databases from 1950 to June 2008 was performed, combining the terms international, emergency medicine, and fellowship. Online curricula and descriptive materials from IEM fellowships listed by the Society for Academic Emergency Medicine (SAEM) were reviewed. Knowledge and skill areas common to multiple programs were organized in discrete categories. IEM fellowship directors were contacted for input and feedback. Results:, Eight articles on IEM fellowships were identified. Two articles described a general structure for fellowship curriculum. Sixteen of 20 IEM fellowship programs had descriptive materials posted online. These information sources, plus input from seven fellowship program directors, yielded the following seven discrete knowledge and skill areas: 1) emergency medicine systems development, 2) humanitarian relief, 3) disaster management, 4) public health, 5) travel and field medicine, 6) program administration, and 7) academic skills. Conclusions:, While IEM fellowships vary with regard to objectives and structure, this article presents an overview of the current focus of IEM fellowship training curricula that could serve as a resource for IEM curriculum development at individual institutions. [source] The Relation of Preschool Child-Care Quality to Children's Cognitive and Social Developmental Trajectories through Second GradeCHILD DEVELOPMENT, Issue 5 2001Ellen S. Peisner-Feinberg The cognitive ad socioemotional development of 733 children was examined longitudinally from ages 4 to 8 years as a function of the quality of their preschool experiences in community child-care centers, after adjusting for family selection factors related to child-care quality and development. These results provide evidence that child-care quality has a modest long-term effect on children's patterns of cognitive and socioemotional development at least through kindergarten, and in some cases, through second grade. Differential effects on children's development were found for two aspects of child-care quality. Observed classroom practices were related to children's language and academic skills, whereas the closeness of the teacher , child relationship was related to both cognitive and social skills, with the strongest effects for the latter. Moderating influences of family characteristics were observed for some outcomes, indicating stronger positive effects of child-care quality for children from more at-risk backgrounds. These findings contribute further evidence of the long-term influences of the quality of child-care environments on children's cognitive and social skills through the elementary school years and are consistent with a bioecological model of development that considers the multiple environmental contexts that the child experiences. [source] | ||||||||||||||||