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Students' Academic Achievement (student + academic_achievement)
Selected AbstractsDid 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] School-Based Health Centers and Academic Performance: Research, Challenges, and RecommendationsJOURNAL OF SCHOOL HEALTH, Issue 9 2004Sara Peterson Geierstanger ABSTRACT: School-based health centers (SBHCs) provide physical and mental health services on school campuses to improve student health status, and thereby potentially facilitate student academic success. With a growing emphasis on school accountability and the simultaneous dwindling of resources at the federal, state, and local levels, SBHCs face increasing pressures from school administrators and funders to document their impact on student academic achievement. This article reviews the methods, findings, and limitations of studies that have examined the relationship between SBHCs and academic performance. It also describes methodological challenges of conducting and interpreting such research, and discusses factors and intermediate variables that influence student academic performance. Recommendations are offered for SBHC researchers, evaluators, and service providers in response to the pressure they are facing to document the effect of SBHC services on academic outcomes. (J Sch Health. 2004;74(9):347,352) [source] Dopamine Receptor D2 Polymorphism Moderates the Effect of Parental Education on Adolescents' School PerformanceMIND, BRAIN, AND EDUCATION, Issue 2 2008Liisa Keltikangas-Järvinen ABSTRACT, High parental socioeconomic status is known to have a positive effect on students' academic achievement. We examined whether variation in the dopamine receptor gene (DRD2 polymorphism, rs 1800497) modifies the association between parental educational level and school performance in adolescence. The participants were a randomly selected subsample of individuals participating in the Cardiovascular Risk in Young Finns study (921 girls and 742 boys) aged 12,15 years at the time school performance was assessed. The genotyping was performed using TaqMan 5,'-nuclease assay. A significant interaction was found between childhood parental educational level and students' DRD2 polymorphism on academic achievement after adjustment for age, gender, household income, parental occupation, maternal nurturance, hyperactivity, and sociability. Parental educational level was significantly positively associated with school achievement in the A2/A2 (n = 1,061) and the A1/A2 (n = 529) genotype groups, but was negative and statistically insignificant in participants carrying the A1/A1 (n = 73) genotype. It is concluded that the extent to which parental education status affects an individual's academic achievement may be dependent on the individual's genetic constitution. The findings may increase an acceptance of genetic influence in education, and, consequently, may increase accurateness of educational interventions. [source] Family assessment in K-12 settings: Understanding family systems to provide effective, collaborative servicesPSYCHOLOGY IN THE SCHOOLS, Issue 6 2009Christie Eppler Professional school counselors, school psychologists, and other professionals working in K-12 settings have a complex job of meeting the needs of all students. Often, referral to outside counseling is necessary; however, an effective and comprehensive counseling model advocates for school mental health professionals to employ a wide variety of techniques to ensure equitable distribution of services to all students and their families. This article explores using family assessment tools to support both students' academic achievement and their families within a school context. A case study illustrates how a professional school counselor could employ and collaborate with family assessment tools to support the student, family, and school systems. © 2009 Wiley Periodicals, Inc. [source] Relations of middle school students' perceptions of family and school contexts with academic achievementPSYCHOLOGY IN THE SCHOOLS, Issue 6 2001Gregory J. Marchant The purposes of this study were to examine the relations of both family and school contexts on students' academic achievement and to explore the mediating effects of students' perceptions of their motivations and academic self-competence between the family and school contexts and achievement. Participants were 230 fifth- and sixth-grade students. Students' perceptions of parenting style (demandingness and responsiveness), parental involvement (parental values and involvement in school functions), teaching style (teacher control and responsiveness), and school atmosphere (school responsiveness and supportive social environment) significantly predicted their school achievement; however, students' motivations and self-competence mediated the relations between students' contexts and their academic achievement. Furthermore, parental values, teacher responsiveness, school responsiveness, and supportive social environment predicted students' motivations and academic competence above and beyond parenting style, parental involvement, and teacher control. The importance of students' supportive relationships and the internalization of the messages conveyed to them underscore the need for a contextual view by school psychologists when consulting with parents and education staff regarding achievement concerns. © 2001 John Wiley & Sons, Inc. [source] Effectiveness of problem-based learning on academic performance in geneticsBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 6 2007Gülsüm Araz Abstract This study aimed at comparing the effectiveness of problem-based learning (PBL)1 and traditional lecture-based instruction on elementary school students' academic achievement and performance skills in a science unit on genetics while controlling for their reasoning ability. For the specified purpose, twoinstructional methods were randomly assigned to intact classes of two different teachers. Each teacher had both PBL classes and traditional classes. Although students in PBL classes (n = 126) worked on ill-structured problems cooperatively with the guidance of the teacher, students in traditional classes (n = 91) received instruction based on teacher's explanations, discussions, and textbooks. Genetics Achievement Test was developed by researchers to measure the academic achievement and performance skills. Multivariate Analysis of Covariance results showed that the PBL students had higher academic achievement and performance skills scores (M = 11.44 and M = 2.67, respectively) when compared with those in traditional classes (M = 10.91 and M = 2.20, respectively). This indicated that the PBL students tend to better acquire scientific conceptions related to genetics and integrate and organize the knowledge. Moreover, it was found that the reasoning ability explained a significant portion of variance in the scores of academic achievement and performance skills. [source] | ||||||||||