Matching Items (77)

137110-Thumbnail Image.png

Highly Gifted Students in the Sciences: Predicting Academic Proficiency Based on Personality, Conative, and Cognitive Traits

Description

This study sought to identify traits that act as possible predictors of academic science proficiency of highly gifted adolescent students. A combination of cognitive, personality, and conative traits were selected for evaluation as predictors of scientific proficiency using student General

This study sought to identify traits that act as possible predictors of academic science proficiency of highly gifted adolescent students. A combination of cognitive, personality, and conative traits were selected for evaluation as predictors of scientific proficiency using student General Ability Index (GAI), Revised NEO Personality Index (NEO-PI R), and Kolbe Index scores to evaluate each, respectively. Statistical correlational analyses revealed that high expressions of the conative trait Fact Finder and the personality traits Ideas and Straight-forwardness predicted higher degrees of academic science proficiency. In contrast, lower expressions of the personality traits Excitement Seeking and Order predicted higher degrees of scientific proficiency. Further, stepwise regression confirmed that the NEO-PI R facets of Excitement Seeking and Ideas traits were significant predictors of science proficiency and suggested that the personality trait Vulnerability may also be a predictor. The repeated appearance of the Excitement Seeking and Ideas facets and the dependence of the other identified traits suggests that these traits were the most promising possible predictors of scientific proficiency in highly gifted students and should be the target of future research.

Contributors

Created

Date Created
2014-05

137840-Thumbnail Image.png

Physical Fitness and Academic Achievement: The Mind-Body Connection

Description

Children's wellbeing has been of utmost concern to society, and recently this topic has taken a particular focus in both health and achievement. As the focus shifts towards promoting a healthier and more academically successful youth, the relationship between the

Children's wellbeing has been of utmost concern to society, and recently this topic has taken a particular focus in both health and achievement. As the focus shifts towards promoting a healthier and more academically successful youth, the relationship between the two warrants investigation. Specifically, the relationship between physical fitness and academic performance (i.e. grades) in 4th grade students was assessed. A cross-sectional design was used to assess physical fitness of children (M=9.39 years) by means of the FITNESSGRAM assessment tool. Third-quarter grades were used to measure academic performance. Relationships between the variables were determined through bivariate plots, Pearson product moment correlation analysis, independent t-tests, and a three-step regression analysis. The results show a significant relationship between students' aerobic fitness and academic performance. Furthermore, the findings of this study suggest incremental validity between aerobic fitness and academic performance, thus implying predictive value associated with increased physical fitness and academic achievement.

Contributors

Agent

Created

Date Created
2012-12

148404-Thumbnail Image.png

Parental Expectations and Future Pathways to Success

Description

Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were

Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were placed on current college students prior to and during the application period, we can determine the positive and negative outcomes of these expectations as well as the atmosphere they are creating. To test the hypothesis, an online survey was distributed to current ASU and Barrett, Honors College students regarding their experience with college applications and their parents' influence on their collegiate attendance. A qualitative analysis of the data was conducted in tandem with an analysis of several case studies to determine the results. These data show that parental expectations are having a significant impact on the enrollment of high school students in college programs. With parents placing these expectations on their children, collegiate enrollment will continue to increase. Further studies will be necessary to determine the specific influences these expectations are placing on students.

Contributors

Agent

Created

Date Created
2021-05

148413-Thumbnail Image.png

Parental Expectations and Future Pathways to Success

Description

Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were

Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were placed on current college students prior to and during the application period, we can determine the positive and negative outcomes of these expectations as well as the atmosphere they are creating. To test the hypothesis, an online survey was distributed to current ASU and Barrett, Honors College students regarding their experience with college applications and their parents' influence on their collegiate attendance. A qualitative analysis of the data was conducted in tandem with an analysis of several case studies to determine the results. These data show that parental expectations are having a significant impact on the enrollment of high school students in college programs. With parents placing these expectations on their children, collegiate enrollment will continue to increase. Further studies will be necessary to determine the specific influences these expectations are placing on students.

Contributors

Agent

Created

Date Created
2021-05

149692-Thumbnail Image.png

Epilepsy and school performance: the influence of teacher factors and seizure control on children with epilepsy

Description

Epilepsy is a chronic illness impacting the lives of over 300,000 children nationally. Sexson and Madan-Swain offer a theory that addresses successful school reentry in children that are chronically ill. Their theory posits that successful school reentry is influenced by

Epilepsy is a chronic illness impacting the lives of over 300,000 children nationally. Sexson and Madan-Swain offer a theory that addresses successful school reentry in children that are chronically ill. Their theory posits that successful school reentry is influenced by school personnel with appropriate attitudes, training experiences, and by factors relating to the child's illness. The parents of 74 students, between second and twelfth grades, completed a questionnaire addressing their child's epilepsy and their current level of seizure control. Each child's homeroom teacher also completed a survey regarding their training experiences about epilepsy and their attitudes towards individuals with epilepsy. Additional information was gathered from the child's school regarding attendance rates, most recent Terra Nova test scores (a group achievement test), and special education enrollment status. Data were analyzed via four multiple regression analyses and one logistic regression analysis. It was found that seizure control was a significant predictor for attendance, academic achievement (i.e., mathematics, writing, and reading), and special education enrollment. Additionally, teachers' attitudes towards epilepsy were a significant predictor of academic achievement (writing and reading) and special education enrollment. Teacher training experience was not a significant predictor in any of the analyses.

Contributors

Agent

Created

Date Created
2011

149696-Thumbnail Image.png

Factors that influence teacher expectations of Africian American, Hispanic and low-income students

Description

There is a nationwide gap in which African American, Hispanic and low-income students perform significantly lower than their peers. Research suggests that teachers hold lower expectations for these students resulting in lower achievement. There are four main factors that influence

There is a nationwide gap in which African American, Hispanic and low-income students perform significantly lower than their peers. Research suggests that teachers hold lower expectations for these students resulting in lower achievement. There are four main factors that influence teacher expectations: stereotypes, teacher self-efficacy, school culture, language and formal policies and programs aimed at increasing teacher expectations. The purpose of this study was to inquire into the following questions: (1) What are the factors that influence teachers' academic expectations for low-income and minority students? (2) What are teacher's perceptions on the effectiveness of formal policies and programs that are aimed at increasing teacher expectations? More specifically, do teachers feel that top-down formal policies, such as teacher evaluations, uniform curriculum, and performance-based pay are effective in impacting their expectations, or do teachers believe that bottom-up policies, such as book studies and professional learning communities, make more of an impact on increasing their expectations? Ten teachers were interviewed in a school district that is consistent with the state and national achievement gap. The findings revealed that teacher expectations are influenced by the four factors I found in the research as well as two other factors: a cultural disconnect among teachers and students and teachers' level of motivation. A combination of top-down and bottom-up formal policies and programs are needed as teachers are individuals and all respond to various forms of formal policies and programs differently.

Contributors

Agent

Created

Date Created
2011

149830-Thumbnail Image.png

The impact of tutoring with a supplemental educational services model on intrinsic motivation and mathematical achievement

Description

The purpose of this study was to examine the impact of individualized afterschool tutoring, under federal Supplemental Educational Services (SES), on mathematical and general academic intrinsic motivation and mathematical achievement of at-risk students. The population of this study consisted of

The purpose of this study was to examine the impact of individualized afterschool tutoring, under federal Supplemental Educational Services (SES), on mathematical and general academic intrinsic motivation and mathematical achievement of at-risk students. The population of this study consisted of two third graders and five fourth graders from an elementary school in the Reynolds School District in Portland, Oregon. One participant was male. The other six were female. Six of the students were Hispanic, and one student was multiethnic. Students' parents enrolled their children in free afterschool tutoring with Mobile Minds Tutoring, an SES provider in the state of Oregon. The participants were given pre- and post-assessments to measure their intrinsic motivation and achievement. The third graders took the Young Children's Academic Intrinsic Motivation Inventory (Y-CAIMI) and the fourth graders took the Children's Academic Intrinsic Motivation Inventory (CAIMI). All students took the Group Mathematics Assessment and Diagnostic Evaluation (GMADE) according to their grade level. The findings from this study are consistent with the literature review, in that individualized tutoring can help increase student motivation and achievement. Six out of the seven students who participated in this study showed an increase in mathematical achievement, and four out of the seven showed an increase in intrinsic motivation.

Contributors

Agent

Created

Date Created
2011

149839-Thumbnail Image.png

A penny and a half and a pool: lead poisoning and its impact on academic achievement

Description

Lead is a neurotoxin that has been shown to have a long and lasting impact on the brains, bodies, and behaviors of those who are poisoned. It also has a greater presence in communities with high levels of poverty

Lead is a neurotoxin that has been shown to have a long and lasting impact on the brains, bodies, and behaviors of those who are poisoned. It also has a greater presence in communities with high levels of poverty and minority populations. Compounded over time, the effects of lead poisoning, even at low levels of exposure, impact a child's readiness and ability to learn. To investigate the relationship between the risk of lead poisoning, school level academic achievement, and community demographics, three sets of data were combined. The Lead Poisoning Risk Index (LPRI), used to quantify the risk in each census tract of being poisoned by lead, standardized state assessment data for third grade reading and eighth grade math, and census 2000 demographic data were combined to provide information for all Arizona schools and census tracts. When achievement was analyzed at the school level using descriptive, bivariate correlation, and multivariate regression analyses, lead's impact practically disappeared, exposing the powerful effect of poverty and race on achievement. At a school in Arizona, the higher the percentage of students who are poor or Hispanic, African American or Native American, these analyses' predictive models suggest there will be a greater percentage of students who fail the third grade AIMS reading and eighth grade AIMS math tests. If better achievement results are to be realized, work must be done to mitigate the effects of poverty on the lives of students. In order to improve schools, there needs to be an accounting for the context within which schools operate and a focus on improving the neighborhoods and the quality of life for the families of students.

Contributors

Agent

Created

Date Created
2011

149859-Thumbnail Image.png

A funny thing happened on the way to the hippocampus: the effects of humor on student achievement and memory retention

Description

ABSTRACT Research literature relating to the use of humor as a teaching method or curricula specifically designed to include humor was reviewed to investigate the effects of humor on student learning in various environments from elementary schools to post-secondary classrooms.

ABSTRACT Research literature relating to the use of humor as a teaching method or curricula specifically designed to include humor was reviewed to investigate the effects of humor on student learning in various environments from elementary schools to post-secondary classrooms. In this multi-method study, four instruments and a humor treatment were selected to test the hypothesis that students who receive humor-embedded instruction would perform better on assessments than students who did not receive humor instruction. These assessments were analyzed to show student growth in achievement and memory retention as a result of humor-embedded instruction. Gain scores between a pre- test and two post-tests determined student growth in achievement and memory retention. Gain scores were triangulated with student responses to open-ended interview questions about their experiences with humor in the classroom. The gain score data were not statistically significant between the humor and non- humor groups. For the short-term memory gain scores, the non-humor group received slightly higher gain scores. For long-term memory gain scores, the humor group received higher gain scores. However, the interview data was consistent with the findings of humor research from the last 20 years that humor improves learning directly and indirectly.

Contributors

Agent

Created

Date Created
2011

152221-Thumbnail Image.png

Attitudes and opinions of Navajo students toward Navajo language and culture programs in schools making AYP and those not making AYP

Description

The purpose of this study was to examine the attitudes and opinions of Navajo students toward the Navajo language and culture programs within the schools they were attending. Although in the final year of the No Child Left Behind, a

The purpose of this study was to examine the attitudes and opinions of Navajo students toward the Navajo language and culture programs within the schools they were attending. Although in the final year of the No Child Left Behind, a majority of the 265 schools on and near the Navajo reservation have not been making Adequate Yearly Progress, a concern for the parents, teachers, administrators, school board members, and the Navajo Nation. The study entailed conducting a survey at five schools; three of which were not meeting the requirements of the No Child Left Behind. The purpose of the survey instrument (27 questions) administered to the students at the five schools was to examine their attitudes and opinions as to participating in Navajo language and culture programs, to determine if the programs assisted them in their academic achievements, and to examine whether these programs actually made a difference for schools in their Adequate Yearly Progress requirement Approximately 87% of 99 Navajo students, 55 boys and 58 girls, ages 9 through 14, Grades 3 through 8, who lived off the reservation in Flagstaff, Arizona and Gallup, New Mexico, and took the survey knew and spoke Navajo, but less fluently and not to a great extent. However, the students endorsed learning Navajo and strongly agreed that the Navajo language and culture should be part of the curriculum. Historically there have been schools such as the Rock Point Community School, Rough Rock Demonstration School, Borrego Pass Community School, and Ramah Community School that have been successful in their implementation of bilingual programs. The question presently facing Navajo educators is what type of programs would be successful within the context of the No Child Left Behind federal legislation. Can there be replications of successful Navajo language and culture programs into schools that are not making Adequate Yearly Progress?

Contributors

Agent

Created

Date Created
2013