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1.
David A. Gillborn 《British Journal of Sociology of Education》1988,9(4):371-385
The paper examines the complexity of West Indian pupils’ adaptations to school. Their situation is such that ability, hard work and a commitment to academic achievement may not be sufficient in the struggle for academic success. West Indian pupils face the additional barrier of staff ethnocentrism, which must be handled without reinforcing the widespread belief that they represent a challenge to teachers’ authority. The size of this task is examined through the use of detailed case studies of pupils drawn from ethnographic research in a single multi‐ethnic inner‐city Comprehensive. The paper describes the strategies which allowed one West Indian pupil to succeed academically, whilst a group of his peers experienced increasingly conflictual teacher‐pupil relations which culminated in academic failure and, in one case, expulsion from the school. 相似文献
2.
This meta‐analysis synthesized 26 published single‐case design (SCD) studies on Tier 2 behavior interventions implemented within the educational framework of school‐wide positive behavioral interventions and supports. We used Tau‐U indices to determine the overall magnitudes of effect of the Tier 2 behavior interventions and the potential variables that moderate improved student behavioral outcomes. The 26 studies that were analyzed included a total of 243 student participants. The studies were evaluated to determine whether and to what extent they met What Works Clearinghouse (WWC) SCD standards. Of these, 10 studies were confirmed as meeting WWC SCD standards with or without reservations. Notable findings were that outcomes for students in kindergarten and secondary grade levels were limited, and insufficient screening methods were used to identify and select students needing Tier 2 interventions. The results indicate that the literature reports Tier 2 interventions with effect sizes ranging from 0.26 to 0.98. Average effect size for social skills instruction was found to be large, whereas Check‐in/Check‐out, group contingency, and intervention packages had medium effect sizes. Moderator analyses indicated different effect sizes across intervention types, outcomes, and implementers. The results are discussed in relation to implications for practice, limitations, and future research. 相似文献
3.
During the development of large‐scale curricular achievement tests, recruited panels of independent subject‐matter experts use systematic judgmental methods—often collectively labeled “alignment” methods—to rate the correspondence between a given test's items and the objective statements in a particular curricular standards document. High disagreement among the expert panelists may indicate problems with training, feedback, or other steps of the alignment procedure. Existing procedural recommendations for alignment reviews have been derived largely from single‐panel research studies; support for their use during operational large‐scale test development may be limited. Synthesizing data from more than 1,000 alignment reviews of state achievement tests, this study identifies features of test–standards alignment review procedures that impact agreement about test item content. The researchers then use their meta‐regression results to propose some practical suggestions for alignment review implementation. 相似文献
4.
Yaacov Petscher 《Journal of Research in Reading》2010,33(4):335-355
A meta‐analysis of the relationship between attitudes in reading and achievement in reading was conducted to provide a statistical summary to the observed variability in the magnitude of previously reported effect sizes. A total of 32 studies, with a total sample size of 224,615 were used, and included a total of 118 effect sizes. A multi‐level approach was used in meta‐analysis to determine if variance in the magnitude of effect sizes could be partitioned to study (level 1) and moderator (level 2) levels by using a mixed model approach. Results from the meta‐analysis indicated that the mean strength of the relationship between reading attitudes and achievement is moderate (Zr=.32), while stronger for students in elementary school (Zr=.44) when compared with middle school students (Zr=.24). Findings related to selected moderator variables are discussed, with suggestions for future research. 相似文献
5.
In recent years, grit has drawn increasing attention from both researchers and practitioners. As an important noncognitive indicator, grit has been used to understand individual success and performance in various fields. However, past empirical research has shown inconsistent findings on the relationship between grit and academic achievement. This study aims to review and synthesize past empirical findings on the relationship between grit and academic achievement. Forty‐four relevant articles involving a total of 60,133 participants met the inclusion criteria and were synthesized in this meta‐analysis. Our findings suggest that (a) overall grit level and its two facets (consistency of interest and perseverance of effort) are positively associated with academic achievement; (b) the association between grit and academic achievement is moderated by grade level; and (c) perseverance of effort shows the largest effect size on students’ academic achievement when compared with overall grit level and consistency of interest. 相似文献
6.
Genesis D. Arizmendi Jui‐Teng Li M. Lee Van Horn Stefania D. Petcu H. Lee Swanson 《Learning disabilities research & practice》2021,36(1):56-75
This meta‐analysis synthesized research on math performance outcomes for English learners (EL) as a function of language‐focused (math vocabulary) interventions. We included group and single‐subject design studies with children from kindergarten to 8th grade (3,766 students for group, 30 for single‐subject). Group studies yielded a mean Hedges’ g of 0.26 in favor of the interventions relative to the control conditions, whereas single‐subject studies yielded a mean Percentage of Non‐Overlapping Data of 81.01% and Phi coefficient of .66 relative to baseline. Although group studies yielded small effect sizes (ESs), we found significant moderators for grade level, intervention focus, and length of intervention. Single‐subject studies yielded higher ESs than group studies, and were considered generally effective, with a high ES. This finding was attributed to a direct focus on children with math difficulties and one‐to‐one instruction. The implications for practice and future research are discussed. 相似文献
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8.
Morgan Chitiyo Plaxedes Makweche‐Chitiyo Meungguk Park Lawrence K Ametepee Jonathan Chitiyo 《Journal of Research in Special Educational Needs》2011,11(3):171-177
Students who engage in challenging behaviour compromise the fundamental ability of schools to educate children. Consequently, teachers face the daunting task of designing effective strategies to promote positive educational outcomes for their students. Since the 1997 Individuals with Disabilities Education Act amendments, the use of positive behaviour supports (PBS) to address the behavioural needs of children challenged by disabilities has expanded. There is evidence to support the utility of PBS in reducing challenging behaviour among students. However, successful schools are also gauged by the academic achievement of their students. Hence, it is important to examine the extent to which behavioural outcomes are related to academic outcomes. The purpose of this paper is to examine the extent to which PBS interventions aimed at reducing challenging behaviour result in corresponding improvement in academic achievement. A meta‐analysis of extant research indicated a positive correlation of 0.40 between improvement in problem behaviour and academic achievement. A video abstract of this article can be viewed at: http://youtu.be/c9OUU0GkGrw . 相似文献
9.
Robin S. Codding Matthew K. Burns Gracia Lukito 《Learning disabilities research & practice》2011,26(1):36-47
Mathematics fluency is a critical component of mathematics learning yet few attempts have been made to synthesize this research base. Seventeen single‐case design studies with 55 participants were reviewed using meta‐analytic procedures. A component analysis of practice elements was conducted and treatment intensity and feasibility were examined. Findings suggest that drill and practice with modeling produced the largest effect sizes. Treatments with more than 3 components yielded higher effect sizes than those with fewer than 3, and a combination of treatment agents lead to better outcomes than a single agent. Other findings pertaining to prebaseline assessment, treatment time, experimental design employed, and treatment setting are also discussed. 相似文献
10.
《The Journal of educational research》2012,105(5):267-273
Abstract Adolescent peer-group structures in low- and regular-track algebra classrooms in 2 schools in the mid-south region of the United States were examined. The authors studied clique group affiliations defined by 230 students and their teachers regarding academic achievement and identified 5 categorizations for peripheral students with no specific clique group affiliation. Results suggested that clique group affiliation was a potential predictor of academic achievement in both low- and regular-track classes. Participants affiliated with clique groups also experienced less achievement variance within their group when compared with the achievement of those students who remained unaffiliated with any group. Implications from earlier studies exploring motivational attributes of clique group affiliation and future research are discussed. 相似文献
11.
Robert J. Reese H. Thompson Prout Emily H. Zirkelback Charlotte R. Anderson 《Psychology in the schools》2010,47(10):1035-1045
A meta‐analysis was conducted with 65 school‐based psychotherapy and counseling dissertations over the last 10 years (1998–2008) to assess if a file‐drawer problem (i.e., studies conducted but not published that, as a whole, have different results than studies in the same area published) exists in the school‐based outcome literature. An overall mean effect size of 0.44 was found for 73 treatment interventions. This effect size is comparable to Prout and DeMartino's 1986 meta‐analysis conducted with published school‐based studies and approximately half a standard deviation smaller than Prout and Prout's 1998 meta‐analysis of school‐based intervention studies. A bias does appear to exist but seems to be smaller than the bias found in the general child and adolescent psychotherapy outcome literature. Most of the dissertation studies evaluated group interventions and used a cognitive–behavioral or skills training intervention. Skills training and interventions with elementary‐school students yielded the largest effect sizes. Comparisons of the current study with previous school‐based intervention meta‐analyses are discussed as are suggestions for future research. © 2010 Wiley Periodicals, Inc. 相似文献
12.
Alex J. Bowers Matthew Berland 《Educational technology research and development : ETR & D》2013,61(1):51-69
Historically, the relationship between student academic achievement and use of computers for fun and video gaming has been described from a multitude of perspectives, from positive, to negative, to neutral. However, recent research has indicated that computer use and video gaming may be positively associated with achievement, yet these studies have focused on small intact and qualitative samples. The purpose of the present study is to examine the association between academic achievement in high school and student use of computers for fun and video gaming using the large nationally representative ELS:2002 sample of students in grade 10 in 2002 and an independent effects two-level hierarchical linear model. Our results indicate that both student use of computers for fun and moderate levels of video gaming were positive and significant on cross-sectional reading and mathematics achievement assessments in high school, controlling for multiple covariates of achievement, but were not related to growth in mathematics from grade 10 to grade 12. 相似文献
13.
Deborah Rivas‐Drake Moin Syed Adriana Uma?a‐Taylor Carol Markstrom Sabine French Seth J. Schwartz Richard Lee Ethnic Racial Identity in the st Century Study Group 《Child development》2014,85(1):77-102
One point of intersection in ethnic and racial identity research is the conceptual attention paid to how positively youth feel about their ethnicity or race, or positive ethnic–racial affect. This article reports results of a series of meta‐analyses based on 46 studies of this dimension and psychosocial, academic, and health risk outcomes among ethnic and racial minority youth. The overall pattern of results suggests that positive ethnic–racial affect exhibited small to medium associations (r range = |.11| to |.37|) with depressive symptoms, positive social functioning, self‐esteem, well‐being, internalizing, externalizing, academic achievement, academic attitudes, and health risk outcomes. Implications for theory and research about the role of positive ethnic–racial affect among youth growing up in an increasingly diverse society are discussed. 相似文献
14.
Daniel M. Maggin Bryan G. Cook Lysandra Cook 《Learning disabilities research & practice》2019,34(3):124-132
Single‐case research methods provide a basis for demonstrating that an intervention produces a reliable change in a targeted outcome for individual cases. To supplement visual analysis of data in single‐case studies, researchers frequently report statistics—often referred to as effect sizes—to summarize study findings. The recent proliferation of effect sizes used in single‐case research can be confusing. In this article, after reviewing single‐case research, we provide an overview of common types of effect sizes used in single‐case research, including overlap metrics and within‐ and between‐participant effect sizes, and conclude with examples of these effect sizes in the single‐case literature. Our take‐home message is that effect sizes are useful complements to visual analysis when interpreting results of single‐case design research studies. 相似文献
15.
Carlos M. Rodriguez 《高等教育研究与发展》2009,28(5):523-539
This study provides evidence of the impact of two critical self‐regulation components – academic self‐concept and outcome expectations – on the selection of learning strategies conducive to academic achievement in undergraduate business education. Self‐concept theory is the framework for the analysis of students’ motivations and learning behaviors. Path analysis suggests that high academic self‐concept favors engagement in complex cognitive effort, deep learning strategies and self‐reflection, as well as in the adoption of strategic learning approaches alone. However, the composite effect of deep learning through strategic approaches has the most impact on student’s academic performance. High academic expectations favor students’ selection of deep learning more than strategic approaches. Clearly, the use of surface approaches to learning is not conducive to academic achievement. Overall, these findings suggest that high students’ academic self‐concepts and unambiguous outcome expectations encourage critical thinking and reflective approaches to learning. Implications for the design of educational models and curriculum in business undergraduate education are discussed. 相似文献
16.
Implementing self‐management within a group counseling context: Effects on academic enabling behaviors 
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下载免费PDF全文 Jacquelyn M. Briesch DuBois Amy M. Briesch Jessica A. Hoffman Joan Struzziero Robin Toback 《Psychology in the schools》2017,54(8):852-867
Self‐management interventions have been adapted to serve as targeted interventions to increase academic enabling behaviors in groups of students. However, a trade‐off exists between adapting these interventions to feasibly fit group contexts and maintaining theoretical intervention components. This study examines the use of self‐management within fourteen 40‐minute group counseling sessions delivered by school psychology personnel to increase the academic enabling behaviors of three middle school students as rated by their teachers. Results of a multiple baseline design across students revealed slight to moderate improvements in academic enabling behaviors for two of the three students. Furthermore, usability results suggested that students found the intervention to be generally acceptable, understandable, and feasible. Implications for both future research and applied practice are discussed. 相似文献
17.
Peter Zeegers 《高等教育研究与发展》2004,23(1):35-56
Learning outcomes in higher education are of considerable interest to students, teaching staff, researchers, tertiary education institutions and funding authorities. To improve the quality of learning outcomes may require a better understanding of what happens in the learning process from the perspective of the learner. This study makes use of a number of current instruments for the evaluation of student learning to explore aspects of learning outcomes in terms of academic achievement. The students evaluated were either in their first year of study (N=194) or in the third year of their course (N=118). A causal mode of learning outcomes was developed for each group and evaluated using the PLSPATH program to explore the impact of student‐related causative factors. A number of these factors were shown to have a direct effect on student academic achievement, as measured by annual grade point average (GPA), with some consistency across two year‐levels. The most important factor in predicting academic performance for both groups was students' prior academic performance. Approaches to learning and English language skills were also shown to have some predictive value. Students' metacognitive skills and self‐efficacy, though showing strong inter‐relationships with other factors, did not show a direct effect on academic achievement. 相似文献
18.
Kristin Litster Jillian Roberts 《Journal of Research in Special Educational Needs》2011,11(2):130-140
The current meta‐analysis compares the self‐concepts and perceived competencies of gifted and non‐gifted students. Using meta‐analytic methods to synthesise the results of 40 studies, we found that gifted students scored significantly higher than non‐gifted students on measures of academic and behavioural perceived competence, as well as global self‐concept. Gifted students scored significantly lower than non‐gifted students on measures of appearance and athletic perceived competence. Significant heterogeneity was found in the extent to which gifted and non‐gifted students' scores differed in the academic and global domains. Moderator variables such as participant grade level, method of gifted designation and publication year accounted for systematic differences in these domains. Gifted students' appearance and athletic perceived competencies may benefit from specific intervention, but their beliefs in other areas remain positive. 相似文献
19.
Kristen Nielsen 《Journal of Research in Reading》2014,37(1):1-16
Student writing achievement is essential to lifelong learner success, but supporting writing can be challenging for teachers. Several large‐scale analyses of publications on writing have called for further study of instructional methods, as the current literature does not sufficiently address the need to support best teaching practices. Self‐assessment methods in writing instruction present meaningful ways to promote student writing achievement through reflection and meta‐cognition during the writing process. Self‐assessment practices are described in publications across the academic disciplines where writing is required, and close investigations of the methods are also published in the research fields of literacy, English education and composition. This study aims to bridge these fields to construct a clear and comprehensive understanding of self‐assessment methods. Self‐assessment encompasses a wide range of practices and varied terminology. It is essential to clarify effective methods of self‐assessment and to disseminate practical information to educators. This paper presents the findings of an analysis of the literature yielding: (1) a theoretical framework for self‐assessment methods in writing instruction; (2) an overview of concepts/practices; (3) a list of literature‐supported strategies for effective classroom use derived from a study of a vast body of literature. Results strongly support self‐assessment as a means to foster student writing achievement, middle school through higher education. Delineated strategies can assist instructors with self‐assessment implementation. 相似文献
20.
Benjamin G. Solomon Suzanne A. Klein John M. Hintze James M. Cressey Sarah L. Peller 《Psychology in the schools》2012,49(2):105-121
Positive Behavior Support (PBS) for behavioral problems was included in the 1997 Individuals With Disabilities Education Act reauthorization, reflecting the increased implementation and strengthening empirical evidence for PBS in schools. Whereas PBS can be used reactively, its flexibility has led to a popular comprehensive school‐wide model used for prevention. School‐Wide Positive Behavioral Support (SWPBS) has been used across a variety of school environments and various demographics and has been evaluated using a variety of different outcome measures. The authors conducted a meta‐analysis of SWPBS research spanning 16 years and 20 articles. Specifically, single‐case studies were evaluated using a regression‐based procedure. Results show promising early trends in the data across dependent variables with a need for further research in specific areas. © 2011 Wiley Periodicals, Inc. 相似文献