Introduction to the Special Issue: Combating Chronic Absence     

Michael Gottfried  Stacy B. Ehrlich 《Journal of Education for Students Placed at Risk》2018,23(1-2):1-4

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Making Sense out of Incentives: A Framework for Considering the Design,Use, and Implementation of Incentives to Improve Attendance     

Rekha Balu  Stacy B. Ehrlich 《Journal of Education for Students Placed at Risk》2018,23(1-2):93-106

ABSTRACT

Accumulating evidence indicates that student attendance is closely tied to a range of educational outcomes, and yet millions of students are chronically absent each year. Under the Every Student Succeeds Act (ESSA), schools are now held accountable for their students' attendance at a scale this country has never before seen. As such, this is a crucial time to understand what research and evaluations suggest about what schools can do to move the needle on student attendance. As researchers work toward understanding the impact of different interventions and practices, and how results vary by grade level, on-the-ground experiences in schools highlight the pervasive use of incentives from pre-K to grade 12. Schools have employed a wide range of incentives to improve attendance, with varied levels of success. Unfortunately, there is little guidance on what policymakers and practitioners ought to consider when deciding if incentives are an appropriate intervention, and then how to design incentives in ways that align with the nature of specific attendance barriers and problems. This article presents a framework to fill that gap. We outline the design considerations when creating attendance incentives and offer guidance to practitioners deciding what to implement in their school.  相似文献   

Using video-based anchored instruction to enhance learning: Taiwan's experience     

Hsin-Yih Cindy Shyu 《British journal of educational technology : journal of the Council for Educational Technology》2000,31(1):57-69

The purpose of this study is to investigate the effects of computer-assisted videodisc-based anchored instruction on attitudes toward mathematics and instruction as well as problem-solving skills among Taiwanese elementary students. Results from a t-test indicate a significant main effect on student attitudes toward mathematics. Results from a two-way Repeated Measures ANOVA show that students' problem-solving skills improve significantly with anchored instruction. Results also indicate that all the students benefit from the effects of anchored instruction on their problem-solving performance regardless of their mathematics and science abilities. The findings suggest that video-based anchored instruction provide a more motivating environment that enhanced students' problem-solving skills. This study is significant because it establishes an example of video-based anchored instruction for Taiwanese students and also provides empirical evidence of its effects on affective and cognitive responses among fifth graders in learning mathematics. This study is helpful to educators who want to help students learn to think and learn throughout technology.  相似文献   

School-linked and school-based health services: A renewed call for collaboration between school psychologists and medical professionals     

Steven R. Shaw  Desmond P. Kelly  Jane C. Joost  Stacy J. Parker-Fisher 《Psychology in the schools》1995,32(3):190-201

Health care and education reform provide opportunities to build systems that promote rather than retard collaboration between school psychologists and medical professionals. School-linked and school-based health services (SLSBHS) are a family of approaches that provide medical, social, and mental health services to students through school settings. These services have potential to provide more than acute care or first-aid services. SLSBHS provide medical care to uninsured children, students with chronic medical needs, at-risk children, and the overall school population. However, there are usually not enough funds to hire new staff members in most school districts. Expanding the roles of current school staff, promoting interdisciplinary collaboration, and implementing creative fiscal strategies are necessary to develop SLSBHS. Interdisciplinary collaboration may be the largest hurdle to developing SLSBHS. As such, school psychologists and medical professionals may need to rethink their professional roles and develop new techniques of interdisciplinary consultation to fulfill the potential of SLSBHS.  相似文献   

The effects of conceptual description and search practice on users’ mental models and information seeking in a case-based reasoning retrieval system     

Wu He  Sanda Erdelez  Feng-Kwei Wang  Chi-Ren Shyu 《Information processing & management》2008

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Concurrent Validity of Actigraph-Determined Sedentary Time Against the Activpal Under Free-Living Conditions in a Sample of Bus Drivers     

Veronica Varela Mato  Thomas Yates  David Stensel  Stuart Biddle  Stacy A. Clemes 《Measurement in physical education and exercise science》2017,21(4):212-222

This study explored the validity of ActiGraph-determined sedentary time (<50 cpm, <100 cpm, <150 cpm, <200 cpm, <250 cpm) compared with the activPAL in a free-living sample of bus drivers. Twenty-eight participants were recruited between November 2013 and February 2014. Participants wore an activPAL3 and ActiGraph GT3X+ concurrently for 7 days and completed a daily diary. Time spent sedentary during waking hours on workdays, non-workdays, during working-hours, and non-working hours were compared between instruments. During working hours, all ActiGraph cut-points significantly underestimated sedentary time (p < 0.05), whereas during non-working hours the <50 cpm cut-point demonstrated the closest agreement (ActiGraph sedentary time: 250 ± 75 minutes versus activPAL sedentary time: 236 ± 65 minutes). Receiver operating characteristic analyses revealed that on workdays and non-workdays the ActiGraph cut-points exhibited relatively low sensitivity (all <0.62) and specificity (all <0.49) values. The use of the ActiGraph to measure sedentary time in this understudied, highly sedentary and at risk occupational group is not recommended.  相似文献   

Comparing and assessing the consequences of two different approaches to measuring school effectiveness     

Guarino  Cassandra M.  Stacy  Brian W.  Wooldridge  Jeffrey M. 《Educational Assessment, Evaluation and Accountability》2019,31(4):437-463

Educational Assessment, Evaluation and Accountability - Nations, states, and districts must choose among an array of different approaches to measuring school effectiveness in implementing their...  相似文献   

Typing With Purpose: Linking the Word Processing Curriculum to Real World Applications Through Service Learning     

Stacy K. Dymond  Lance S. Neeper  Dave Fones 《Clearing house (Menasha, Wis.)》2013,86(2):33-38

Service learning actively engages students in the curriculum through participation in projects that meet a community need. It links the curriculum to the “real world,” thus providing an authentic context for learning. Over the past two years, university and high school staff have collaborated to develop, implement, and evaluate a service learning component in a word processing course that includes students with and without disabilities. In this article, we share strategies for incorporating service learning into the word processing curriculum and meeting the needs of diverse learners.  相似文献   

Community College Students' Conceptual Understanding of Statistical Measures of Spread     

Mikhail Turegun  Stacy Reeder 《Community College Journal of Research & Practice》2013,37(5):410-426

This study investigated the conceptual understanding of measures of spread among community college students in an introductory statistics course. The course is centered around deemphasizing computational skills and focused, rather, on development of conceptual understanding. Open-ended questions were developed to explore and assess students' conceptual understanding of measures of spread. A detailed analysis of the students' responses is presented to reveal the range of students' conceptions of the measures of spread. The analysis of a wide variety of responses provides evidence of the students' ability to organize concepts of spread in a way that is meaningful to them individually. Some common student misconceptions revealed by this study should be examined closely and taken into consideration to promote students' development of understanding of spread.  相似文献   

Applying early decision: Student and college incentives and outcomes     

Gabrielle Chapman  Stacy Dickert-Conlin 《Economics of Education Review》2012

Colleges’ early decision (ED) admission policies require accepted students to commit to attend the school without comparing outside options. With data from two liberal arts schools we find evidence that students with higher willingness and ability to pay and lower measured ability levels are more likely to apply ED. Applying ED raises the probability of acceptance by 40 percentage points. We address the potential selection of students into ED, including estimating an upper bound of 46 percentage points following Altonji, Elder, and Taber (2005). One college appears to use the ED process to screen applicants with high SAT scores and female applicants, thereby avoiding the potential adverse selection of applicants in the regular decision process. Finally, even conditional on higher socioeconomic status and other observable characteristics, applying ED is correlated with higher financial aid packages, perhaps because the college's financial aid resources are higher earlier in the admission process.  相似文献