The Influence of Family Demographics and Parental Teaching Practices on Peruvian Children’s Academic Achievement

1988 ◽  
Vol 31 (6) ◽  
pp. 370-377 ◽  
Author(s):  
Bonnie L. Barber
Keyword(s):  
Academic Achievement ◽  
Teaching Practices ◽  
Parental Teaching ◽  
Family Demographics

Developmentally and Culturally Effective Instructional Strategies for Linguistically and Culturally Diverse Young Children

2018 ◽  
pp. 257-284
Author(s):  
Patsy J. Robles-Goodwin
Keyword(s):  
Academic Achievement ◽  
Public Schools ◽  
Student Success ◽  
Instructional Strategies ◽  
English Learners ◽  
Teaching Practices ◽  
School Environments ◽  
Specialized Knowledge ◽  
Factors Affecting ◽  
Changing Demographics

The rising numbers of English Learners (ELs) in our schools requires educators to have a specialized knowledge base for understanding their linguistic needs, especially when planning for instruction; teachers also need to use language acquisition principles for working with ELs and integrate effective instructional strategies in their teaching. Studies have found factors affecting student success in public schools: 1) inadequate preparation of teachers, 2) ineffective teaching practices, and 3) at-risk school environments. These complex factors impact the instruction and ultimate success of student learning which is extremely detrimental to ELs. Therefore, the focus of the chapter addresses: the changing demographics, historical reasons for low achievement of ELs, and how educators can use their understanding of best practices to motivate ELs and increase their academic achievement. This chapter provides effective teaching practices for ELs and instructional activities that teachers can implement to help young ELs succeed academically.

Fostering self-regulated learning in higher education: Making self-regulation visible

2020 ◽  
pp. 146978742098237
Author(s):  
Joanne M Russell ◽  
Chi Baik ◽  
Anna T Ryan ◽  
Elizabeth Molloy
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Lifelong Learning ◽  
Teaching Practices ◽  
Self Regulation ◽  
Structured Interview ◽  
Interview Data ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Regulated Learning

Research associates self-regulated learning with academic achievement and lifelong learning. Although there is consensus surrounding the need for students to develop self-regulated learning skills, there is a paucity of research exploring how educators can foster student self-regulated learning. This study examines the teaching practices, beliefs and experiences of educators that foster student self-regulated learning, across a range of disciplines. It explores the characteristics of teaching that foster self-regulated learning, and the influences on educator approaches. Questionnaire and semi-structured interview data were subjected to analysis. The findings identified four types of teaching strategies used to foster self-regulated learning. This study illuminates the conditions that support educators to foster student self-regulated learning, as well as the challenges they face. Educators’ own engagement in self-regulation, often made visible to students, played a key role in promoting students’ self-regulatory capacities.

scholarly journals The Typology of Parental Engagement and its Relationship with the Typology of Teaching Practices, Student Motivation, Self-Concept and Academic Achievement

2016 ◽  
Vol 1 (1) ◽  
pp. 01-08
Author(s):  
Nor Aniza Ahmad ◽  
Siti Aishah Hassan ◽  
Abdul Razak Ahmad ◽  
Chua Lay Nee ◽  
Nor Hashim Othman
Keyword(s):  
Academic Achievement ◽  
Achievement Motivation ◽  
Student Motivation ◽  
Teaching Practices ◽  
Structural Equation ◽  
Theoretical Models ◽  
Parental Engagement ◽  
Jel Classification ◽  
Self Concept ◽  
Equation Modeling

Objective - The aim of this study is to identify and explore the relationship of parental engagementon teaching practices, student motivation, self-concept and academic achievement. Methodology/Technique - This study applies the perspectives of relevant ecological, socio-cultural and psychological theories. Samples comprise 1075 highschool students who were randomly stratified across Malaysia.Data were extracted from questionnaireswhich were analyzed by Structural Equation Modeling (SEM) AMOS. Findings – Findings show that parental engagement, teaching practices, student motivation and self-concept have a significant relationship with academic achievement. Novelty - This study provides significant implications to the development of theoretical models for parental engagement, teaching practices, student motivation, self-concept and academic achievement in the Malaysian education system. Type of Paper - Empirical Keywords: Academic Achievement; Motivation; Parental Engagement; Self-Concept; Teaching Practices. JEL Classification: I21, I23.

Helping the General Education Team Support Students Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari
Keyword(s):  
Academic Achievement ◽  
General Education ◽  
Communication Skills ◽  
Communication Systems ◽  
General Education Teachers ◽  
Practice Opportunities ◽  
Support Students ◽  
Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

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