فاعلية برنامج تدريبي للمعلمين مستند إلى نظرية الذكاء الناجح ضمن منهاج الرياضيات والعلوم في تنمية القدرات التحليلية والإبداعية والعملية والتحصيل الأكاديمي لدى عينة من طلاب المدارس الابتدائية في الدمام = The Effectiveness of Teacher's Training Program Based on the Theory of Successful Intelligence within Math and Science Curriculum in Developing Analytical, Creative and Practical Abilities and Academic Achievement among a Students of Elementary Schools in Dammam

2017 ◽  
Vol 44 (1) ◽  
pp. 159-174
Author(s):  
محمود محمد أبو جادو
Keyword(s):  
Academic Achievement ◽  
Elementary Schools ◽  
Training Program ◽  
Science Curriculum ◽  
Math And Science ◽  
Successful Intelligence

The Achievement Gap: Past, Present & Future

Daedalus ◽  
2011 ◽  
Vol 140 (2) ◽  
pp. 90-100 ◽  
Author(s):  
Richard E. Nisbett
Keyword(s):  
Academic Achievement ◽  
Elementary Schools ◽  
Achievement Gap ◽  
Middle Class ◽  
Later Life ◽  
Black Children ◽  
Class Differences ◽  
Blacks And Whites ◽  
Intellectual Skills ◽  
Middle Class Blacks

The achievement gap between blacks and whites owes nothing to genetics. It is not solely due to discrimination or social-class differences between blacks and whites. It is due in good part to environmental differences between blacks and whites stemming from family, neighborhood, and school socialization factors that are present even for middle-class blacks. The gap is closing slowly, but it could be closed much more rapidly, with interventions both large and small. Preschool programs exist that can produce enormous differences in outcomes in school and in later life. Elementary schools where children spend much more time in contact with the school, and which include upper-middle-class experiences such as visits to museums and dramatic productions, have a major impact on poor black children's academic achievement. Simply convincing black children that their intellectual skills are under their control can have a marked impact.

scholarly journals The Issue of Alternative Assessment on Students' Achievement from the Viewpoints of Teachers’ at Elementary Schools in Gaza

2019 ◽  
Vol 8 (2S3) ◽  
pp. 414-418
Keyword(s):  
Academic Achievement ◽  
Elementary Schools ◽  
Alternative Assessment ◽  
Gaza Strip ◽  
Reliability And Validity ◽  
Study Population ◽  
The Gaza Strip ◽  
Level Of Significance ◽  
High Level ◽  
High Degree

This study aimed at identifying the effect of alternative assessment on academic achievement, from the viewpoint of teachers in elementary schools in Gaza. To achieve the study objectives, a questionnaire developed consisting of 21 items then reliability and validity were calculated, the study population consisted of 120 teachers. The study sample consisted of 92 teachers, selected in a stratified random method, where the total of 87 valid statistical analyzes retrieved by 94.56%. The results of the study showed: The perceptions of the members of the study sample to the alternative assessment came to a high degree, the academic achievement from teachers in the basic schools in the Gaza Strip came at the macro level at a high level, and there is a statistically significant effect at the level of significance (α<=0.05) of alternative assessment on academic achievement. In light of the results, a set of recommendations were proposed, including The Directorate of Education in the Gaza Strip should be concerned with the adoption of alternative assessment methods in its affiliated schools, because of the importance of alternative assessment in improving the level of academic achievement of students

scholarly journals The Impact of a Training Program for Families of Students with Learning Disabilities in Activating Familial Participation and Reducing Learning Disabilities Aspects and Developing the Academic Achievement of Their Children

2018 ◽  
Vol 10 (4) ◽  
pp. 140
Author(s):  
Mohammad Ahmad Bairat ◽  
Akef Abdullah Al-Khateeb
Keyword(s):  
Academic Achievement ◽  
Learning Disabilities ◽  
Training Program ◽  
Significant Positive Correlation ◽  
Female Students ◽  
Training Period ◽  
Students With Learning Disabilities ◽  
Before And After ◽  
The Impact ◽  
Performance Scale

The study aimed at building a training program for the families of students with learning disabilities to activate the familial participation and reduce learning disabilities aspects and develop the academic achievement of such students. The study’s sample composed of (46) families and (46) male and female students from these families. To achieve the objectives of the study, the researchers prepared a list to assist the familial participation applied on the families before and after the training period; they used the scale of (Sartawi,1995) to reveal the learning disabilities of their children applied before and after the training period, as well as the scale of academic achievement (educational packages,2010), moreover; they built the suggested program to activate the familial participation. The study concluded that there were statistically significant differences between the pre-measurement and post-measurement in favor of the post-measurement regarding the students’ performance in relation to the learning disabilities aspects. It also showed that there were statistically significant differences between the pre-measurement and post-measurement in favor of the post-measurement regarding the students’ performance in relation to the academic performance scale (educational packages,2010), furthermore; there were statistically significant positive correlation between the familial participation and learning disabilities aspects, and between the familial participation and the academic achievement.

The Six-Month Internship Training Program for Medical Laboratory Science Education: An Initial Evaluation

2012 ◽  
Vol 9 (1) ◽  
Author(s):  
Anacleta P. Valdez ◽  
Citadel A. Panganiban ◽  
Kevin Roi L. Lumanglas ◽  
Katreen A. Calingasan ◽  
Roxanne S. Divino ◽  
...  
Keyword(s):  
Higher Education ◽  
Training Program ◽  
Science Curriculum ◽  
The Philippines ◽  
Medical Laboratory ◽  
Medical Laboratory Science ◽  
Laboratory Staff ◽  
Laboratory Science ◽  
One Year ◽  
Internship Training

In 2006, the Commission on Higher Education (CHED) released CHED Memorandum Order (CMO) no. 14 which changed the duration of internship training program to six months as opposed to the previous memorandum order, CMO no. 27 s. 1998 which required a one-year internship schedule for Medical Laboratory Science (MLS) students. Thirty-eight graduates of CMO No. 14 s. 2006 from Lyceum of the Philippines University-Batangas and 13 chief medical technologists (CMT) or senior medical laboratory staff from identified affiliate hospitals were surveyed about their perception on the attainment of the objectives, as well as the strengths and weaknesses of the said program. Results show that objectives were achieved even if the duration of the training period was shortened. The graduate-respondents favored the one year timetable. This study can be used as a pilot study for other higher education institutions implementing the same CMO and can be used as a basis for a curricular reform by assessing the different parameters that were identified in order to enhance further the six-month internship training program in producing globally competitive medical laboratory scientists. Keywords - internship training program, medical laboratory science, curriculum improvement, memorandum order, interns, affiliating hospital

The Metacognitive Component of Academic Self-Concept: The Development of a Triarchic Self-Scale

2010 ◽  
Vol 9 (1) ◽  
pp. 73-86 ◽  
Author(s):  
Samuel D. Mandelman ◽  
Mei Tan ◽  
Sergey A. Kornilov ◽  
Robert J. Sternberg ◽  
Elena L. Grigorenko
Keyword(s):  
Academic Achievement ◽  
Psychometric Properties ◽  
Cognitive Assessment ◽  
Self Concept ◽  
Q Factor ◽  
Cognitive Profiles ◽  
Factor Analyses ◽  
Additional Source ◽  
Successful Intelligence ◽  
Source Of Information

Self-concept—more specifically academic self-concept—and its connection to academic achievement have long been studied. It has been widely accepted that one’s self-concept is formed through interaction with one’s environment and significant others. Here we suggest that an internal metacognitive component of self-concept is also critical to its development. This hypothesis is investigated here by the development of a metacognitive-academic self-concept scale as part of a larger battery based on Sternberg’s triarchic model of successful intelligence. The academic self-concept scale’s psychometric properties, with respect to both children and adults, and its correlations with a group-administered cognitive assessment are presented. Additionally, a series of Q-factor analyses of the results on the scale are provided, revealing multiple distinguishable academic self-concept profiles. Collectively, these data suggest that a self-concept scale regarding one’s abilities can provide an additional source of information for the cognitive profiles of students.

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