scholarly journals The Effects of Reading Engagement on Literacy Achievement for Elementary Students

2016 ◽  
Vol 1 (2) ◽  
pp. 31
Author(s):  
Meredith M. McClanahan ◽  
Leslie S. Ennis ◽  
Peggy H. Connell
Keyword(s):  
Socioeconomic Status ◽  
Academic Success ◽  
Reading Engagement ◽  
Gain Scores ◽  
Factorial Anova ◽  
Fifth Grade Students ◽  
Star Reading ◽  
School Careers ◽  
Reading Activities ◽  
Out Of School

Since reading achievement is a determining factor for academic success, children who struggle with reading often continue to struggle throughout their school careers. The purpose of this study was to compare the reading gain scores of fourth and fifth grade students at an elementary school in northeast Alabama to the quantity of their extracurricular reading activities, controlling for gender, ethnicity, and socioeconomic status (SES). Over a 20-week period, the researcher utilized a daily reading log as the instrument to determine the amount of students’ outside-of-school reading time engagement. The results of a factorial ANOVA indicated that the amount of out-of-school reading times did not significantly increase their gain scores on the STAR reading benchmark tests. This was true for gender, socioeconomic status, and race. The results have implications for utilization of out-of-school reading requirements.

scholarly journals “I am going out!” – lifestyle sports and physical activity in adolescents

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
K. Janeckova ◽  
Z. Hamrik ◽  
M. Matusova ◽  
P. Badura
Keyword(s):  
Physical Activity ◽  
Socioeconomic Status ◽  
Sedentary Behaviour ◽  
Vigorous Physical Activity ◽  
Sociodemographic Factors ◽  
Linear Regression Models ◽  
Great Opportunity ◽  
Sport Activities ◽  
Lifestyle Activities ◽  
Out Of School

Abstract Background Lifestyle sport activities (e.g. parkour or skateboarding) are considered attractive and beneficial for a long-term commitment to physical activity (PA) and might be a great opportunity for adolescents who do not feel comfortable in an organized or competitive atmosphere. The purpose of the study was to assess whether participation in lifestyle activities is associated with moderate-to-vigorous physical activity (MVPA), out-of-school vigorous physical activity (VPA), and sedentary behaviour in adolescents aged 10–15 years, with major demographic variables (sex, age, socioeconomic status) being taken into account. Methods Data from a research project linked to the Health Behaviour in School-aged Children (HBSC) survey collected in 2017 in the Czech Republic was used. The sample consisted of 679 participants (303 of them girls) and was selected by quota sampling. Chi-square tests were used to assess differences in involvement in lifestyle activities according to sex, grade, and socioeconomic status. Ordinal and linear regression models were used to analyse the associations of participation in lifestyle activities and selected energy balance-related behaviours. Results Participation in lifestyle sport activities was significantly associated with a higher level of physical activity (MVPA and out-of-school VPA) after adjustment for sociodemographic factors, as was participation in organized sport. No significant associations were shown for sedentary behaviour. Conclusions Adolescents participating in lifestyle sport activities report being more physically active and, in case of doing multiple such activities concurrently, also spending less time sitting than their peers not involved in lifestyle sport activities. As such, lifestyle sport activities seem to represent a feasible way of increasing overall PA level in adolescent population.

scholarly journals The Role of Parent Educational Attainment in Parenting and Children’s Development

2021 ◽  
Vol 30 (2) ◽  
pp. 186-192
Author(s):  
Pamela E. Davis-Kean ◽  
Lauren A. Tighe ◽  
Nicholas E. Waters
Keyword(s):  
Socioeconomic Status ◽  
Academic Success ◽  
Educational Attainment ◽  
Home Environment ◽  
Family Income ◽  
Developmental Outcomes ◽  
Cognitive Stimulation ◽  
Educational Inequalities ◽  
Powerful Predictor

Socioeconomic status (SES)—indexed via parent educational attainment, parent occupation, and family income—is a powerful predictor of children’s developmental outcomes. Variations in these resources predict large academic disparities among children from different socioeconomic backgrounds that persist over the years of schooling, perpetuating educational inequalities across generations. In this article, we provide an overview of a model that has guided our approach to studying these influences, focusing particularly on parent educational attainment. Parents’ educational attainment typically drives their occupations and income and is often used interchangeably with SES in research. We posit that parent educational attainment provides a foundation that supports children’s academic success indirectly through parents’ beliefs about and expectations for their children, as well as through the cognitive stimulation that parents provide in and outside of the home environment. We then expand this model to consider the intergenerational contributions and dynamic transactions within families that are important considerations for informing potential avenues for intervention.

scholarly journals Perceptions of Socioeconomic Mobility Influence Academic Persistence among Low Socioeconomic Status Students

2019 ◽  
Author(s):  
Alexander S. Browman ◽  
Mesmin Destin ◽  
Kathleen L. Carswell ◽  
Ryan Svoboda
Keyword(s):  
Socioeconomic Status ◽  
Academic Success ◽  
Low Socioeconomic Status ◽  
Academic Motivation ◽  
Experimental Studies ◽  
Academic Persistence ◽  
Socioeconomic Mobility ◽  
Low Socioeconomic ◽  
The Face ◽  
Low Ses Students

Despite facing daunting odds of academic success compared with their more socioeconomically advantaged peers, many students from low socioeconomic status (SES) backgrounds maintain high levels of academic motivation and persist in the face of difficulty. We propose that for these students, academic persistence may hinge on their perceptions of socioeconomic mobility, or their general beliefs regarding whether or not socioeconomic mobility—a powerful academic motivator—can occur in their society. Specifically, low-SES students' desire to persist on a primary path to mobility (i.e., school) should remain strong if they believe that socioeconomic mobility can occur in their society. By contrast, those who believe that socioeconomic mobility generally does not occur should be less motivated to persist academically. One correlational and two experimental studies provide support for this hypothesis among low (but not high) SES high school and university students. Implications for future intervention efforts are discussed.

More than a babysitter: Looking back on an effective summer enrichment program

2021 ◽  
Vol 22 (3) ◽  
Author(s):  
Benterah Morton ◽  
Kelly Byrd ◽  
Elizabeth Allison ◽  
Andre Green
Keyword(s):  
Academic Success ◽  
Summer Programs ◽  
Summer Camps ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
Summer Enrichment ◽  
Enrichment Program ◽  
Subject Areas ◽  
Summer Enrichment Program ◽  
Opportunity Gaps

Each summer families across the globe send their children to summer camps and daycares for what amounts to babysitting. This study takes the discussion beyond babysitting and explores a unique summer enrichment program offered to rising second through fifth grade students in a modified enrichment camp model. During the four-week program, students were engaged in standards-based academic instruction in reading, mathematics, and science designed to provide enrichment activities to better prepare them for academic success in the upcoming year. Students were pre-tested over standards from the first quarter of the upcoming year. Then, they were taught the standards and post-tested. Analysis of the pretest and posttest data suggests that the program was successful in increasing students’ content knowledge in each of the subject areas taught. The findings imply that summer programs intentionally offering standards-based academics in an enrichment camp environment can be used to provide learning opportunities that diminish academic opportunity gaps.

A Six-Year Follow-up of Academic Achievement in An Israeli Elementary School Integration Project

1992 ◽  
Vol 74 (1) ◽  
pp. 123-129 ◽  
Author(s):  
Yaacov J. Katz ◽  
Avraham Ben-Yochanan ◽  
Masha Sheinman
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Elementary School ◽  
Academic Success ◽  
Achievement Gap ◽  
Control Group ◽  
Lower Socioeconomic Status ◽  
Lower Socioeconomic ◽  
Integration Project ◽  
Experimental Group

An integration project initiated at the Gush Etzion Regional Elementary School in Israel at the beginning of the 1984/85 school year has now been running for six years. In the program ethnically Oriental pupils from a lower achievement-oriented environment and lower socioeconomic status were assigned to integrated classrooms together with higher achievement-oriented and higher socioeconomic-status students of Western ethnic background. A number of interventions designed to promote improved academic achievement were implemented at the school. Analysis indicated that pupils of lower socioeconomic status assigned to the experimental group achieved significantly higher reading scores than pupils of lower socioeconomic status in the control group attending a nonintegrated school. However, pupils of higher socioeconomic status studying in the integrated school and belonging to a comparison group achieved higher scores on the research instrument than members of either the experimental or the control groups despite the interventions undertaken to close the achievement gap. It appears that, although the interventions undertaken contributed to academic success of the experimental group subjects, they did not go all the way towards closing the achievement gap between lower and higher socioeconomic-status pupils.

scholarly journals Toward an alternative community-driven restorative model of school discipline

2022 ◽  
Author(s):  
Johanne Jean-Pierre
Keyword(s):  
Academic Success ◽  
Nova Scotia ◽  
Alternative Model ◽  
School Discipline ◽  
Community Members ◽  
Research Project ◽  
Scholarly Literature ◽  
School Suspensions ◽  
Black Learners ◽  
Out Of School

Introduction -- Education is concomitantly a path for self-actualization and personal growth, a mechanism of social mobility, a crucial factor of labour market outcomes and lifetime earnings, a social determinant of health and quality of life, a fundamental institution in a democratic society, and a human right. Because education is so consequential at the individual and societal levels, barriers to it are a cause of great concern for various stakeholders, including parents, students, and community advocates. As a case in point, several advocates have identified issues pertaining to school discipline processes and outcomes in Nova Scotia (Barjun Consultants, 2001; Black Learners Advisory Committee, 1994; Nunn, 2006). Recently, we learned that Black learners in Nova Scotia are more likely to be subjected to out-of-school suspensions than other students across the province (Woodbury, 2016). Yet, scholarly literature indicates that punitive school discipline, such as out-of-school suspensions, are ineffective, worsen problematic behaviour, alienate students from school, and keep students away from formal learning opportunities (Fenning et al., 2004; Gregory et al., 2010; Jean-Pierre & Parris-Drummond, 2018; Mayer, 2001; Noguera, 2003). <div><br></div><div>This report is based on the main findings of a qualitative study that aimed to address school discipline racial disproportionality in Nova Scotia, conceive an alternative model of school discipline, and promote the academic success of Black learners. A research project was conducted with African Nova Scotian and Black immigrant youth, parents, and community members across the province between 2018 and 2019 in both English and French. Through nine focus groups and 17 interviews, 60 members of the community provided their perspectives and insights to inform the conception of an alternative model of school discipline. A community forum subsequently took place in March 2020 to discuss the findings and main recommendations with community members. Based on the research project and scholarly literature, this report presents key findings and recommendations that can foreground future school discipline policy and interventions to further Black learners’ academic success in Nova Scotia. Overall, the key themes derived from participants’ narratives emphasize the need to adopt alternative non-punitive responses to misconduct—primarily a restorative model—while simultaneously enhancing inclusive curricular and pedagogical practices to foster Black students’ academic success.</div>

scholarly journals The Effects of Poverty on Childhood Development

2021 ◽  
Vol 3 (1) ◽  
Keyword(s):  
Socioeconomic Status ◽  
Academic Success ◽  
Low Income ◽  
Academic Development ◽  
Developed Countries ◽  
Childhood Development ◽  
Easy Access ◽  
Ripple Effect ◽  
The Many ◽  
The Brain

There is no denying that the effects of poverty are vast and farreaching. From life expectancy to academic success, the effects it has have inundated many aspects of life for those who identify with the socioeconomic status. Those who are largely effected by it are some of society’s most vulnerable individuals children. Children living in poverty often lack easy access to proper housing, education, nutrition, and medical care. In both developed and non-developed countries, poverty is continuously linked to deficits in biological, cognitive, emotional, and academic development. This paper aims to explore the many different effects poverty and its associated domains have on childhood development. From infancy through adolescence and the ripple effect it has on adulthood, the consequences of living in low-income environments will be discussed in relation to proper childhood development. Due to the malleable nature of the brain during these crucial formative years, many of the issues faced during childhood can persist into adolescence and further into adulthood. For these reasons, the long lasting effects of enduring poverty into adulthood will also be examined.

In-School, Out-of-School, and Weekend Physical Activity Levels Vary Across Sociodemographic Subgroups of US Adolescents

2021 ◽  
Vol 18 (4) ◽  
pp. 418-425
Author(s):  
Ashleigh M. Johnson ◽  
Kelley Pettee Gabriel ◽  
Nalini Ranjit ◽  
Harold W. Kohl ◽  
Andrew E. Springer
Keyword(s):  
Physical Activity ◽  
High School ◽  
Middle School ◽  
Socioeconomic Status ◽  
Time Of Day ◽  
Potential Interaction ◽  
Activity Levels ◽  
Sociodemographic Disparities ◽  
Race Ethnicity ◽  
Out Of School

Background: In response to conflicting findings for activity levels across sociodemographic groups, this study examined differences in adolescents’ in-school, out-of-school, and weekend physical activity (PA) by sociodemographic subgroups using representative US data. Methods: Data were obtained from the Family Life, Activity, Sun, Health, and Eating study. Multiple regression models compared in-school, out-of-school, and weekend PA by gender and race/ethnicity, and examined potential modification of associations by grade (middle vs high school) and socioeconomic status (lower vs higher). Results: Final analytic sample was 1413 adolescents (Mean age = 14.5 y, 51.3% female, 64.5% white). Compared with whites, in-school PA was significantly higher among blacks and those classified as other race/ethnicity for middle school (69.8 and 71.0, respectively, vs 66.4 min/d), and among Hispanics for high school (52.7 vs 48.4 min/d). Hispanics’ (vs whites’) out-of-school PA was significantly lower for middle school (63.7 vs 66.6 min/d), but higher for high school (54.0 vs 51.8 min/d). In-school PA was significantly higher among adolescents of lower (vs higher) socioeconomic status among males and Hispanics (all Ps < .05). Conclusions: The relation of race/ethnicity with PA varies by grade and time of day/week. Socioeconomic status findings contradict previously reported findings. Efforts to increase PA based on sociodemographic disparities should consider potential interaction effects.

scholarly journals A trial patch to the extracurricular perspective of sustainable development program in elementary schools of Turkey

2021 ◽  
Author(s):  
Fatih ŞEKER ◽  
BAHATTIN AYDINLI
Keyword(s):  
Sustainable Development ◽  
Science Education ◽  
Academic Success ◽  
Extracurricular Activities ◽  
Development Program ◽  
Fifth Grade ◽  
School Students ◽  
Quantitative Research Methods ◽  
Qualitative And Quantitative ◽  
Fifth Grade Students

Abstract Sustainable development (SD) and science education have become interwoven categorical issues under the name of science education for sustainable development (SESD). Education can play a crucial role in merging the dimensions of SD as ecology, economy, and energy, along with society in a united holistic goal. Furthermore, it can provide the necessary motivation and self-fulfillment for individuals and communities. Extracurricular activities should also be implemented along with formal ones in courses that are related to socio-scientific issues like SD. In line with this perspective, this study mainly aims to find new means of developing an extracurricular module program based on the principles of SD, in order to address the defects, deficiencies, and needs in science education around the world. For the sake of these, the module program was constructed kneading concepts of energy transformations, biodiversity, and narrating socio-scientific problems that would foster positive student decision-making on SD issues. The study also aims to examine whether the SESD module program would have a significant effect on the academic success and opinions regarding SD of primary school students in science lessons. The study sample comprised 92 Turkish fifth-grade students. A mixed method was handled by allowing qualitative and quantitative research methods in the same context. Qualitative and quantitative data analysis revealed that the SESD module program significantly affected fifth-grade students in terms of their knowledge and opinions to increase their willingness to take action and responsibility.

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