scholarly journals On the Design of a DSS for Academic Achievement Prediction

2014 ◽  
Vol 8 (1) ◽  
pp. 45-59
Keyword(s):  
Academic Achievement ◽  
Achievement Prediction ◽  
Academic Achievement Prediction

scholarly journals An interpretable prediction method for university student academic crisis warning

2021 ◽  
Author(s):  
Zhai Mingyu ◽  
Wang Sutong ◽  
Wang Yanzhang ◽  
Wang Dujuan
Keyword(s):  
Academic Achievement ◽  
Visual Analysis ◽  
Prediction Method ◽  
Absolute Error ◽  
University Student ◽  
Machine Learning Algorithms ◽  
Coefficient Of Determination ◽  
Achievement Prediction ◽  
Academic Achievement Prediction ◽  
Education Administrators

AbstractData-driven techniques improve the quality of talent training comprehensively for university by discovering potential academic problems and proposing solutions. We propose an interpretable prediction method for university student academic crisis warning, which consists of K-prototype-based student portrait construction and Catboost–SHAP-based academic achievement prediction. The academic crisis warning experiment is carried out on desensitization multi-source student data of a university. The experimental results show that the proposed method has significant advantages over common machine learning algorithms. In terms of achievement prediction, mean square error (MSE) reaches 24.976, mean absolute error (MAE) reaches 3.551, coefficient of determination ($$R^{2}$$ R 2 ) reaches 80.3%. The student portrait and Catboost–SHAP method are used for visual analysis of the academic achievement factors, which provide intuitive decision support and guidance assistance for education administrators.

scholarly journals QOL-49. ACADEMIC ACHIEVEMENT PREDICTION AND OUTCOMES IN CHILDREN WITH BRAIN TUMORS

2018 ◽  
Vol 20 (suppl_2) ◽  
pp. i167-i167
Author(s):  
Hannah McAtee ◽  
Sheila Barron ◽  
Natalie Denburg ◽  
Amanda Grafft ◽  
Timothy Ginader ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Brain Tumors ◽  
Achievement Prediction ◽  
Academic Achievement Prediction

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.

Stereotype Internalization, Math Perceptions, and Occupational Choices of Women With Counter-Stereotypical University Majors

2007 ◽  
Vol 66 (3) ◽  
pp. 169-178 ◽  
Author(s):  
Virginie Bonnot ◽  
Jean-Claude Croizet
Keyword(s):  
Academic Achievement ◽  
Negative Impact ◽  
Self Concept ◽  
Occupational Choices ◽  
Men And Women ◽  
Performance Expectancies ◽  
Subjective Value ◽  
Stereotype Endorsement

Based on Eccles’ (1987) model of academic achievement-related decisions, we tested whether women, who are engaged in mathematical fields at university, have internalized, to some extent, the stereotype about women’s inferiority in math. The results indicate that men and women do not assess their ability self-concept, subjective value of math, or performance expectancies differently. However, women’s degree of stereotype endorsement has a negative impact on their ability self-concept and their performance expectancies, but does not affect their value of the math domain. Moreover, members of both genders envisage stereotypical careers after university graduation.

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