scholarly journals Texas Rural vs. Nonrural School District Student Growth Trajectories on a High-Stakes Science Exam: A Multilevel Approach

2019 ◽  
Vol 8 (6) ◽  
pp. 166 ◽  
Author(s):  
Zhuoying Wang ◽  
Shifang Tang ◽  
Kara Sutton-Jones
Keyword(s):  
Science Achievement ◽  
Student Mobility ◽  
Hierarchical Linear Model ◽  
Growth Trajectories ◽  
School Students ◽  
High Stakes ◽  
Fifth Grade Students ◽  
School Year ◽  
Science Test ◽  
Science Performance

This study compares the science achievement growth trajectories of fifth-grade students in rural and nonrural school districts in Texas. Using a growth hierarchical linear model, we explored the effects of time, school location (rural vs. nonrural), and their interaction on students’ science performance as measured by the high-stakes State of Texas Assessment of Academic Readiness (STAAR) science test over five academic years. We found that rural school students lagged in science at the initial stage when STAAR was first administered in the 2011–2012 school year. With time, the gap between rural and nonrural district students’ science performance persisted. We further added eight district-level factors that might influence students’ academic performance into the model and found that three variables (i.e., student mobility rate, percentage of students identified ELs, and teacher turnover rate) constantly influenced students’ science scores. The implications for teaching pedagogy and research are discussed regarding science education in Texas rural districts.

scholarly journals Texas–Mexico Border vs. Non-Border School Districts’ Growth Trajectory of High-Stakes Reading Performance: A Multi-Level Approach

2019 ◽  
Vol 9 (1) ◽  
pp. 38 ◽  
Author(s):  
Shifang Tang ◽  
Zhuoying Wang ◽  
Yue Min
Keyword(s):  
School Districts ◽  
Hierarchical Linear Model ◽  
Reading Performance ◽  
Reading Test ◽  
Growth Trajectory ◽  
School Students ◽  
High Stakes ◽  
Fifth Grade Students ◽  
Mexico Border ◽  
Standardized Reading Test

This study focuses on comparing the growth trajectory of border and non-border school districts regarding their fifth-grade students’ performance on a standardized reading test. Using a growth hierarchical linear model, we investigated the effect of time, school location, and their interaction on students’ reading performance through the State of Texas Assessment of Academic Readiness (STAAR) reading test in five recent school years. It was found that border school students lagged behind in reading at the initial stage when STAAR was first administered. As time went by, the gap between border and non-border district students’ reading performance remained. Implications for teaching pedagogy and research are discussed regarding the preparation of border district students to become bilingual, bicultural, and biliterate.

scholarly journals The Impact of Science Knowledge, Reading Skill, and Reading Strategy Knowledge on More Traditional “High-Stakes” Measures of High School Students’ Science Achievement

2007 ◽  
Vol 44 (1) ◽  
pp. 161-196 ◽  
Author(s):  
Tenaha O’Reilly ◽  
Danielle S. McNamara
Keyword(s):  
High School ◽  
High School Students ◽  
Cognitive Abilities ◽  
Science Achievement ◽  
Reading Skill ◽  
Reading Strategy ◽  
Science Knowledge ◽  
School Students ◽  
High Stakes ◽  
The Impact

This study examined how well cognitive abilities predict high school students’ science achievement as measured by traditional content-based tests. Students (n = 1,651) from four high schools in three states were assessed on their science knowledge, reading skill, and reading strategy knowledge. The dependent variable, content-based science achievement, was measured in terms of students’ comprehension of a science passage, science course grade, and state science test scores. The cognitive variables reliably predicted all three measures of science achievement, and there were also significant gender differences. Reading skill helped the learner compensate for deficits in science knowledge for most measures of achievement and had a larger effect on achievement scores for higher knowledge than lower knowledge students. Implications for pedagogy and science assessment are discussed.

PENGARUH MODEL PEMBELAJARAN PROBING PROMPTING BERBANTUAN MULTIMEDIA TERHADAP HASIL BELAJAR IPA

2018 ◽  
Vol 2 (3) ◽  
pp. 336
Author(s):  
Ni Pt Rasni Karwati ◽  
Km Ngurah Wiyasa ◽  
I Kt Ardana
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Science Learning ◽  
Learning Model ◽  
Test Method ◽  
Fifth Grade ◽  
Control Group ◽  
Fifth Grade Students ◽  
School Year ◽  
Significant Difference

This research aims to determine the significance of the difference in science learning results between the group of fifth-grade students in Gugus I Elementary Schools, North Kuta District, in the school year of 2017/2018, that take lessons with the multimedia-assisted probing-prompting learning model and the group of students that take lessons with the conventional learning. The design of this research is a quasi-experimental research with the nonequivalent control group design. The population of this research are all the fifth-grade students of Gugus I Elementary Schools in North Kuta District that still implement the KTSP, which consists of 10 classes with a total of 339 students. The sampling is conducted using the random sampling technique. The sample in this research are the students of class VB in SD (Elementary School) No.7 Dalung, with 36 students as the experiment group and the students of class VB in SD No.4 Dalung with 28 students as the control group. The data collection is conducted using the test method in the form of the multiple choice objective test. The science learning results are analyzed using the t-test. Based on the average the experiment groups =80,89 > the control group =72,85, which means that the multimedia-assisted probing-prompting learning model has an influence on the science learning result. Based on the hypothesis test, tvalues =4,517> ttable =2,000, with dk=62 and a significance level of 5%. Based on the test criteria, H0 is rejected and Ha is accepted. Thus, it can be interpreted there is a significant difference the science learning result between the group of students that were taught using the multimedia-assisted probing-prompting learning model and the students that were taught using the conventional learning. It can be concluded that the the multimedia-assisted probing-prompting learning model has an influence on the science learning result of the fifth-grade students in Gugus I Elementary School, North Kuta District, in the school year of 2017/2018. Keywords : probing prompting, multimedia, science learning result

Binge Drinking and Educational Participation among Youth in the COMPASS Host Study (Year 5: 2016/2017): School Connectedness and Flourishing as Compensatory Factors

2020 ◽  
Vol 12 (3) ◽  
pp. 55-77
Author(s):  
Simone D. Holligan ◽  
Wei Qian ◽  
Margaret De Groh ◽  
Ying Jiang ◽  
Karen A. Patte ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Binge Drinking ◽  
School Connectedness ◽  
Educational Goals ◽  
School Students ◽  
Educational Participation ◽  
School Year ◽  
Canadian Youth ◽  
Reported Data

The current study investigated resilience factors influencing the associations between binge drinking and measures of educational participation among Canadian youth. Self-reported data were collected during the 2016/2017 school year from 5238 students in Grades 9 through 12 (2744 females, 2494 males) attending 14 secondary schools in Ontario and British Columbia as part of the COMPASS study. Logistic regression analyses were conducted to determine relationships between binge drinking, school connectedness and flourishing on measures of educational participation. Binge drinking was associated with increased likelihood of skipping classes, going to class without completing homework, lower Math and English scores, and having educational and/or training expectations and aspirations beyond high school only. Decreased flourishing was linked to increased likelihood of going to class with incomplete homework, lower Math and English scores, and decreased likelihood of aspiring and expecting to achieve education and/or training beyond high school only. Increased school connectedness was associated with decreased likelihood of skipping classes and going to class with incomplete homework, higher Math and English scores, and increased the likelihood of aspiring to and expecting to achieve education and/or training beyond high school only. Lower flourishing was additive in its effect on current binge drinking in negatively impacting class attendance and homework completion and academic performance, while higher school connectedness was compensatory in its effect on these outcomes. This study suggests that, for high school students who are susceptible to binge drinking, those who are more connected to school and have a higher sense of wellbeing can maintain active participation in school and achieve their educational goals.

PENINGKATAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIKA SISWA DENGAN PENERAPAN MEDIA KARTU PERMAINAN BILANGAN DI SDIT DELI INSANI TANJUNG MORAWA

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Dwi Novita Sari ◽  
Putri Juwita
Keyword(s):  
Elementary School Students ◽  
Fifth Grade ◽  
School Students ◽  
Mathematical Concepts ◽  
Class V ◽  
Fifth Grade Students ◽  
Learning Mathematics ◽  
Comprehension Ability ◽  
The Subject ◽  
Number Game

This study aims to improve the results of learning mathematics of elementary school students SDIT Deli Insani of class V on the subject matter of fractions by using number playing card media. The from of this study is classroom action research conducted in 2 cycles, using number playing cards at SDIT Deli Insani in class V Tanjung Morawa. The subjects of this study were the fifth grade students of SDIT Deli Insani, amounting to 30 students. This action was carried out in April 2018. Methods of collecting data using observation and documentation. The data analysis used is quantitative and qualitative analysis. The results of the study showed an increase in students' ability to understand concepts from the first cycle and second cycle. Percentage of increase in pre-action results, cycle I and cycle II students' concept comprehension ability that is 13.04% for indicators identifying number forms using number game cards (dominoes) and indicators solving problems in fractional form operations using dominoes 27.26%. the success indicator in cycle II reaches 80%. Thus the application of number game cards can improve students' understanding of mathematical concepts at SDIT Deli Insani in Class V.

Perfectionism in adolescents: Self-critical perfectionism as a predictor of depressive symptoms across the school year

2018 ◽  
Author(s):  
Shelby L. Levine ◽  
Isabelle Green-Demers ◽  
Marina Milyavskaya ◽  
Kaitlyn M. Werner
Keyword(s):  
Mental Health ◽  
High School Students ◽  
Depressive Symptoms ◽  
Cognitive Biases ◽  
Early Spring ◽  
School Students ◽  
Personal Standards ◽  
School Year ◽  
Path Modelling ◽  
Personal Standards Perfectionism

The present study examined the influence of personal standards and self-critical perfectionism on depressive and anxiety symptoms over the academic year. High-school students (N=174) were surveyed in the late Fall and early Spring, assessing perfectionism in the Fall and mental health across the year in both the Fall and Spring. Path modelling was used to examine whether self-critical and personal standards perfectionism were related to changes in mental health across the school year. Controlling for mental health at the start of the year, self-critical perfectionism predicted an increase in depressive symptoms over time, whereas personal standards perfectionism was unrelated to changes in mental health. Results support that self-critical perfectionism is detrimental to mental health in adolescents, suggesting that future interventions should focus on reducing self-critical cognitive biases in youth.

Observing the Interethnic Friendships in Elementary and Secondary Religion-Based School

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Student Perceptions ◽  
Externalizing Behavior ◽  
Internalizing Behavior ◽  
Acting Out ◽  
Classroom Context ◽  
Older Children ◽  
School Students ◽  
School Year ◽  
Interethnic Friendships ◽  
Level I

Friendships provide opportunities to build empathy and practice social skills. Being friends with ethnically diverse peers can create opportunities for academic and social learning different from the opportunities afforded by same-ethnic friendships. Through my observation, I had been finding that elementary and secondary school students are less likely to have friends of a different ethnic — even from the beginning to the end of a single school year, as they progress in school. My observation show that most childhood friendships are formed in classrooms, but children tend to form friendships with others of their own ethnicity, with interethnic friendships decreasing across ages and grades. The observation looked at student and classroom factors that affect the likelihood of children forming friendships across ethnic. On an individual or student level, I looked at age, ethnic, and psychosocial factors, including sociability, internalizing behavior (such as worrying or feeling sad) and externalizing behavior (such as acting out or getting in trouble). I also examined factors related to classroom context, including teacher support, whether teachers treat students with varying levels of academic achievement differently, and competition among students. Results suggest that same-ethnic friendships increase over the school year, with greater increases among white and older children. Externalizing behavior predicted a greater increase in same-ethnic friendships, particularly among ‘domestic’ (Javanese: ‘cah kene dewe’) students. Teachers and classroom context influenced student friendships in two different ways. It suggests that teachers may make a difference in how students select and maintain friends. Classroom support -- measured by student perceptions of teachers' warmth, respect, and trust -- predicted less of an increase in same-ethnic friendships from fall to spring. In last, my observation points to the need not just for diverse schools, but also for teachers to foster classrooms where students and teachers support one another, and social and academic hierarchies are not dominant, which could increase the likelihood of students developing and maintaining interethnic friendships.

Telling Cases That Inform an Understanding of Factors Impacting the Development of Inventors From Diverse Backgrounds

2020 ◽  
Vol 21 (2) ◽  
pp. 133-142
Author(s):  
Stephanie Couch ◽  
Audra Skukauskaite ◽  
Leigh B. Estabrooks
Keyword(s):  
High School ◽  
High School Students ◽  
Young Women ◽  
Gender Gap ◽  
Young Men ◽  
The United States ◽  
Foreign Born ◽  
School Students ◽  
School Year ◽  
Diverse Backgrounds

The lack of diversity among patent holders in the United States (1-3) is a topic that is being discussed by federal policymakers. Available data suggests that prolific patent holders and leading technology innovators are 88.3% male and nearly 94.3% Asian, Pacific Islander, or White, and half of the diversity that does exist is among those who are foreign born (3). The data shows that there is a need for greater diversity among patent holders. Few studies, however, are available to guide the work of educators creating learning opportunities to help young people from diverse backgrounds learn to invent. Educators must navigate issues that have complex sociocultural and historical dimensions (4), which shape the ideas of those surrounding them regarding who can invent, with whom, under what conditions, and for what purposes. In this paper, we report the results of an ongoing multimethod study of an invention education pro- gram that has worked with teachers and students in Grades 6 through 12 for the past 16 years. Findings stem from an analysis of end-of-year experience surveys and interview transcripts of six students (three young men and three young women) who participated in high school InvenTeams®. The data were used to investigate three topics: 1) ways high school students who have participated on an InvenTeam conceptualize the term "failure" and what it means to "learn from failure," 2) what supported and constrained the work of the three young women during their InvenTeams experience and the implications for policy makers concerned about the gender gap in patenting, and 3) ways the young men and young women took up (or didn't take up) the identity of "inventor" after working on a team that developed a working prototype of an invention during the previous school year.

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