Effect Of Enterpreneurial Caracterisrics And Inovation Around Tais Weaving Business Performance In Timor Leste

Small and medium-size businesses (SMEs) have a strategic role in national economic development, and are proven to contribute greatly towards the economic growth and employment opportunity to many local woman and girls particularly in rural and remote areas around the country. The scheme of empowering SMEs with resilience and competitiveness approaches is one of the strategic efforts needed to prioritize the ability of SMEs, based on the application of entrepreneurial and innovation characteristics plan and approach accordingly. This study aims to analyze and describe the effect of entrepreneurial and innovation characteristics around Tais weaving business performance in Timor-Leste. The results showed positive outcome with the influence of entrepreneurship and innovation characteristics, which significantly portraits positive performance of weaving Tais's business in Timor-Leste, the increasing ability to manage their businesses activities and empowering creative innovation abilities within and around their productivity efforts, promising values and achievement outcome in the future. The analysis Determination of (R2), determines the extent to which the independent variable (X) effects of the ups and downs, the dependent variable (Y), then all data calculations and analyses later details the performances using the computer program of "SPSS" (Statistic Product for Service Solution) 21". Keywords: characteristics of entrepreneurship, innovation and business performance

Multilevel Design Parameters to Plan Cluster-Randomized Intervention Studies on Student Achievement in Elementary and Secondary School

To plan cluster-randomized trials with sufficient statistical power to detect intervention effects on student achievement, researchers need multilevel design parameters, including measures of between-classroom and between-school differences and the amounts of variance explained by covariates at the student, classroom, and school level. Previous research has mostly been conducted in the U.S., focused on two-level designs, and limited to core achievement domains (i.e., mathematics, science, reading). Using representative data of students attending grades 1 to 12 from three German longitudinal large-scale assessments (3,963 ≤ N ≤ 14,640), we used three- and two-level latent (covariate) models to provide design parameters and corresponding standard errors for a broad array of domain-specific (e.g., mathematics, science, verbal skills) and domain-general (e.g., basic cognitive functions) achievement outcomes. Three covariate sets were applied comprising (a) pretest scores, (b) sociodemographic characteristics, and (c) their combination. Design parameters varied considerably as a function of the hierarchical level, achievement outcome, and grade level. Our findings demonstrate the need to strive for an optimal fit between design parameters and target research context. We illustrate the application of design parameters in power analyses.

Towards an Integrative Model of Achievement Outcomes in Research Writing: A Predictive Analysis of Personal, Behavioural, and Environmental Factors.

The study examined the influence of self-efficacy (PF), student engagement (BF), and mentorship (EF) on student’s achievement outcome in research writing. The participants in the study were graduating students and were composed of a sample size of N=257. Convenience and snowball sampling techniques were adopted in the sample selection from within the university. The study employed an explanatory research design and used a one-way and factorial ANOVA as the statistical techniques for data analysis. All one-way ANOVA to determine the direct effects of Self-efficacy F(1, 255)= 6.46, p<.011, Student Engagement effect F(1, 255)=4.40, p<.036 and Mentoring F(1, 255)=17.38, p<.000 on Student’s achievement outcome in research writing were statistically significant, including the factorial ANOVA to determine the interaction effect of self-efficacy × student engagement × mentoring F(1,249)=9.56, p<.002. The interaction result suggests that students with high self-efficacy, high engagement and positive mentoring are likely to have high levels of achievement outcome in research writing. In contrast, a combination of low self-efficacy, negative mentoring and low student engagement is likely to lead to a very low achievement outcome in research writing.

Genetic and Environmental Influences on Achievement Outcomes Based on Family History of Learning Disabilities Status

A risk to develop a learning disability has been shown to run in families. Having a positive family history of learning disability seems to account for mean differences in achievement outcomes (reading, math) in that children with a positive family history score significantly lower compared to their peers with no such family history. However, the role of family history status in explaining etiological (genetic and environmental) differences among these subgroups of children has yet to be established. The present study of 872 twins ( Mage = 13.30, SDage = 1.40) from the Florida Twin Project on Reading, Behavior, and Environment utilized a multigroup approach to examine etiological differences on reading, spelling, and math among two subgroups defined by family history status. Results showed significant mean differences on all achievement outcomes, aside from math; however, no significant etiological differences on any achievement outcome were found among the two subgroups. Results support previous literature that the risk for developing a learning disability is transmitted through a family, but this is seemingly not manifested by differential etiology.

Can Propensity Score Analysis Approximate Randomized Experiments Using Pretest and Demographic Information in Pre-K Intervention Research?

Background: It is unclear whether propensity score analysis (PSA) based on pretest and demographic covariates will meet the ignorability assumption for replicating the results of randomized experiments. Purpose: This study applies within-study comparisons to assess whether pre-Kindergarten (pre-K) treatment effects on achievement outcomes estimated using PSA based on a pretest and demographic covariates can approximate those found in a randomized experiment. Methods: Data—Four studies with samples of pre-K children each provided data on two math achievement outcome measures with baseline pretests and child demographic variables that included race, gender, age, language spoken at home, and mother’s highest education. Research Design and Data Analysis—A randomized study of a pre-K math curriculum provided benchmark estimates of effects on achievement measures. Comparison samples from other pre-K studies were then substituted for the original randomized control and the effects were reestimated using PSA. The correspondence was evaluated using multiple criteria. Results and Conclusions: The effect estimates using PSA were in the same direction as the benchmark estimates, had similar but not identical statistical significance, and did not differ from the benchmarks at statistically significant levels. However, the magnitude of the effect sizes differed and displayed both absolute and relative bias larger than required to show statistical equivalence with formal tests, but those results were not definitive because of the limited statistical power. We conclude that treatment effect estimates based on a single pretest and demographic covariates in PSA correspond to those from a randomized experiment on the most general criteria for equivalence.

Role of Student Well-Being

The present study explored the effects of academic and social self-efficacy beliefs on students' well-being at school, academic engagement, and achievement outcome. Well-being at school is conceptualized as a central mediator of students' engagement and learning in achievement contexts. It was hypothesized that well-being at school would mediate the effects of social and academic self-efficacy beliefs on engagement and achievement outcome. This research focus has credence and may provide grounding for educational–social interventions. A cohort of 284 (122 girls, 162 boys) Year 11 secondary school students participated in this correlational study. A theoretical-conceptual model was explored and tested using structural equation modeling. Subsequent structural equation modeling analyses provided moderate support for the hypothesized model. The results showed that both academic and social self-efficacy depended on each other in their effect on well-being at school. Both academic engagement and well-being at school served as partial mediators of the effects of academic and social self-efficacy on academic engagement.

Comparisons of Beginning Literacy Programs: Alternative Paths to the Same Learning Outcome

University-based researchers consulted with first-grade teachers in a comparison of Integrated Reading-Writing (IR-W) and DISTAR programs in comparable urban schools with students “at risk” for literacy problems. Students in the two programs made comparable relative gains in achievement outcomes in word recognition from the beginning to the end of first grade. Level of orthographic and phonological awareness at the end of the first grade, but not instructional program, predicted level of reading achievement at the end of first grade. However, differences in processes underlying end-of-year achievement outcome were observed. Children in Integrated Reading-Writing tended to acquire orthographic-phonological connections at the whole word and subword levels, whereas children in DISTAR tended to acquire only subword connections. No differences were noted in developmental level of composition between the two instructional programs at the middle or end of first grade when coded compositions were available. The results are consistent with the notion that there is more than one way to learn to read and write.