An ecologic comparison study of the impact of economic disadvantage on Texas Assessment of Knowledge and Skills performance, graduation rates, and readiness for higher education for students attending public and charter schools in Texas from 2004 to 2006

Purpose. No Child Left Behind aimed to "improve the academic achievement of the disadvantaged." The primary research question considered how academic achievement of those from economic disadvantage compared to those not from disadvantage? ^ Economically disadvantaged students can potentially have added academic disadvantage. Research shows low academic achievement can potentially result in drug abuse, youth violence, and teen pregnancy. ^ Methods. To compare the student populations, measures included TAKS results and academic indicator data collected by the Texas Education Agency. ^ Results. T-test analyses showed a significant difference between the economically and non-economically disadvantaged student populations in meeting the TAKS passing standard, graduation, and preparation for higher education.^ Conclusions. The achievement gap between students remained as indicated by the Texas testing program. More research and time are needed to observe if the desired impact on those from economic disadvantage will be reflected by academic achievement data.^

Returning Texas Senate Bill 530 back to 1100 Congress Avenue: The need for effective surveillance reporting of student fitness levels to Texas house representatives

Every Texas student is required to complete the FITNESSGRAM fitness assessment under legislation outlined in Senate Bill 530. This study described cardiovascular, body mass index (BMI), and overall fitness levels of students (grades 3–12) in the state of Texas during the 2009–2010 school year, and provides examples of how to effectively present results to Texas House Representatives using three unique health communication strategies. Given the Texas legislature mandates FITNESSGRAM collection yet did not require reporting according to their election district, the data were aggregated to 150 Texas House Representative Districts by sex and grade category to facilitate effective fitness data dissemination. Fitness data were also analyzed with results from the Texas Assessment of Knowledge and Skills (TAKS) to provide insight into potential relationships between fitness and academic achievement. ^ The majority of students in Texas need improvement on at least 1 fitness assessment. In general, female students have superior fitness in elementary and middle school but the fitness edge is erased by high school. Female cardiovascular fitness deteriorates faster from elementary to high school compared to male students. Female BMI deteriorates and male BMI improves from elementary to high school. Cardiovascular fitness and overall fitness decreases from elementary to high school for both male and female students. ^ Student fitness was significantly and strongly independently correlated with academic achievement. Further analysis showed that House Representatives with TAKS scores in the top quartile consistently showed superior fitness. Small significant partial correlations remain between fitness and TAKS assessment after controlling for socioeconomic status. In general, correlations were stronger between female BMI and TAKS assessment compared to male students. Cardiovascular fitness was significantly correlated with TAKS assessment for both genders. This paper supports student fitness as a confounder in the relationship between socioeconomic status and academic achievement. Plus, student fitness has a strong correlation with academic that deserves further exploration. ^ Senate Bill 530 fails to organize and implement a health communication strategy that effectively disseminates the health data collected to stakeholders of interest. The lack of a vital health communication strategy results in an incomplete student health surveillance system. This paper outlines three unique strategies tailored to legislators. It is important to disseminate health information using a variety of methods tailored to your targeted audience. The use of interactive mapping technology presented (GIS) uses new technology that has the potential to effectively reach a large audience.^

Considerations on the success rate in aeronautical engineering studies in Spain

The relationship between different learning evaluation methods and the academic success in an aeronautical engineering degree in Spain is analysed. The study is based on data about the evolution of academic achievement obtained along the last ten year, along which the evaluation and learning’s methods have suffered huge changes.

O professor diante do fracasso escolar: um estudo de caso da ideologia docente

A partir do estudo de caso de uma unidade pública de ensino, esta pesquisa almejou investigar a existência de mecanismos ideológicos presentes no discurso docente a cerca do fracasso escolar das camadas menos favorecidas, buscando captar algumas das estratégias acionadas pelos professores para se eximir de qualquer responsabilidade que possa recair sobre eles quanto ao baixo rendimento escolar dos alunos. Apoiado na conexão existente entre a valorização do capital cultural e os processo de seleção desempenhado pelo sistema escolar dentro do modelo capitalista e tendo como principais referenciais teóricos os autores Pierre Bourdieu & Jean Claude Passeron e Christian Baudelot & Roger Establet, os quais fazem uma crítica social ao sistema de ensino, pretendeu-se verificar a participação do professor enquanto agente social do sistema escolar, que contribui para a reprodução das relações sociais, buscando analisar como os docentes se reconhecem no sucesso ou fracasso escolar de seus aluno e os mecanismos ideológicos veiculados por eles para ocultar sua contribuição no processo de produção do fracasso escolar, em especial, dos alunos das classes sociais menos favorecidas, que muitas vezes são rotulados e estigmatizados como fracassados ou incapazes, por não conseguirem obter êxito nas atividades escolares.(AU)

O professor diante do fracasso escolar: um estudo de caso da ideologia docente

A partir do estudo de caso de uma unidade pública de ensino, esta pesquisa almejou investigar a existência de mecanismos ideológicos presentes no discurso docente a cerca do fracasso escolar das camadas menos favorecidas, buscando captar algumas das estratégias acionadas pelos professores para se eximir de qualquer responsabilidade que possa recair sobre eles quanto ao baixo rendimento escolar dos alunos. Apoiado na conexão existente entre a valorização do capital cultural e os processo de seleção desempenhado pelo sistema escolar dentro do modelo capitalista e tendo como principais referenciais teóricos os autores Pierre Bourdieu & Jean Claude Passeron e Christian Baudelot & Roger Establet, os quais fazem uma crítica social ao sistema de ensino, pretendeu-se verificar a participação do professor enquanto agente social do sistema escolar, que contribui para a reprodução das relações sociais, buscando analisar como os docentes se reconhecem no sucesso ou fracasso escolar de seus aluno e os mecanismos ideológicos veiculados por eles para ocultar sua contribuição no processo de produção do fracasso escolar, em especial, dos alunos das classes sociais menos favorecidas, que muitas vezes são rotulados e estigmatizados como fracassados ou incapazes, por não conseguirem obter êxito nas atividades escolares.(AU)

Everything in di Dark Muss Come to Light: A Postcolonial Investigation of the Practice of Extra Lessons at the Secondary Level in Jamaica's Education System

Despite the vast research examining the evolution of Caribbean education systems, little is chronologically tied to the postcolonial theoretical perspectives of specific island-state systems, such as the Jamaican education system and its relationship with the underground shadow education system. This dissertation study sought to address the gaps in the literature by critically positioning postcolonial theories in education to examine the macro- and micro-level impacts of extra lessons on secondary education in Jamaica. The following postcolonial theoretical (PCT) tenets in education were contextualized from a review of the literature: (a) PCT in education uses colonial discourse analysis to critically deconstruct and decolonize imperialistic and colonial representations of knowledge throughout history; (b) PCT in education uses an anti-colonial discursive framework to re-position indigenous knowledge in schools, colleges, and universities to challenge hegemonic knowledge; (c) PCT in education involves the "unlearning" of dominant, normative ideologies, the use of self-reflexivity, and deconstruction; and (d) PCT in education calls for critical pedagogical approaches that reject the banking concept of education and introduces inclusive pedagogy to facilitate "the passage from naïve to critical transitivity" (Freire, 1973, p. 32). Specifically, using a transformative mixed-methods design, grounded and informed by a postcolonial theoretical lens, I quantitatively uncovered and then qualitatively highlighted how if at all extra lessons can improve educational outcomes for students at the secondary level in Jamaica. Accordingly, the quantitative data was used to test the hypotheses that the practice of extra lessons in schools is related to student academic achievement and the practice of critical-inclusive pedagogy in extra lessons is related to academic achievement. The two-level hierarchical linear model analysis revealed that hours spent in extra lessons, average household monthly income, and critical-inclusive pedagogical tents were the best predictors for academic achievement. Alternatively, the holistic multi-case study explored how extra-lessons produces increased academic achievement. The data revealed new ways of knowledge construction and critical pedagogical approaches to galvanize systemic change in secondary education. Furthermore, the data showed that extra lessons can improve educational outcomes for students at the secondary level if the conditions for learning are met. This study sets the stage for new forms of knowledge construction and implications for policy change.

Research-action Methodology between Computer Science and Educational Psychology: a Multidisciplinary Approach

Computer science studies possess a strong multidisciplinary aptitude since most graduates do their professional work outside of a computing environment, in close collaboration with professionals from many different areas. However, the training offered in computer science studies lacks that multidisciplinary factor, focusing more on purely technical aspects. In this paper we present a novel experience where computer studies and educational psychology find a common ground and realistic working through laboratory practices. Specifically, the work enables students of computer science education the development of diagnosis support systems, with artificial intelligence techniques, which could then be used for future educational psychologists. The applications developed by computer science students are the creation of a model for the diagnosis of pervasive developmental disorders (PDD), sometimes also commonly called the autism spectrum disorders (ASD). The complexity of this diagnosis, not only by the exclusive characteristics of every person who suffers from it, but also by the large numbers of variables involved in it, requires very strong and close interdisciplinary participation. This work demonstrates that it is possible to intervene in a curricular perspective, in the university, to promote the development of interpersonal skills. What can be shown, in this way, is a methodology for interdisciplinary practices design and a guide for monitoring and evaluation. The results are very encouraging since we obtained significant differences in academic achievement between students who attended a course using the new methodology and those who did not use it.

¿Cómo se relaciona la ansiedad escolar con el rendimiento académico?

Se conoce poco sobre la relación existente entre la ansiedad escolar y el rendimiento académico de los alumnos. Este estudio analizó la relación entre ansiedad escolar y el rendimiento académico en una población de 520 estudiantes españoles de 12 a 18 años (M = 15.38, DE = 1.95). Los resultados revelaron que los estudiantes con alto rendimiento en castellano (lengua y literatura) presentaron puntuaciones significativamente más altas en ansiedad ante el fracaso y castigo escolar, ansiedad ante la agresión, ansiedad conductual y ansiedad psicofisiológica. Igualmente, los estudiantes con alto rendimiento en matemáticas presentaron puntuaciones significativamente más altas en ansiedad ante el fracaso y castigo escolar, ansiedad ante la agresión y ansiedad conductual. Además, los alumnos con éxito académico presentaron puntuaciones significativamente más altas en ansiedad ante el fracaso y castigo escolar, ansiedad conductual y ansiedad psicofisiológica. Sin embargo, los alumnos con fracaso escolar presentaron puntuaciones significativamente más altas en ansiedad ante la evaluación social. Finalmente, la ansiedad ante el fracaso y castigo escolar fue un predictor significativo del alto rendimiento en las asignaturas de castellano (lengua y literatura) y matemáticas, mientras que la ansiedad ante el fracaso y castigo escolar y la ansiedad ante la evaluación social fueron predictores significativos del éxito académico general. Así, los resultados indican un mayor rendimiento académico de los alumnos que presentan determinados temores escolares. Estos resultados podrían ser utilizados por profesores, psicólogos escolares y psicólogos clínicos como base empírica para desarrollar acciones preventivas y de intervención más eficaces del bajo rendimiento académico.

Psychometric properties of the Spanish adaptation of the School Attitude Assessment Survey-Revised

Background: The assessment of attitudes toward school with the objective of identifying adolescents who may be at risk of underachievement has become an important area of research in educational psychology, although few specific tools for their evaluation have been designed to date. One of the instruments available is the School Attitude Assessment Survey-Revised (SAAS-R). Method: The objective of the current research is to test the construct validity and to analyze the psychometric properties of the Spanish version of the SAAS-R. Data were collected from 1,398 students attending different high schools. Students completed the SAAS-R along with measures of the g factor, and academic achievement was obtained from school records. Results: Confirmatory factor analysis, multivariate analysis of variance and analysis of variance tests supported the validity evidence. Conclusions: The results indicate that the Spanish version of the SAAS-R is a useful measure that contributes to identification of underachieving students. Lastly, the results obtained and their implications for education are discussed.

Estudio de la inteligencia emocional en alumnos de enseñanza secundaria: influencia del sexo y del nivel educativo de los estudiantes y su relación con el rendimiento académico

Los objetivos de este estudio fueron analizar la inteligencia emocional entre alumnos de secundaria y la influencia del sexo, nivel educativo y rendimiento académico. La muestra fue de 151 alumnos. Se utilizó el EQ-i: YV y el promedio de calificaciones. Los resultados indicaron una fuerte relación entre inteligencia emocional y rendimiento académico, y diferencias significativas en función del sexo y nivel educativo.

Creatividad, atención y rendimiento académico en alumnado de conservatorio profesional

El objetivo de este trabajo fue analizar la relación entre creatividad, atención y su repercusión en los resultados académicos en las enseñanzas profesionales de música. Para ello, se ha seleccionado una muestra de 84 alumnos de entre 12 y 18 años (M = 14.79; DT = 2.29) que cursan Enseñanzas Profesionales en un Conservatorio de Música público y reglado. Se utilizaron como instrumentos de medida el Test de Inteligencia Creativa (CREA; Corbalán et al. 2003) y el Test de Atención (d2; Brickenkamp, 2004). Se hallaron correlaciones positivas y estadísticamente significativas entre (a) atención y creatividad y (b) atención y resultados académicos musicales. En cambio, se hallaron correlaciones negativas y estadísticamente significativas entre creatividad y rendimiento académico musical. Tras los resultados se pueden establecer programas preventivos o potenciadores de la creatividad y la atención, con el fin de fomentar que la totalidad del alumnado de conservatorio alcance su máximo potencial y un alto rendimiento, ya que éstos son el reflejo de un aprendizaje más eficaz.

BEYOND WORDS: HOW LEARNING TO READ AND MENTAL HEALTH ARE RELATED FOR STRUGGLING READERS

The overarching purpose of this research program was to describe how intervening for academic deficits may be accompanied by changes in mental health. This multi-dimensional, multi-perspective, and iterative research program was developed to report on two distinct but related studies that addressed the same issue: in what ways does the mental health of students change as they transition from being struggling readers to more able readers? To describe the changes, these studies used a number of qualitative research methodologies—focus groups, individual interviews, and ethnographic case studies. Themes that emerged from the focus group and interview data in the first study were used to create a model that guided observations and interview questions in the second study. The first study described what parents, classroom teachers, and two reading instructors of nine previously struggling readers reported as the outcomes of becoming a more proficient reader. Data from this study indicated three broad domains in which change, as perceived by participants, occurred―cognitive/learning, behavioural/social, and psychological/emotional. Within these three domains, six dimensions were identified as having changed as reading improved: (a) academic achievement, (b) attitude, (c) attention, (d) behaviour, (e) mental health, and (f) empowerment. These domains, dimensions, and 15 constituent elements were used to create the model to guide the subsequent study. The purpose of the second study was to validate and refine this model by using an ethnographic case study approach to explore the ways in which the model accounted for the changes in reading and mental health seen in three boys over the months they participated in the intervention. By investigating the relationship between learning to read and mental health, this research aimed to enhance our understanding of how gains in reading may also improve the mental health of struggling readers. The model was found to be robust and a convenient conceptual framework to further our understanding of this relationship. Importantly, gains made in the cognitive/learning domain through an effective reading intervention, offered in a supportive learning environment, were shown to be accompanied by concomitant gains in both the behavioural/social and psychological/emotional domains—all of which enhance student thriving.

A família, a escola e os alunos : relação com o desempenho escolar em alunos do 6° ano numa escola em Taquarana, Alagoas, Brasil

Enquadramento: O sucesso/insucesso escolar é motivo de preocupação quer para a escola quer para as famílias. A entrada para a escola gera mudanças na criança pela adaptação a diferentes ambientes e contextos, pelos relacionamentos com os professores e colegas, pelos os hábitos e estilos de vida dos alunos. A família, quer em casa quer nas relações com a escola, exerce um papel fundamental no desempenho escolar dos filhos, pelo acompanhamento e envolvimento ativo que deve ter nos projetos educativos. Objetivos: Avaliar o desempenho (sucesso/insucesso) dos alunos do 6º ano; caracterizar o perfil sociodemográfico dos alunos e da família dos alunos; avaliar alguns hábitos de vida dos alunos; avaliar o envolvimento dos pais com os alunos e com a escola. Material e métodos: Estudo exploratório-descritivo, quantitativo e correlacional, com os pais e os alunos duma Escola pública, Maria Iraci Teófilo de Castro, Alagoas, no ano de 2015. A escola tem uma população de 1782 alunos de várias séries e a nossa amostra foram os alunos de 6º ano, num total de 325. Para a colheita de dados futilizamos um questionário de caraterização dos alunos, da familia e da escola e uma escala de envolvimento parental com a escola (QEPE-versão pais). Realizamos ainda 40 entrevistas com pais dos alunos do 6º ano. Resultados: A maioria são rapazes (56,6%) com uma média de idades de 11,96 anos (de 10-16 anos). Estão distribuídos por 8 turmas (de 30 a 47 alunos). Residem maioritariamente em zona rural (61,5%), vivem com os pais (59,1%) e cerca de 40% referem ter os pais solteiros ou separados. Os pais, 50,2% têm o ensino fundamental I e 37,2% não têm instrução. A deslocação para a escola é em média de 15 minutos. As crianças não têm habitos tabágicos ou alcoólicos e realizam atividades de ajuda ás famílias (74,5%). 41,2% de alunos referem ter sono nas aulas e 43,1% levantam-se antes das 6 horas. 33,5% dos alunos gostam pouco ou nada da escola. Quanto ao desempenho escolar 24,3% autoavaliam o seu desempenho como abaixo da média e 44,0% já reprovaram alguma vez. A falta de estudo (31,5%) e as faltas (35,7%) são os motivos mais apontados para as reprovações. Dos motivos para não estudar, 23,6% referem ser por causa de ajudar em atividades em casa. A quase totalidade refere ter bom ou muito bom relacionamento com os pais, mas cerca de 25 % referem que só às vezes os pais os ajudam nos problemas e no incentivo à leitura e a visita regular dos pais à escola é referida por 36,3%. Conclusões: Existem mais reprovações no sexo masculino, nos alunos em que os pais não ajudam na lição em casa e nem os incentivam à leitura e nos alunos que referem sono nas aulas. Os alunos que gostam da escola e se sentem motivados são os que menos reprovam. Verificamos fraco envolvimento dos pais na vida escolar dos filhos, não ajudam na realização das tarefas e incentivos ao estudo e não mantêm um contato regular com o professor e a escola. PALAVRAS-CHAVE – família, aluno, escola, sucesso, insucesso,

Le sentiment d'appartenance à l'école : un regard conceptuel, psychométrique et théorique

Parce qu’il est notamment lié à des facteurs de réussite scolaire et d’adaptation sociale (Eccles & Roeser, 2009; Finn, 1989; Janosz, Georges, & Parent, 1998), le sentiment d’appartenance des élèves est considéré comme étant un élément de première instance qui doit d’être développé et maintenu par les professionnels de l’éducation (MELS, 2012). L'objectif général visait à approfondir notre compréhension du sentiment d’appartenance à l’école. Pour répondre à cet objectif général, trois articles de recherche distincts ont été élaborés. Le premier article présente une analyse conceptuelle visant à clarifier la compréhension du concept de sentiment d’appartenance à l’école. La méthode conceptuelle privilégiée dans cet article est celle de Walker et Avant (2011). La recension des écrits et les référents empiriques répertoriés indiquent que ce concept est de nature multidimensionnelle. L’analyse des données indique quatre attributs définitionnels. L’élève doit : (1) ressentir une émotion positive à l’égard du milieu scolaire; (2) entretenir des relations sociales de qualité avec les membres du milieu scolaire; (3) s’impliquer activement dans les activités de la classe ou celles de l’école; (4) percevoir une certaine synergie (harmonisation), voir même une similarité, avec les membres de son groupe. À la suite de cette étude permettant de mieux comprendre le sentiment d’appartenance à l’école, le deuxième article visait à examiner la structure factorielle et l'invariance de l’instrument de mesure du sentiment d’appartenance Psychological Sense of School Membership (PSSM) au regard du sexe des élèves. Cette étude a été menée chez un échantillon composé de 766 filles et de 391 garçons de troisième secondaire. Les analyses factorielles confirmatoires ont indiqué une structure à trois facteurs : (1) la qualité des relations entre les élèves; (2) la qualité des relations entre les élèves et l’enseignant; ainsi que (3) le sentiment d’acceptation par le milieu. Les analyses factorielles multigroupes ont indiqué pour leur part que le PSSM est un instrument invariant chez les filles et les garçons de troisième secondaire. Finalement, le troisième article a été mené chez un échantillon de 4166 élèves de niveau secondaire afin d’examiner les processus psychologiques complexes s’opérant entre le sentiment d’appartenance et le rendement scolaire (Anderman & Freeman, 2004; Connell & et al., 1994; Roeser et al., 1996). Afin d’examiner ces processus psychologiques, quatre hypothèses issues du modèle de Freeman-Anderman ont été validées par le biais d’analyses acheminatoires : H1 Les affects positifs médiatisent partiellement et positivement l’effet du sentiment d’appartenance sur l’engagement comportemental; H2 Les affects positifs médiatisent partiellement et positivement l’effet du sentiment d’appartenance sur l’engagement affectif; H3 Les affects positifs médiatisent partiellement et positivement l’effet du sentiment d’appartenance sur l’engagement cognitif; H4 Les engagements affectif, cognitif et comportemental médiatisent partiellement et positivement l’effet du sentiment d’appartenance sur le rendement scolaire. Nos résultats appuient partiellement la première hypothèse de recherche tout en soutenant les hypothèses deux, trois et quatre. Spécifiquement, la relation entre le sentiment d’appartenance et l’engagement émotionnel montre davantage un effet direct qu’un effet indirect (H2). L’étude a produit des résultats similaires pour l’engagement cognitif (H3). Finalement, la relation entre le sentiment d’appartenance et le rendement scolaire indique un effet indirect plus grand qu’un effet direct (H4). À la lumière de ces résultats, des recommandations à l’intention des professionnels de l’éducation sont offertes en guise de conclusion.

NAEP 1996 mathematics state report for Maine /

"NCES 97-974 ME"--P. [4] of cover.