Strategies to Increase Course Completion Rates in Lower-Level, High-Enrollment Classes

With an increase in performance-based funding based on credit hours, retention, and graduation rates, administrators seek strategies to increase course completion rates in low-level, high-enrollment courses. This report examines pedagogical strategies implemented within the classroom to increase course completion rates in gateway courses. It also examines how administrators identify qualities that indicate experience and motivation to improve students’ success when hiring new faculty.

Challenges for secondary education in Latin America

Includes bibliography

Rol estratégico de la educación media para el bienestar y la equidad = The strategic role of secondary education in achieving well-being and social equity

Incluye Bibliografía

Enseñanza media, estructura social y desarrollo en América Latina = Secondary education, social structure and development in Latin America

Incluye Bibliografía

CLIL materials in Secondary Education: focusing on the language of instruction in the subject area of Mathematics

[EN]Applying a CLIL methodological approach marks a shift in emphasis from language learning based on linguistic form and grammatical progression to a more ‘language acquisition’ one which takes account language functions. In this article we will study the elements of the “language of instruction” of the area of Maths in Secondary Education, by focusing on the analysis of the communicative functions, and the lexical and the cultural items present in the textbook in use. Our aim is to present the CLIL teacher with the linguistic and didactic implications that he or she should take into consideration when implementing the bilingual syllabuses with their students. In order to do that, we will present our conclusions emphasizing the need for coordination in different content areas, linguistic and communicative contents, between the foreign language teacher and the CLIL subject one.

Piattaforma off-shore : progettazione delle procedure di movement e lifting relative al lower level deck section 1 e section 2

Progettazione delle procedure necessarie alla realizzazione di piattaforme off-shore, grandi e complesse strutture intelaiate di pilastri, diagonali, travi primarie e travi secondarie, progettate per insediarsi in ambiente marino ed idonee ad ospitare impianti per l'estrazione di idrocarburi. Durante la fase di progettazione si procede con l'ideare la struttura della piattaforma fino a definire le caratteristiche di ogni componente: tale fase ha come esito la redazione dei project drawings (disegni di progetto). La fase di realizzazione è quella che interessa propriamente il lavoro svolto: a seguito della progettazione infatti emergono nuove problematiche a livello applicativo e costruttivo che necessitano di essere studiate e risolte preventivamente alla costruzione fisica dell'opera. In particolar modo è necessario definire quali parti della struttura possono essere acquistate e quali invece devono essere realizzate su misura. Definite le modalità costruttive, viene effettuato lo studio riguardante la movimentazione dei vari piani della piattaforma, movement, e successivamente le problematiche relative al sollevamento degli stessi, lifting. Le due procedure necessitano di raffinate valutazioni euristiche ed analitiche per garantire che la struttura non collassi.

Independent association between lower level of social support and higher coagulation activity before and after acute psychosocial stress

OBJECTIVE: To investigate the relationship between social support and coagulation parameter reactivity to mental stress in men and to determine if norepinephrine is involved. Lower social support is associated with higher basal coagulation activity and greater norepinephrine stress reactivity, which in turn, is linked with hypercoagulability. However, it is not known if low social support interacts with stress to further increase coagulation reactivity or if norepinephrine affects this association. These findings may be important for determining if low social support influences thrombosis and possible acute coronary events in response to acute stress. We investigated the relationship between social support and coagulation parameter reactivity to mental stress in men and determined if norepinephrine is involved. METHODS: We measured perceived social support in 63 medication-free nonsmoking men (age (mean +/- standard error of the mean) = 36.7 +/- 1.7 years) who underwent an acute standardized psychosocial stress task combining public speaking and mental arithmetic in front of an audience. We measured plasma D-dimer, fibrinogen, clotting Factor VII activity (FVII:C), and plasma norepinephrine at rest as well as immediately after stress and 20 minutes after stress. RESULTS: Independent of body mass index, mean arterial pressure, and age, lower social support was associated with higher D-dimer and fibrinogen levels at baseline (p < .012) and with greater increases in fibrinogen (beta = -0.36, p = .001; DeltaR(2) = .12), and D-dimer (beta = -0.21, p = .017; DeltaR(2) = .04), but not in FVII:C (p = .83) from baseline to 20 minutes after stress. General linear models revealed significant main effects of social support and stress on fibrinogen, D-dimer, and norepinephrine (p < .035). Controlling for norepinephrine did not change the significance of the reported associations between social support and the coagulation measures D-dimer and fibrinogen. CONCLUSIONS: Our results suggest that lower social support is associated with greater coagulation activity before and after acute stress, which was unrelated to norepinephrine reactivity.

Psychometric properties of the School Anxiety Inventory-Short Version in Spanish secondary education students

Background: The School Anxiety Inventory (SAI) can be applied in different fields of psychology. However, due to the inventory’s administration time, it may not be useful in certain situations. To address this concern, the present study developed a short version of the SAI (the SAI-SV). Method: This study examined the reliability and validity evidence drawn from the scores of the School Anxiety Inventory-Short Version (SAI-SV) using a sample of 2,367 (47.91% boys) Spanish secondary school students, ranging from 12 to 18 years of age. To analyze the dimensional structure of the SAI-SV, exploratory and confirmatory factor analyses were applied. Internal consistency and test-retest reliability were calculated for SAISV scores. Results: A correlated three-factor structure related to school situations (Anxiety about Aggression, Anxiety about Social Evaluation, and Anxiety about Academic Failure) and a three-factor structure related to the response systems of anxiety (Physiological Anxiety, Cognitive Anxiety, and Behavioral Anxiety) were identified and supported. The internal consistency and test-retest reliability were determined to be appropriate. Conclusions: The reliability and validity evidence based on the internal structure of SAI-SV scores was satisfactory.

Motivational profiles Spanish students of Compulsory Secondary Education: Differential analysis of academic self-attributions

Academic goals and academic self-attributions are relevant variables in school settings. The objective of this study is to identify whether there are combinations of multiple goals that lead to different motivational profiles and to determine whether there are significant differences between the groups obtained regarding causal attributions of success and failure (ability, effort, or external causes) in Mathematics and Language and Literature, and in overall academic performance. The Goal Achievement Tendencies Questionnaire (AGTQ) and the Sydney Attribution Scale (SAS) were administered to a sample of 2022 students of compulsory secondary education, ranging in age from 12 to 16 years (M = 13.81, SD = 1.35). Cluster analysis identified four motivational profiles: a group of students with a high generalized motivation profile, a group of students with low generalized motivation profile, a group of students with predominance of learning goals and achievement goals, and a final group of students with predominance of social reinforcement goals. Results revealed statistically significant differences between the profiles obtained in academic self-attributions.