Long-term effects of intensive instruction on fluency, comprehensibility and accentedness

2020 ◽  
Vol 6 (3) ◽  
pp. 380-401
Author(s):  
Leif M. French ◽  
Nancy Gagné ◽  
Laura Collins
Keyword(s):  
High School ◽  
Academic Ability ◽  
Long Term Effects ◽  
L2 Proficiency ◽  
Specific Group ◽  
Oral Fluency ◽  
Oral Production ◽  
Intensive Instruction ◽  
Esl Instruction

Abstract We assessed the long-term effects of intensive instruction on different aspects of L2 oral production. Adopting the tridimensional model of oral production (Munro & Derwing, 1995a), we compared high school learners who had received intensive ESL instruction (N = 42) with non-intensive learners (N = 39) on perceptual measures of L2 fluency, comprehensibility, and accentedness 4 years after a 5-month intensive instruction period. After controlling for academic ability and L2 proficiency, listeners’ ratings of fluency and comprehensibility were significantly higher for the IG; however, there was no specific group advantage for accentedness, suggesting both groups exhibited similar L2 accents. This study provides new empirical evidence that the oral fluency and comprehensibility benefits of an intensive experience may be long lasting, even when learners’ subsequent classroom exposure to the language is much more limited.

Active Shooter Protocols: Perceptions, Preparedness, and Anxiety

2021 ◽  
Vol 26 (2) ◽  
pp. 91-100
Author(s):  
Veronica Worthington ◽  
Matthew Hayes ◽  
Melissa Reeves
Keyword(s):  
High School ◽  
Online Survey ◽  
Real Life ◽  
Unintended Consequences ◽  
Hierarchical Regression ◽  
Training Methods ◽  
Active Shooter ◽  
Long Term Effects ◽  
Perceived Knowledge

The national concern about active shootings has pushed schools to implement intense drills without considering unintended consequences. Studies have found that, although training had the potential to increase preparedness, it also increased anxiety. These findings apply to short-term effects, but there is a lack of empirical research on long-term effects of active shooter drills. The present study investigated whether active shooter training completed in high school impacts current levels of anxiety and preparedness of undergraduates. Collegiate participants (N = 364) completed an online survey and answered questions about their perceived knowledge of protocols, protocol actions, and training methods from high school followed by the same set of questions, this time referring to their current university. Participants then completed an anxiety measure (Spielberger, 1983) and a preparedness measure. Two hierarchical regression analyses were conducted to predict anxiety and preparedness. This study expanded findings on the effects of active shooter training by demonstrating long-term effects for high school training. Evacuation protocols (β = −.13, p = .03; β = .16, p = .007) and perceived knowledge (β = −.16, p = .004; β = .14, p = .01) positively impacted anxiety and preparedness, respectively, of university students. Experiences at the university level had an additional, larger impact on student anxiety, ΔR2 = .11, F(8, 347) = 5.88, p < .001, and preparedness, ΔR2> = .26, F(8, 347) = 17.32, p < .001, which seems to overshadow the effects from high school. This may be problematic because the perceived knowledge that leads to higher feelings of preparedness may not translate into appropriate actions in a real-life situation, potentially risking lives.

scholarly journals The Long-Term Effects of Early Kwashiorkor Compared with Marasmus. IV. Performance on the National High School Entrance Examination

1990 ◽  
Vol 28 (3) ◽  
pp. 235-239 ◽  
Author(s):  
Janina R Galler ◽  
Frank C Ramsey ◽  
Debra S Morley ◽  
Esther Archer ◽  
Patricia Salt
Keyword(s):  
High School ◽  
Entrance Examination ◽  
Long Term Effects ◽  
School Entrance ◽  
School Entrance Examination

Long-term effects of severe undernutrition during the first year of life on brain development and learning in Chilean high-school graduates

Nutrition ◽  
2000 ◽  
Vol 16 (11-12) ◽  
pp. 1056-1063 ◽  
Author(s):  
Daniza M Ivanovic ◽  
Boris P Leiva ◽  
Hernan T Perez ◽  
Nelida B Inzunza ◽  
Atilio F Almagià ◽  
...  
Keyword(s):  
High School ◽  
Brain Development ◽  
High School Graduates ◽  
First Year ◽  
Long Term Effects ◽  
First Year Of Life

The Long Arm of Early Exclusionary School Discipline? A Multi-Model Analysis

2021 ◽  
pp. 0044118X2110426
Author(s):  
Megan Andrew ◽  
Mary Kate Blake
Keyword(s):  
High School ◽  
School Discipline ◽  
Unobserved Heterogeneity ◽  
School Outcomes ◽  
Exclusionary Discipline ◽  
Long Term Effects ◽  
High School Outcomes ◽  
Independent Effects ◽  
The Life Course

In this analysis, we consider how a potentially important triggering event in the life course—exclusionary school discipline—may affect students’ high school outcomes. We extend the literature to focus on the long-term effects of exclusionary discipline that occurs in the early grades, when students are relatively young and when a significant share of exclusionary discipline first occurs. We further evaluate the potential, long-term effects of exclusionary discipline on different high school outcomes (non-completion, GED certification, high school diploma) in statistical models that account for observed and unobserved heterogeneity. Overall, we find robust and consistent evidence that very young children are not somehow more resilient or more protected from negative, long-term effects of suspension or expulsion in early elementary school. Moreover, previous research might underestimate the effects of (early) exclusionary discipline more generally by ignoring the independent effects on GED certification.

scholarly journals The long-term effects of time use during high school on positive development

2019 ◽  
Vol 10 (1) ◽  
pp. 51-85 ◽  
Author(s):  
Jasper Tjaden ◽  
Dominique Rolando ◽  
Jennifer Doty ◽  
Jeylan Mortimer
Keyword(s):  
High School ◽  
Time Use ◽  
Positive Development ◽  
Long Term Effects

scholarly journals PROSPER delivery of universal preventive interventions with young adolescents: long-term effects on emerging adult substance misuse and associated risk behaviors

2017 ◽  
Vol 47 (13) ◽  
pp. 2246-2259 ◽  
Author(s):  
R. Spoth ◽  
C. Redmond ◽  
C. Shin ◽  
M. T. Greenberg ◽  
M. E. Feinberg ◽  
...  
Keyword(s):  
High School ◽  
Emerging Adults ◽  
Delivery System ◽  
Sexual Behaviors ◽  
Substance Misuse ◽  
Health Impact ◽  
Relative Reduction ◽  
Preventive Interventions ◽  
Long Term Effects

BackgroundSubstance misuse and associated health-risking behaviors are prevalent in emerging adulthood. There is a knowledge gap concerning the post-high school effects of community-based delivery systems for universal preventive interventions implemented during young adolescence. This study reports effects of the PROSPER delivery system through age 19, 7.5 years past baseline.MethodsA cohort sequential design included 28 public school districts randomly assigned to the PROSPER partnership delivery system or usual-programming conditions. PROSPER community teams implemented a family-focused intervention in 6th grade and a school-based intervention in 7th grade. Outcomes for the age 19, post-high school report included lifetime, current, and frequency of substance misuse, as well as antisocial and health-risking sexual behaviors. Intent-to-treat, multi-level analyses of covariance of point-in-time outcomes were conducted, along with analyses of risk-related moderation of intervention effects.ResultsResults showed emerging adults from PROSPER communities reported significantly lower substance misuse across a range of types of substances, with relative reduction rates of up to 41.0%. No significant findings were observed for associated antisocial and health-risking sexual behavior indices; or for lifetime rates of sexually transmitted infections. Risk-related moderation effects were non-significant, suggesting generally comparable outcomes across higher- and lower-risk subgroups of emerging adults.ConclusionsThe PROSPER delivery system for brief universal preventive interventions has potential for public health impact by reducing long-term substance misuse, with positive results extending beyond high school.

scholarly journals Return to Play Recommendations After COVID-19 Diagnosis in High School Athletes

2021 ◽  
Author(s):  
Kathryn Calpino ◽  
Jaclyn Morrissette
Keyword(s):  
High School ◽  
Athletic Trainers ◽  
Return To Play ◽  
Long Term Effects ◽  
High School Athletes ◽  
High School Sports ◽  
School Sports ◽  
Medical Evaluation ◽  
High School Athletic

Abstract COVID-19 has drastically changed everyday life across the world and has dramatically impacted how athletics operate. Since the return of high school sports, high school athletic trainers are now responsible for ensuring the safe return of athletes previously diagnosed with COVID-19 to sports. Due to the relatively recent identification of this novel virus, very little is understood about the long-term effects of COVID-19 infection on the cardiac and respiratory systems. Due to the rapid return of athletics, there is unfortunately limited research available regarding how athletes respond to COVID-19 and how it may affect their ability to return to play. Therefore, it is recommended that high school athletes previously diagnosed with COVID-19 undergo a comprehensive medical evaluation with their physician and complete a graduated medically supervised return to play protocol.

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