Relationship of School Context to Rural Youth’s Educational Achievement and Aspirations

2011 ◽  
Vol 40 (9) ◽  
pp. 1225-1242 ◽  
Author(s):  
Matthew J. Irvin ◽  
Judith L. Meece ◽  
Soo-yong Byun ◽  
Thomas W. Farmer ◽  
Bryan C. Hutchins
Keyword(s):  
Educational Achievement ◽  
School Context ◽  
Relationship Of

Dropping Out: Relationship of Speaking Anxiety to Self-Esteem, Crime, and Educational Achievement

1991 ◽  
Vol 69 (2) ◽  
pp. 673-674 ◽  
Author(s):  
Arnold D. Witherspoon ◽  
Carolyn K. Long ◽  
Eugenie B. Nickell
Keyword(s):  
Educational Achievement ◽  
Self Esteem ◽  
Dropping Out ◽  
Speaking Anxiety ◽  
Relationship Of

The relationship between input and literacy and metalinguistic development: A study with Chinese–English bilinguals

2018 ◽  
Vol 24 (1) ◽  
pp. 26-45 ◽  
Author(s):  
Li-Jen Kuo ◽  
Yu-Min Ku ◽  
Zhuo Chen ◽  
Melike Ünal Gezer
Keyword(s):  
School Context ◽  
Metalinguistic Awareness ◽  
Hierarchical Regression ◽  
Unique Contribution ◽  
Language And Literacy ◽  
Academic Settings ◽  
The Usa ◽  
Relationship Of ◽  
The Impact ◽  
The Relationship

The purpose of this study was to examine the relationship between input and literacy/ metalinguistic development in bilingual children. Participants included fourth-grade Chinese-English bilinguals from Taiwan and the USA. The two groups were comparable in socioeconomic status, non-verbal IQ, and the amount of literacy instruction in Chinese and English, but the bilingual participants from Taiwan had more exposure to Chinese and less exposure to English outside of school than their US counterparts. A battery of standardized and researcher-developed measures of literacy and metalinguistic skills were administered in English and Chinese. Results showed that, in general, the greater the amount of input, the more superior the linguistic/metalinguistic development. However, advantages associated with input appeared to be offset by a more balanced bilingual experience on measures that assessed higher levels of metalinguistic awareness. In addition, hierarchical regression analyses showed that morpho-syntactic awareness made a unique contribution to reading comprehension beyond that by vocabulary and morphological awareness only among the participants in Taiwan. The findings make several noteworthy contributions to research on input among bilingual learners. Firstly, the present study highlights the importance of recognizing the variations of bilinguals who speak the same pair of languages, and the impact of linguistic input outside of the school context on language and literacy development in academic settings. Secondly, findings from the present study call for a broader conceptualization of the relationship between input and linguistic/metalinguistic development, and underscore the importance of examining how input may impact the relationship of linguistic and metalinguistic variables. Finally, the present study highlights the need to re-conceptualize input. Indicators of input should go beyond to the quantity or quality of exposure to the assessed language, and be expanded to include the degree of balance in both languages.

Prematurity and Deafness: The Magnitude and Nature of the Problem among Deaf Children

1967 ◽  
Vol 33 (5) ◽  
pp. 289-298 ◽  
Author(s):  
McCay Vernon
Keyword(s):  
Hearing Loss ◽  
Psychological Adjustment ◽  
Premature Birth ◽  
Normative Data ◽  
Educational Achievement ◽  
Deaf Children ◽  
Physical Variables ◽  
Relationship Of ◽  
The Relationship

The relationship of premature birth to deafness is investigated, with particular emphasis on the role of prematurity as a factor in multiple handicaps among deaf children. One thousand sixty-eight cases are involved in the research. Those born prematurely are carefully studied in terms of: (a) multiple handicaps, (b) educational achievement, (c) psychological adjustment, (d) intelligence, (e) audiometric responses, and (f) psychodiagnostic evidence of brain damage. Results of these behavioral and physical variables are quantified and compared to normative data and to data on other groups of deaf children having different etiologies of hearing loss. Significant differences are found among the premature deaf youths. The neurophysiological origins of these are discussed, and implications for the future are given.

scholarly journals School Context and the Gender Gap in Educational Achievement

2012 ◽  
Vol 77 (3) ◽  
pp. 463-485 ◽  
Author(s):  
Joscha Legewie ◽  
Thomas A. DiPrete
Keyword(s):  
Gender Gap ◽  
Educational Achievement ◽  
School Context

scholarly journals School feeding programs' role in forming eating habits

2013 ◽  
Vol 31 (3) ◽  
pp. 324-330 ◽  
Author(s):  
Ana Maria Cervato-Mancuso ◽  
Marcia Faria Westphal ◽  
Erica Lie Araki ◽  
Claudia Maria Bógus
Keyword(s):  
Public Schools ◽  
School Principals ◽  
Eating Habits ◽  
School Context ◽  
Feeding Programs ◽  
School Feeding ◽  
Healthy Eating Habits ◽  
Health Promoting ◽  
Relationship Of ◽  
The Relationship

OBJECTIVE To identify teaching managers' perceptions regarding the relationship of school feeding and the promotion of healthy eating habits among students. METHODS A descriptive study with a qualitative approach was developed in the city of Guarulhos (Southeast Brazil). Key informants from municipal public schools were interviewed. Public schools were selected (n=13) and classified as to the level of social exclusion, size and economic activity of the region where the school was located. Pedagogic coordinators and school principals were individually interviewed with semi-structured questions. RESULTS From school principals and pedagogical coordinators' perceptions, three categories were identified: Food in the school context; School feeding program's role and the Concept of food and nutrition security, which indicate that they considered meals as part of school routine in order to attain physiological needs of energy and nutrients. Their answers also indicated that they did not consider school meals as a pedagogical action related to their specific responsibilities. CONCLUSIONS The relationship between the school feeding and the formation of eating habits is not a topic usually discussed between the different professionals involved with health and education. The implementation of health promoting policies will only be possible after a debate about how schools and their pedagogical team adopt the program guidelines and how the professionals decode these strategies in daily activities.

scholarly journals CONCIENCIA EMOCIONAL, ESTADOS DE ÁNIMO Y RENDIMIENTO ACADÉMICO

2017 ◽  
Vol 6 (1) ◽  
pp. 229
Author(s):  
Ana Ordóñez López ◽  
Remedio González Barrón ◽  
Inmaculada Montoya Castilla ◽  
Konstanze Schoeps
Keyword(s):  
Academic Performance ◽  
Emotional Functioning ◽  
School Context ◽  
Emotional Awareness ◽  
Body Awareness ◽  
Future Research ◽  
Assessment Instruments ◽  
Multiple Processes ◽  
Mood Score ◽  
Relationship Of

Abstract.Emotional awareness is the basic emotional competence, which refers to individual differences in the way of being aware of the emotional functioning. Moods appear without specific reason, and are prolonged in time. Both are involved in multiple processes that modulate behavior and cognitive processes. Overall, the literature suggests a relationship between these variables and academic performance in school, however, is a contentious issue to be determined. The objective is to study the relationship of emotional awareness and moods academic performance. The participants were 1423 children, between 8-12 years old (M=9.88, SD=1.20), of both sexes (52.4 % girls) from Valencia. Participation was voluntary, and informed of the confidentiality of data. The assessment instruments used were Emotional Awareness Questionnarie, and Mood Questionnaire. For the statistical analysis of data SPSS V.21 was used correlation, t test, and regression analysis. The results show that there is a relationship between emotional variables and academic performance. Thus, those children with better academic performance have higher scores in Differentiating emotions, Verbal sharing emotions, Not hiding emotions, Body awareness, Attending to others’ emotions, Analysis own emotions and Happiness. While obtained lower scores on Sadness, Fear and Anger. In conclusion, it seems that there is a relationship between emotional functioning of the child and academic results, as children with more emotional skills and better mood score. And it shows the importance of addressing emotions from the school context. In future research it would be interesting to meet other variables related to adaptation and school problems.Keywords: Emotional awareness, Mood, School performance, School age.Resumen.La conciencia emocional es la competencia emocional básica, que hace referencia a diferencias individuales en la forma de ser consciente del funcionamiento emocional. Los estados de ánimo se definen como estados difusos que aparecen sin motivo específico y se prolongan el tiempo. Ambos intervienen en múltiples procesos que modulan conductas y procesos cognitivos. En general, la literatura señala una relación entre éstas variables y el rendimiento académico de los escolares, sin embargo, es una cuestión polémica aún por determinar. El objetivo es estudiar la relación de la conciencia emocional y los estados de ánimo el rendimiento académico. Los participantes fueron 1423 niños/as, entre 8-12 años (M=9.88; DT=1.20), distribuidos de forma homogénea (52.4% chicas), procedentes de la Comunidad Valenciana. La participación fue voluntaria y se informó de la confidencialidad de los datos. Los cuestionarios utilizados fueron Cuestionario de conciencia emocional y Cuestionario de estados de ánimo. El análisis estadístico de los datos se realizó mediante correlación, pruebas t, y regresión lineal jerárquica. Los resultados señalan que existe relación entre las variables emocionales y el rendimiento académico. Así, se observan puntuaciones mayores en Diferenciar emociones, Comunicar emociones, No esconder emociones, Conciencia corporal, Atender emociones de otros, Análisis de las propias emociones y Felicidad en aquellos niños/as con mejor rendimiento académico. Mientras que obtienen puntuaciones menores en Tristeza, Miedo y Enfado. Como conclusión, parece que sí existe relación entre el funcionamiento emocional del niño/a y los resultados académicos obtenidos, pues los niños con más habilidades emocionales y mejor estado de ánimo obtienen mejores resultados. Poniéndose de manifiesto la importancia de atender a la emociones desde el contexto escolar. En investigaciones futuras sería interesante atender a otras variables referidas a adaptación y problemáticas escolares.Palabras clave: Conciencia emocional, Estados de ánimo, Rendimiento académico, Edad escolar.

scholarly journals A Epistemologia da Cultura Corporal no Âmbito Escolar e suas Dicotomias na Disciplina Educação Física

2021 ◽  
Vol 22 (4) ◽  
pp. 510-516
Author(s):  
Jackson Faustino Ferreira ◽  
Francisco de Assis Carvalho
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
School Context ◽  
School Curriculum ◽  
Field Investigation ◽  
Educational Management ◽  
School Subjects ◽  
And Performance ◽  
Relationship Of ◽  
The City

ResumoEste trabalho tem como pressuposto apresentar uma investigação voltada para a compreensão do status da disciplina Educação Física no âmbito da escola básica brasileira, no que tange à relação filosófica de sua proposta juntos aos documentos educacionais e a sua aplicação no contexto escolar, tendo como foco a relação epistemológica entre corporeidade física, dimensão intelectual e suas dicotomias. O itinerário da pesquisa contemplou uma revisão bibliográfica entre diversos autores que tratam do tema, bem como uma investigação de campo junto a doze gestores educacionais, realizada nas escolas básicas do município de Pará de Minas, MG, no período compreendido entre maio e junho de 2020. Efetuada a tabulação e análise dos dados, foi possível chegar a algumas constatações que apontam para uma desvalorização velada da disciplina Educação Física na percepção e atuação dos gestores entrevistados, tais fatos podem serem observados, quando 25% dos entrevistados entendem que a Educação Física tem um grau de importância menor na formação do aluno do que outras disciplinas do currículo escolar e, ainda, a falta de conhecimento de 33% dos gestores frente ao planejamento, assim como 8% não sabem da existência de avaliações do conteúdo. Tais análises apontaram para uma Educação Física ainda submissa a outras disciplinas escolares, apesar da Educação Física estar inserida de forma obrigatória como componente curricular. Palavras-chave: Ensino. Dualidade Corpo e Intelecto. Educação Básica. Gestão Educacional. AbstractThe purpose of this paper is to present an investigation aimed at understanding the Physical Education subject status e within the scope of the Brazilian elementary school regarding the philosophical relationship of its proposal together with the educational documents and its application in the school context, focusing on the epistemological relationship among physical corporeality, intellectual dimension and its dichotomies. The research itinerary included a bibliographic review among several authors dealing with the theme, as well as a field investigation with twelve educational managers, carried out in the elementary schools of the city of Pará de Minas, MG, between May and June 2020 Once the data were tabulated and analyzed, some conclusions were reached that point to a veiled devaluation of the Physical Education subject in the perception and performance of the interviewed managers, such facts can be observed, when 25% of the interviewees understand that Physical Education has a lesser degree of importance in the student’s education than other subjects in the school curriculum, and yet, the lack of knowledge of 33% of managers regarding planning, as well as 8% of them are unaware of the existence of content evaluations. Such analyzes pointed to a Physical Education still subject to other school subjects, although Physical Education is mandatorily inserted as a curricular component. Keywords: Teaching. Duality Body and Intellect. Elementary School. Educational management.

scholarly journals Wealth Differentials in Prevalence of Self- Reported Diabetes Mellitus in Bangladeshi Adults

2020 ◽  
Vol 13 (1) ◽  
pp. 52-55
Author(s):  
M Mostafa Zaman ◽  
Ferdous Hakim ◽  
Md Rijwan Bhuiyan ◽  
Md Mujibur Rahman ◽  
HAM Nazmul Ahsan ◽  
...  
Keyword(s):  
Diabetes Mellitus ◽  
Socioeconomic Status ◽  
Educational Achievement ◽  
Principal Component ◽  
Cluster Sampling ◽  
Household Asset ◽  
Steps Survey ◽  
Secondary Objective ◽  
Nationally Representative ◽  
Relationship Of

Background: We report relationship of wealth indices with self-reported diabetes data in Bangladeshi people. As a secondary objective we examine whether educational achievement can be used as a proxy of wealth indices. Methods: We have analyzed data of a nationally representative STEPS survey (STEPwise Surveillance of NCD risk factors) done in 2010 in 8808 adults selected at their households using a multistage cluster sampling approach to describe association of socioeconomic status with diabetes mellitus. We created wealth indices using principal component analysis based on a 20-item household asset items; and then divided subjects in to quartiles. Results: Prevalence of documented diabetes was 3.9% but it was more than 11 times (9.3%) in the fourth quartile (richest) compared to the first quartile (0.8%). This may either mean that the detection rate is higher among the higher socioeconomic group or there are some intervening factors accompanied by the economic achievements that favors occurrence or detection of diabetes in Bangladeshi adults. Conclusion: Future studies need to identify the factor(s) that provides such a putative effect. Educational achievement also has shown similar trend. Therefore, education might be a proxy variable to determine socioeconomic status instead of a long list of household asset items. Cardiovasc. j. 2020; 13(1): 52-55

Visuo-Motor Ability for School Prediction: A Seven-Year Study

1967 ◽  
Vol 25 (1) ◽  
pp. 101-110 ◽  
Author(s):  
Barbara K. Keogh ◽  
Carol E. Smith
Keyword(s):  
Elementary School ◽  
Motor Performance ◽  
Educational Achievement ◽  
School Achievement ◽  
Upper Elementary ◽  
Motor Ability ◽  
Upper Elementary School ◽  
School Period ◽  
Relationship Of ◽  
The Relationship

The relationship of visuo-motor ability and school achievement over the 7-yr. elementary school period was examined using a longitudinal paradigm in which data were collected on the same 73 children at kindergarten, Grades 3 and 6. Visuo-motor performance was measured by the Bender-Gestalt, school achievement by standard achievement tests. Analyses determined patterns of visuo-motor performance over the age span, and considered the predictive and diagnostic utility of the Bender for school achievement. Results suggest that the kindergarten Bender is a surprisingly useful predictor of educational achievement in the upper elementary school grades.

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