Gender effects on perceptions of external assets, development of resilience and academic achievement: Perpetuation theory approach

Gender Issues ◽  
2002 ◽  
Vol 20 (4) ◽  
pp. 43-54 ◽  
Author(s):  
Teresa Wasonga
Keyword(s):  
Academic Achievement ◽  
Gender Effects ◽  
Theory Approach ◽  
Perpetuation Theory

scholarly journals The Influence of Child Labour on Academic Achievement of Primary School Pupils in Suba and Homa-Bay Districts, Kenya

2012 ◽  
Vol 2 (4) ◽  
pp. 189
Author(s):  
Susan Nduta Ligeve ◽  
Dr. Moses W. Poipoi
Keyword(s):  
Academic Achievement ◽  
Comparative Study ◽  
Primary School ◽  
Key Words ◽  
Child Labour ◽  
Gender Effects ◽  
Achievement Scores ◽  
Key Words Child ◽  
And Gender ◽  
Primary School Pupils

This causal-comparative study investigated the effects of child labour on academic achievement of primary school pupils in Suba and Homa-Bay districts in Kenya. The participants of this study were Class 7 pupils drawn from 12 schools in these two districts. A total of 333 pupils that is, 171 boys and 162 girls participated in the study. The academic achievement scores, which were extracted from the schools’ end-term examination records, were used to compare the participants on the dependent variable. The results of this study showed that pupils who were involved in child labour had a significantly lower academic achievement mean score than those not involved. The results also indicated that boys not involved had a significantly higher academic achievement mean score than girls not involved. Furthermore, boys involved in child labour activities had a significantly higher academic mean score than girls involved in child labour activities. It was concluded that there were child labour and gender effects on academic achievement of primary school pupils in Suba and Homa Bay districts. This study recommends that school pupils should not engage in fishing activities.   Key Words; Child labour, Academic Achievement, Gender

College students’ motivation and learning strategies profiles and academic achievement: a self-determination theory approach

2013 ◽  
Vol 34 (3) ◽  
pp. 338-353 ◽  
Author(s):  
Woon Chia Liu ◽  
Chee Keng John Wang ◽  
Ying Hwa Kee ◽  
Caroline Koh ◽  
Boon San Coral Lim ◽  
...  
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Learning Strategies ◽  
Self Determination Theory ◽  
Self Determination ◽  
Theory Approach ◽  
Motivation And Learning

Motivational pathways towards academic achievement in physics & chemistry: a comparison between students who opt out and those who persist

2019 ◽  
Vol 20 (3) ◽  
pp. 618-632 ◽  
Author(s):  
Diego Ardura ◽  
Alberto Pérez-Bitrián
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary School Students ◽  
Gender Effects ◽  
Self Determination ◽  
School Students ◽  
Opt Out ◽  
Educational Implications ◽  
The Subject ◽  
Motivational Profiles

The main goal of the present investigation was to analyze the effect of motivation towards physics & chemistry on achievement in secondary school students. We focused our interest on the comparison between students who chose the subject when becoming optional in the Spanish educational system and those who opted out. Our analyses uncovered the existence of three different motivational profiles towards achievement in physics & chemistry, depending on the students’ decisions to persist or to leave. Regardless of their choice, self-efficacy played a key role, not only as a direct predictor of academic achievement but also as a facilitator of the indirect effects of other motivational variables on academic performance. However, our models showed that, for students who opt out physics and chemistry, grade motivation and self-determination are more important predictors of performance than for those who choose the subject. Gender effects and educational implications are also addressed.

Ab initio band theory approach to electron energy loss near edge structures

1988 ◽  
Vol 46 ◽  
pp. 506-507
Author(s):  
Xudong Weng ◽  
O.F. Sankey ◽  
Peter Rez
Keyword(s):  
Ab Initio ◽  
Local Density ◽  
Interpolation Method ◽  
Atomic Orbital ◽  
Plane Waves ◽  
Large Set ◽  
Theory Approach ◽  
Band Theory ◽  
Atomic Orbitals ◽  
Pseudopotential Calculations

Single electron band structure techniques have been applied successfully to the interpretation of the near edge structures of metals and other materials. Among various band theories, the linear combination of atomic orbital (LCAO) method is especially simple and interpretable. The commonly used empirical LCAO method is mainly an interpolation method, where the energies and wave functions of atomic orbitals are adjusted in order to fit experimental or more accurately determined electron states. To achieve better accuracy, the size of calculation has to be expanded, for example, to include excited states and more-distant-neighboring atoms. This tends to sacrifice the simplicity and interpretability of the method.In this paper. we adopt an ab initio scheme which incorporates the conceptual advantage of the LCAO method with the accuracy of ab initio pseudopotential calculations. The so called pscudo-atomic-orbitals (PAO's), computed from a free atom within the local-density approximation and the pseudopotential approximation, are used as the basis of expansion, replacing the usually very large set of plane waves in the conventional pseudopotential method. These PAO's however, do not consist of a rigorously complete set of orthonormal states.

Perceptions of a Collaborative Professional Learning Program: Seeing the “Bigger Picture”

2020 ◽  
Vol 5 (1) ◽  
pp. 290-303
Author(s):  
P. Charlie Buckley ◽  
Kimberly A. Murza ◽  
Tami Cassel
Keyword(s):  
Data Analysis ◽  
Professional Learning ◽  
Social Communication ◽  
Special Educators ◽  
Service Providers ◽  
Integrative Approach ◽  
Theory Approach ◽  
Learning Program ◽  
Speech Language Pathologists ◽  
Related Service

Purpose The purpose of this study was to explore the perceptions of special education practitioners (i.e., speech-language pathologists, special educators, para-educators, and other related service providers) on their role as communication partners after participation in the Social Communication and Engagement Triad (Buckley et al., 2015 ) yearlong professional learning program. Method A qualitative approach using interviews and purposeful sampling was used. A total of 22 participants who completed participation in either Year 1 or Year 2 of the program were interviewed. Participants were speech-language pathologists, special educators, para-educators, and other related service providers. Using a grounded theory approach (Glaser & Strauss, 1967 ) to data analysis, open, axial, and selective coding procedures were followed. Results Three themes emerged from the data analysis and included engagement as the goal, role as a communication partner, and importance of collaboration. Conclusions Findings supported the notion that educators see the value of an integrative approach to service delivery, supporting students' social communication and engagement across the school day but also recognizing the challenges they face in making this a reality.

Helping the General Education Team Support Students Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari
Keyword(s):  
Academic Achievement ◽  
General Education ◽  
Communication Skills ◽  
Communication Systems ◽  
General Education Teachers ◽  
Practice Opportunities ◽  
Support Students ◽  
Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

Sign in / Sign up

Export Citation Format

Share Document