The temporal sequence of bullying victimization, academic achievement, and school attendance: A review of the literature

2022 ◽  
pp. 101722
Author(s):  
Refa Laith ◽  
Tracy Vaillancourt
Keyword(s):  
Academic Achievement ◽  
School Attendance ◽  
Temporal Sequence ◽  
Bullying Victimization ◽  
Review Of The Literature

scholarly journals ‘What about me?’ Stories of the educational experiences of care-experienced children and young people in a Scottish local authority

2021 ◽  
Vol 45 (2) ◽  
pp. 173-190
Author(s):  
Daniela Mercieca ◽  
Duncan P Mercieca ◽  
Leisa Randall
Keyword(s):  
Academic Achievement ◽  
Young People ◽  
Local Authority ◽  
School Attendance ◽  
Educational Experiences ◽  
Influential Factors ◽  
Background Characteristics ◽  
Children And Young People ◽  
Looked After Children ◽  
Home And School

This qualitative study explores the educational experiences of looked after children and young people in one Scottish local authority. The preoccupations of government are academic achievement and school attendance, but these are not the prime concerns of the children, carers and professionals involved. Moreover, they can be both enhanced and restricted by the background characteristics and care situations of the young people and the responses of schools to their needs and behaviour. Five influential factors emerged from interviews and focus groups with professionals, carers and young people: behaviour; school attendance; carers as educators; friendships; and communication between home and school. Each of them is discussed with extended quotations that convey the voices of participants.

scholarly journals The Developmental and Educational Impact of Hearing Impairment in Aboriginal Children Living in Remote Australia – A Data Linkage Study

2020 ◽  
Vol 5 (5) ◽  
Author(s):  
Md Shajedur Rahman Shawon,
Keyword(s):  
Academic Achievement ◽  
Early Childhood ◽  
Hearing Impairment ◽  
Early Childhood Development ◽  
School Attendance ◽  
Childhood Development ◽  
Effect Sizes ◽  
Attendance Rates ◽  
Confounding Variables ◽  
Aboriginal Children

IntroductionHigh prevalence of otitis media (OM) and hearing impairment (HI) in Aboriginal children in Australia’s Northern Territory (NT) is well documented. HI may be associated with poorer outcomes in early childhood development, school attendance and academic achievement. However, these associations have not been investigated in this population. Objectives and ApproachRetrospective cohort studies were conducted to investigate the association between HI and three education-related outcomes in Aboriginal children living in remote NT communities. The explanatory variable for all studies was audiometrically determined hearing levels. The outcome measures were Australian Early Development Census (AEDC) results, representing developmental outcomes at around age 5 years; Year 1 school attendance rates; and, National Assessment Program – Literacy and Numeracy (NAPLAN) results for Year 3 for academic achievement. Relevant confounding variables from available linked datasets were controlled for in the statistical analyses. ResultsCompared with normal hearing children, after adjustment for selected confounding factors, children with HI had higher risk for being developmentally vulnerable in two or more of the five AEDC domains (adjusted odds ratio 1.69); lower AEDC domain score sum (-1.60~-2.40); scoring lower in Numeracy (by 15.2 points), Writing (by 13.4-15.6 points) and Spelling (by 5.0 points) domains of NAPLAN; and having lower attendance rates (attending 4.0-5.6 fewer days in Year 1). Severer HI categories generally yielded greater effect sizes. Notably, across the studies, some confounding variables included in the analysis yielded substantially greater effect sizes. Conclusion / ImplicationsOM-related HI has a negative impact on early childhood development, Year 1 school attendance and academic achievement in Year 3 in Aboriginal children living in remote NT communities. To improve the developmental and educational outcomes it is important to detect HI at an early age and provide effective educational support, in addition to clinical and audiometric management.

scholarly journals The Effect of Principal’s Distributed Leadership Practice on Students’ Academic Achievement: A Systematic Review of the Literature

2019 ◽  
Vol 9 (1) ◽  
pp. 189
Author(s):  
Ghirmai Jambo Daniel ◽  
Hongde Lei
Keyword(s):  
Academic Achievement ◽  
Best Practices ◽  
Distributed Leadership ◽  
Review Of The Literature ◽  
Leadership Practice ◽  
Principal's Role ◽  
Contemporary World ◽  
Role Of Principal ◽  
Do So

Distributed leadership as a new scenario of educational leadership has become a popular topic in the contemporary world. Many notable researchers and members of the discourse community have contributed significantly to its development. However, little attention has paid to its effectiveness. Hence, the main purpose of this article is to analyze the existing evidence for the effect of principal’s leadership practice on students’ academic achievement from a distributed perspective. To do so, a systematic search of academic databases was conducted and 68 references spanning from the year 2001 to 2018 were selected and systematically reviewed. Due consideration was given to their concepts of distributed leadership practice, principal’s role, and students’ academic achievement. The findings of this article show that distributed leadership has positive and indirect effect on students’ academic achievement and the role of principal is indispensable. Nevertheless, there is little emperical evidence, a lack of universal accepted patterns and best practices of distributed leadership which strains further investigation. On the basis of evidence currently available, it seems reasonable to recommend scholars, policy developers, and practitioners to recognize the role of principal on distributed leadership and its best practices. 

Sign in / Sign up

Export Citation Format

Share Document