scholarly journals Indigenous Students’ Increasing Risk of Grade Repetition in Early Schooling

2012 ◽  
Vol 41 (2) ◽  
pp. 196-207 ◽  
Author(s):  
Robyn Anderson
Keyword(s):  
At Risk ◽  
Research Literature ◽  
Early Years ◽  
Grade Repetition ◽  
Indigenous Students ◽  
Educationally Disadvantaged ◽  
Social And Emotional ◽  
Intervention Practice ◽  
Early Schooling ◽  
State Schools

The current study considers grade repetition rates in the early years of school, Preparatory (Prep) to Year 3, in Queensland state schools, of which there is a significant gap in the Australian research literature. Data accessed from the Queensland Government's Department of Education and Training (DET), shows that particular groups of students are more at risk of being repeated in the preschool/Prep year. These groups include boys and until recently, non-Indigenous students. However, the most recent data collected in 2009 shows that Indigenous students are more at risk of being repeated in all early years of schooling. As grade repetition has been shown to have limited value, it remains a concern that this intervention practice continues to be offered to students, and in particular Indigenous students, who may already be educationally disadvantaged. While grade repetition rates are low in Queensland state schools, the possible negative academic, social and emotional consequences for students who are repeated warrants serious re-evaluation of this long-term, early intervention practice in Australian schools.

Grade Repetition in Queensland State Prep Classes

2012 ◽  
Vol 22 (1) ◽  
pp. 15-32
Author(s):  
Robyn Anderson
Keyword(s):  
The United States ◽  
Research Literature ◽  
Early Years ◽  
National Standards ◽  
Grade Repetition ◽  
Social And Emotional ◽  
Low Achieving Students ◽  
Almost All ◽  
State Schools

The current study considers grade repetition rates in the early years of schooling in Queensland state schools with specific focus on the pre-schooling year, Prep. In particular, it provides empirical evidence of grade repetition in Queensland state schools along with groups of students who are more often repeated. At the same time, much of the educational research literature, drawn mainly from the United States, argues that grade repetition has limited, long-term value and may be harmful (Jimerson, 2001, 2004). Little is known about grade repetition rates or the groups of children who may be repeated in Australian schools as almost all research on grade repetition has been done overseas. To better understand grade repetition in Australia, the study draws on data from the Queensland Government's Department of Education and Training (DET), which looks specifically at grade repetition rates in Queensland state schools. While grade repetition rates remain low in Queensland states schools, the possible negative academic, social and emotional consequences for students who are repeated warrants serious re-evaluation of this long-term, early intervention practice in Australian schools. An alternative strategy would include promotion of all students to the next year level with a range of interventions to enable groups of low achieving students meet minimum national standards.

Early Detection of Learning Problems: Questions, Cautions, and Guidelines

1973 ◽  
Vol 40 (1) ◽  
pp. 5-11 ◽  
Author(s):  
Barbara K. Keogh ◽  
Laurence D. Becker
Keyword(s):  
At Risk ◽  
Early Detection ◽  
Young Children ◽  
Early Identification ◽  
Research Literature ◽  
Learning Problems ◽  
Negative Effects ◽  
Short Term ◽  
Screening Techniques ◽  
Functional Aspects

Assumptions underlying programs of early identification of young children viewed as educationally “at risk” are reviewed in terms of the research literature relevant to questions of validity of identifying or screening techniques, implications of recognition for remediation, and possible compounding negative effects of early identification. Guidelines for development and implementation of programs of early detection are proposed. Recommendations include emphasis upon techniques which are short term and educationally oriented and which are based on functional aspects of children's behavior in classroom settings.

The older, the lonelier? Risk factors for social loneliness in old age

2010 ◽  
Vol 30 (7) ◽  
pp. 1177-1196 ◽  
Author(s):  
LEEN HEYLEN
Keyword(s):  
At Risk ◽  
Old Age ◽  
Panel Study ◽  
Correct Identification ◽  
Attachment Figure ◽  
Social And Emotional ◽  
Emotional Loneliness ◽  
The One ◽  
The Impact ◽  
Social Loneliness

ABSTRACTLoneliness is often associated with old age, but many studies have shown that the relationship is not straightforward. This paper seeks a better understanding of the impact of social isolation on feelings of loneliness among older people, by building on the theoretical and actual distinction between social and emotional loneliness. Social loneliness refers to a lack of feelings of social integration; emotional loneliness emerges in the absence of an attachment figure. This paper focuses on social loneliness and has two aims, first to disentangle the direct and intermediate effects of both the number and the quality of social relationships on social loneliness in old age, and second to detect the groups at risk of social loneliness by identifying which personal features correspond with which relational deficits and therefore indirectly increase the risk on social loneliness. Data are analysed for a sample of 1,414 respondents aged 55 or more years drawn from the Panel Study of Belgian Households conducted in 2000. The results confirm that improved understanding is gained by decomposing the interrelation between age and other background features, on the one hand, and the social relational features, on the other, as indirect and direct predictors of social loneliness. Generally, this approach promotes a correct identification of the groups at risk of social loneliness in old age.

Grade repetition and boys’ risk of being repeated in early schooling in Queensland, Australia

2020 ◽  
Vol 30 (2) ◽  
pp. 146-158
Author(s):  
Robyn Anderson ◽  
Carla Anderson
Keyword(s):  
Department Of Education ◽  
Relative Risk Ratio ◽  
First Year ◽  
Grade Repetition ◽  
Policy And Practice ◽  
State Education ◽  
State Education Department ◽  
Early School ◽  
Early Schooling ◽  
Future Policy

AbstractDespite the fact that many research studies (Canon & Lipscomb, 2011; Jimerson, 2001a, 2001b, 2004; Martin, 2011) have shown that grade repetition offers few benefits to students, it continues to be used as an early intervention practice to address students’ low levels of readiness for school or early school failure. The study contributes to the evidence-based research on grade repetition in Australian schools by drawing on, and analysing, the most recent data on grade repetition from Queensland’s state education department, the Department of Education and Training. Descriptive statistics and relative risk ratio, used to analyse the data, found that boys aged 5 years are overrepresented in grade repetition in the first year of schooling, ‘Prep’, in Queensland state schools. Possible reasons for the disproportionate overrepresentation of boys aged 5 years repeated in Prep are discussed, together with recommendations for future policy and practice.

scholarly journals INNOVATIVE TEACHING METHODS AND ENGINEERING EDUCATION RESEARCH

2012 ◽  
Author(s):  
Angela Van Barneveld ◽  
Johannes Strobel
Keyword(s):  
Engineering Education ◽  
Teaching Practices ◽  
Management Strategies ◽  
Research Literature ◽  
Early Years ◽  
System Level ◽  
Learning Approaches ◽  
Innovative Teaching ◽  
Undergraduate Engineering Education ◽  
Optimal Approach

Problem-based learning approaches have been deemed by research literature to be an optimal approach to develop engineering graduate competencies and attributes. While project-based capstone courses tend to be the norm, PBL has a lesser although highly recommended presence in the early years of an engineering program. With early year implementations of innovative pedagogies, engineering educators who persist in their PBL implementations encounter tensions at various levels and are required to devise strategies to manage the tensions.This qualitative study focused on the variation in engineering educators’ ways of experiencing tensions in PBL implementations, as well as how they managed the tensions (n=14). In the specific context of the first two years of undergraduate engineering education, the research questions were (1) based on their teaching practices, what are the predominant tensions encountered by engineering educators? (2) What are the qualitatively different ways in which engineering educators experience tensions with a PBL implementation in their teaching practices? (3) How do engineering educators manage these tensions?Results revealed tensions at both the classroom and system level. Examples of a classroom tension included the transitioning of students not only into engineering but also into PBL-oriented learning environments. System-level tensions included a misalignment in the perceived value assigned to teaching by the individual instructor and the organization.For engineering educators considering the implementation of PBL, this study offered not only insights into potential tensions, but also the management strategies used to mitigate the tension. Implications for administrators, faculty development specialists, and curriculum designers are also discussed.

Find something to make them smile…

2021 ◽  
Vol 22 (7) ◽  
pp. 30-31
Author(s):  
Sian Marsh
Keyword(s):  
Mental Health ◽  
Teacher Training ◽  
Emotional Development ◽  
Best Practice ◽  
Positive Attitude ◽  
Early Years ◽  
Social And Emotional Development ◽  
Initial Teacher Training ◽  
Social And Emotional

Personal, social and emotional development is a key area of the EYFS and it begins with early years educators who have a positive attitude to their role. With this in mind Best Practice Network's Sian Marsh explains why mental health is a focus for Initial Teacher Training.

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