scholarly journals Do grades shape students’ school engagement? The psychological consequences of report card grades at the beginning of secondary school.

2015 ◽  
Vol 107 (3) ◽  
pp. 842-854 ◽  
Author(s):  
Astrid M. G. Poorthuis ◽  
Jaana Juvonen ◽  
Sander Thomaes ◽  
Jaap J. A. Denissen ◽  
Bram Orobio de Castro ◽  
...  
Keyword(s):  
Secondary School ◽  
School Engagement ◽  
Report Card ◽  
Psychological Consequences ◽  
Report Card Grades

scholarly journals A Secondary School Teacher’s description of the process of determining report card grades

2011 ◽  
Vol 45 (3) ◽  
pp. 535-554 ◽  
Author(s):  
Marielle Simon ◽  
Robin D. Tierney ◽  
Renée Forgette-Giroux ◽  
Julie Charland ◽  
Brian Noonan ◽  
...  
Keyword(s):  
Secondary School ◽  
Comparative Study ◽  
Report Card ◽  
Grading Practices ◽  
Final Grade ◽  
Grading Policy ◽  
Report Card Grades ◽  
Canadian Provinces

This paper presents a grade 10 mathematics teacher’s in-depth description of the process she uses to determine the final grade for the report card within a standards-based context. Her case was part of a three-year comparative study of grading practices of teachers from two Canadian provinces that differ in their level of standardization of education. Survey, interview, and document data provided by the teacher revealed clear tensions between current grading policy and principles particularly within mathematics.

scholarly journals Report Card Grades on the Physical Activity of Children and Youth From 10 Countries With High Human Development Index: Global Matrix 3.0

2018 ◽  
Vol 15 (s2) ◽  
pp. S284-S297 ◽  
Author(s):  
Silvia A. González ◽  
Joel D. Barnes ◽  
Patrick Abi Nader ◽  
Dolores Susana Andrade Tenesaca ◽  
Javier Brazo-Sayavera ◽  
...  
Keyword(s):  
Physical Activity ◽  
Human Development ◽  
Human Development Index ◽  
Report Card ◽  
Children And Youth ◽  
Report Cards ◽  
Global Alliance ◽  
Development Index ◽  
Average Grade ◽  
Report Card Grades

Background: The Global Matrix 3.0 brings together the Report Card grades for 10 physical activity indicators for children and youth from 49 countries. This study describes and compares the Global Matrix 3.0 findings among 10 countries with high Human Development Index. Methods: Report Cards on physical activity indicators were developed by each country following a harmonized process. Countries informed their Report Cards with the best and most recent evidence available. Indicators were graded using a common grading rubric and benchmarks established by the Active Healthy Kids Global Alliance. A database of grades from the countries was compiled, and letter grades were converted to numerical equivalents. Descriptive statistics and scores for groups of indicators were calculated, and correlation analyses were conducted. Results: Grades for the 10 countries clustered around “D” ranging from “F” to “B+.” Active Transportation had the highest average grade (“C”), whereas Overall Physical Activity had the lowest average grade (“D-”). Low grades were observed for both behavioral and sources of influence indicators. Conclusions: In the context of social and economical changes of high- Human Development Index countries, urgent actions to increase physical activity among children and youth are required. Surveillance and monitoring efforts are required to fill research gaps.

scholarly journals Global Matrix 3.0 Physical Activity Report Card Grades for Children and Youth: Results and Analysis From 49 Countries

2018 ◽  
Vol 15 (s2) ◽  
pp. S251-S273 ◽  
Author(s):  
Salomé Aubert ◽  
Joel D. Barnes ◽  
Chalchisa Abdeta ◽  
Patrick Abi Nader ◽  
Ade F. Adeniyi ◽  
...  
Keyword(s):  
Physical Activity ◽  
Work Groups ◽  
Vigorous Physical Activity ◽  
Report Card ◽  
Children And Youth ◽  
Letter Grades ◽  
Public Investments ◽  
Effective Interventions ◽  
Report Card Grades ◽  
Very High

Background: Accumulating sufficient moderate to vigorous physical activity is recognized as a key determinant of physical, physiological, developmental, mental, cognitive, and social health among children and youth (aged 5–17 y). The Global Matrix 3.0 of Report Card grades on physical activity was developed to achieve a better understanding of the global variation in child and youth physical activity and associated supports. Methods: Work groups from 49 countries followed harmonized procedures to develop their Report Cards by grading 10 common indicators using the best available data. The participating countries were divided into 3 categories using the United Nations’ human development index (HDI) classification (low or medium, high, and very high HDI). Results: A total of 490 grades, including 369 letter grades and 121 incomplete grades, were assigned by the 49 work groups. Overall, an average grade of “C-,” “D+,” and “C-” was obtained for the low and medium HDI countries, high HDI countries, and very high HDI countries, respectively. Conclusions: The present study provides rich new evidence showing that the situation regarding the physical activity of children and youth is a concern worldwide. Strategic public investments to implement effective interventions to increase physical activity opportunities are needed.

Results from Mexico’s 2014 Report Card on Physical Activity for Children and Youth

2014 ◽  
Vol 11 (s1) ◽  
pp. S74-S78 ◽  
Author(s):  
María del Pilar Rodriguez Martinez ◽  
Karla I. Galaviz ◽  
Edtna Jauregui Ulloa ◽  
Ines Gonzalez-Casanova ◽  
Juan Ricardo Lopez y Taylor
Keyword(s):  
Physical Activity ◽  
Report Card ◽  
Children And Youth ◽  
Sedentary Behaviors ◽  
Policy And Practice ◽  
Organized Sports ◽  
Mexican Children ◽  
Government Documents ◽  
Report Card Grades ◽  
Policies And Programs

Background:The Mexican Report Card on Physical Activity in children and youth was first developed in 2012 as a tool aimed at informing policy and practice. The objective of this paper is to update the Report Card to reflect the current situation in Mexico.Methods:A literature search was conducted in Spanish and English using major databases, and complemented with government documents and national health surveys. Information on the 9 indicators outlined in the Global Matrix of Report Card Grades was extracted. Experts from Mexico and Canada met to discuss and assign a grade on each indicator.Results:The physical activity indicator was assigned a C+, which was higher than in the previous report card. Sedentary behavior was assigned a D, which was lower than the previous report card. Organized Sports and Active Transportation, which were not graded in the previous report card, were assigned grades of D and B-, respectively. Government and Built Environment were assigned grades of C and F, respectively. Family and Peers and Active Play were not graded (INC).Conclusions:Levels of PA and sedentary behaviors among Mexican children and youth were below the respective recommended references. The implementation and effectiveness of current government strategies need to be determined. The Mexican Report Card is a promising knowledge translation tool that can serve to inform policies and programs related to physical activity.

scholarly journals Teacher-Student Relationships and High School Drop-out: Applying a Working Alliance Framework

2020 ◽  
pp. 082957352097255
Author(s):  
Rick N. Noble ◽  
Nancy Heath ◽  
Amanda Krause ◽  
Maria Rogers
Keyword(s):  
High School ◽  
Secondary School ◽  
Working Alliance ◽  
School Engagement ◽  
School Setting ◽  
Drop Out ◽  
Central Component ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student

Relationships with teachers are a central component of a student’s school environment, and have been shown to be related to school engagement and persistence in secondary school. Working alliance is a conceptualization of professional relationships that emphasizes not only the emotional bond between a professional and their client, but also their collaboration on the goals and tasks of their work together. While this theory has garnered considerable support in the fields of counseling and healthcare, working alliance has only recently begun to be investigated in an education setting. The present study sought to investigate working alliance between students and teachers as a broader framework for relationships in a high school setting. Specifically, the primary objective was to examine the use of the working alliance framework in teacher-student relationships to predict risk of high school student drop-out. A series of multiple regressions was used to test this objective. Results demonstrated that student-rated school working alliance predicted risk of drop-out, and that the relationship was partially mediated by student engagement. These results provide evidence for the validity of the construct of working alliance as a useful conceptualization for teacher-student relationships, and enhance our understanding of working alliance in a secondary school setting. Implications for educators and practitioners are discussed.

The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement

2011 ◽  
Vol 81 (4) ◽  
pp. 493-529 ◽  
Author(s):  
Debora L. Roorda ◽  
Helma M. Y. Koomen ◽  
Jantine L. Spilt ◽  
Frans J. Oort
Keyword(s):  
High School ◽  
Secondary School ◽  
School Engagement ◽  
Analytic Approach ◽  
Positive Relationships ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Negative Relationships

A meta-analytic approach was used to investigate the associations between affective qualities of teacher–student relationships (TSRs) and students’ school engagement and achievement. Results were based on 99 studies, including students from preschool to high school. Separate analyses were conducted for positive relationships and engagement ( k = 61 studies, N = 88,417 students), negative relationships and engagement ( k = 18, N = 5,847), positive relationships and achievement ( k = 61, N = 52,718), and negative relationships and achievement ( k = 28, N = 18,944). Overall, associations of both positive and negative relationships with engagement were medium to large, whereas associations with achievement were small to medium. Some of these associations were weaker, but still statistically significant, after correction for methodological biases. Overall, stronger effects were found in the higher grades. Nevertheless, the effects of negative relationships were stronger in primary than in secondary school.

Predicting Postsecondary Enrollment With Secondary Student Engagement Data

2020 ◽  
Vol 38 (7) ◽  
pp. 882-899
Author(s):  
Kathleen Fraysier ◽  
Amy Reschly ◽  
James Appleton
Keyword(s):  
High School ◽  
Student Engagement ◽  
Secondary School ◽  
Secondary Students ◽  
School Engagement ◽  
Early Warning Systems ◽  
School Level ◽  
Secondary Student ◽  
Postsecondary Enrollment ◽  
The Relationship

As the economic landscape changes, a college degree has become increasingly necessary for securing employment in an information-based society. Student engagement is an important factor in predicting and preventing high school dropout, and improving student outcomes. Although the relationship between secondary school engagement and high school completion is well supported in existing research, the relationship between secondary school engagement and postsecondary enrollment and persistence is unclear. In this study, we examined whether students’ engagement in high school predicts postsecondary matriculation and persistence in the first year after accounting for demographic and school-level variables. Results indicated secondary student engagement does predict postsecondary enrollment and persistence beyond academic and behavioral variables. Consistent with research among secondary students, the Future Goals and Aspirations Scale of the Student Engagement Instrument was the strongest engagement predictor. Results have implications for early warning systems and college retention efforts.

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