scholarly journals PERSEVERING FOR A CRUEL AND CYNICAL FICTION? THE EXPERIENCES OF THE ‘LOW ACHIEVERS’ IN PRIMARY SCHOOLING

2021 ◽  
pp. 1-21
Author(s):  
Eleanore Hargreaves ◽  
Laura Quick ◽  
Denise Buchanan
Keyword(s):  
Low Achievers ◽  
Primary Schooling

Discriminant Validation of the Test of Reading Performance (TORP) for Identifying Children at Risk of Reading Difficulties

2000 ◽  
Vol 16 (2) ◽  
pp. 139-146 ◽  
Author(s):  
Padeliadu Susana ◽  
Georgios D. Sideridis
Keyword(s):  
At Risk ◽  
Elementary School Students ◽  
Reading Difficulties ◽  
Reading Performance ◽  
Low Achievers ◽  
Children At Risk ◽  
School Students ◽  
Students At Risk ◽  
Group A ◽  
The Mean

Abstract This study investigated the discriminant validation of the Test of Reading Performance (TORP), a new scale designed to evaluate the reading performance of elementary-school students. The sample consisted of 181 elementary-school students drawn from public elementary schools in northern Greece using stratified random procedures. The TORP was hypothesized to measure six constructs, namely: “letter knowledge,” “phoneme blending,” “word identification,” “syntax,” “morphology,” and “passage comprehension.” Using standard deviations (SD) from the mean, three groups of students were formed as follows: A group of low achievers in reading (N = 9) including students who scored between -1 and -1.5 SD from the mean of the group. A group of students at risk of reading difficulties (N = 6) including students who scored between -1.5 and -2 SDs below the mean of the group. A group of students at risk of serious reading difficulties (N = 6) including students who scored -2 or more SDs below the mean of the group. The rest of the students (no risk, N = 122) comprised the fourth group. Using discriminant analyses it was evaluated how well the linear combination of the 15 variables that comprised the TORP could discriminate students of different reading ability. Results indicated that correct classification rates for low achievers, those at risk for reading problems, those at risk of serious reading problems, and the no-risk group were 89%, 100%, 83%, and 97%, respectively. Evidence for partial validation of the TORP was provided through the use of confirmatory factor analysis and indices of sensitivity and specificity. It is concluded that the TORP can be ut ilized for the identification of children at risk for low achievement in reading. Analysis of the misclassified cases indicated that increased variability might have been responsible for the existing misclassification. More research is needed to determine the discriminant validation of TORP with samples of children with specific reading disabilities.

What Important Things Did You Learn Last Week? Selectivity Differences Between High- and Low-Achievers

2014 ◽  
Author(s):  
Veronica Yan ◽  
Victor Sungkhasettee ◽  
Kou Murayama ◽  
Alan Castel
Keyword(s):  
Low Achievers

The Pedagogical Needs of Low Achievers

1993 ◽  
Vol 49 (2) ◽  
pp. 302-315 ◽  
Author(s):  
Roy Wigzell ◽  
Saif Al-Ansari
Keyword(s):  
Low Achievers

Women’s Education May Be Even Better Than We Thought: Estimating the Gains from Education When Schooling Ain’t Learning

2020 ◽  
Author(s):  
Michelle Kaffenberger ◽  
Lant Pritchett
Keyword(s):  
Child Mortality ◽  
Women's Education ◽  
Basic Education ◽  
Women's Empowerment ◽  
Women’S Empowerment ◽  
Life Outcomes ◽  
Primary Schooling ◽  
The Impact ◽  
Financial Practices ◽  
Attenuation Bias

Women’s schooling has long been regarded as one of the best investments in development. Using two different cross-nationally comparable data sets which both contain measures of schooling, assessments of literacy, and life outcomes for more than 50 countries, we show the association of women’s education (defined as schooling and the acquisition of literacy) with four life outcomes (fertility, child mortality, empowerment, and financial practices) is much larger than the standard estimates of the gains from schooling alone. First, estimates of the association of outcomes with schooling alone cannot distinguish between the association of outcomes with schooling that actually produces increased learning and schooling that does not. Second, typical estimates do not address attenuation bias from measurement error. Using the new data on literacy to partially address these deficiencies, we find that the associations of women’s basic education (completing primary schooling and attaining literacy) with child mortality, fertility, women’s empowerment and the associations of men’s and women’s basic education with positive financial practices are three to five times larger than standard estimates. For instance, our country aggregated OLS estimate of the association of women’s empowerment with primary schooling versus no schooling is 0.15 of a standard deviation of the index, but the estimated association for women with primary schooling and literacy, using IV to correct for attenuation bias, is 0.68, 4.6 times bigger. Our findings raise two conceptual points. First, if the causal pathway through which schooling affects life outcomes is, even partially, through learning then estimates of the impact of schooling will underestimate the impact of education. Second, decisions about how to invest to improve life outcomes necessarily depend on estimates of the relative impacts and relative costs of schooling (e.g., grade completion) versus learning (e.g., literacy) on life outcomes. Our results do share the limitation of all previous observational results that the associations cannot be given causal interpretation and much more work will be needed to be able to make reliable claims about causal pathways.

The influence of concealing academic achievement on the self-esteem of adolescents with low achievement

2009 ◽  
Vol 37 (6) ◽  
pp. 805-810
Author(s):  
Baoshan Zhang ◽  
Jun-Yan Zhao ◽  
Guoliang Yu
Keyword(s):  
Academic Achievement ◽  
Social Interaction ◽  
Social Interactions ◽  
Self Esteem ◽  
Low Achievers ◽  
The Self ◽  
The Other ◽  
Other Hand ◽  
Positive Performance

An examination was carried out of the influences of concealing academic achievement on self-esteem in an academically relevant social interaction based on the assumption that concealing socially devalued characteristics should influence individuals' self-esteem during social interactions. An interview paradigm called for school-aged adolescents who either were or were not low (academic) achievers to play the role of students who were or were not low achievers while answering academically relevant questions. The data suggest that the performance self-esteem of low achievers who played the role of good students was more positive than that of low achievers who played the role of low achievers. On the other hand, participants who played the role of good students had more positive performance self-esteem than did participants who played the role of low achievers.

Transfer of Training on Location of a Fault: Effects of Trainer's Observation, Prompting, and Achievement Level

1974 ◽  
Vol 38 (3) ◽  
pp. 987-999
Author(s):  
Vernon R. Putz
Keyword(s):  
Transfer Of Training ◽  
Social Factor ◽  
Transfer Task ◽  
Time Trial ◽  
Low Achievers ◽  
High Achievers ◽  
Trial And Error ◽  
Achievement Level ◽  
Training Conditions ◽  
The Social

Four training conditions were investigated with human Ss differentiated according to high achievement and low achievement academic histories. Trainer's presence or absence was paired with conditions of trial and error and prompting in a complete factorial. It was hypothesized based on a Hull-Spence interpretation of social facilitation that trainer's presence with prompting during training would lead to superior transfer over conditions of trainer's absence and prompting, while the lowest transfer was expected with the combined condition of trainer's presence and trial and error. It was further assumed that high achievers would learn the task readily and be relatively unaffected by the four training conditions. On the transfer task for both fault-misses and response time trial and error for the low achievers was superior to prompting. Trainer's presence was insignificant, while achievement level was influential. The results suggested that active learning involving the task-activity of trial and error was more arousing than the social factor of the trainer's presence, particularly in view of the fact that the trainer lacked significant evaluative ability for the trainee- Ss in the laboratory setting.

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