scholarly journals Geospatial analyses to determine academic success factors in California’s K-12 education

Annals of GIS ◽  
2020 ◽  
Vol 26 (2) ◽  
pp. 81-100
Author(s):  
Brianna Chew ◽  
Asish Satpathy ◽  
Elaine Wong
Keyword(s):  
Academic Success ◽  
Success Factors ◽  
Geospatial Analyses ◽  
K 12

scholarly journals Comprehensive Investigation of Factors Influencing University Students’ Academic Performance in Saudi Arabia

2021 ◽  
Vol 11 (8) ◽  
pp. 375
Author(s):  
Abdullah Alabdulkarem ◽  
Mohammad Alhojailan ◽  
Saad Alabdulkarim
Keyword(s):  
Saudi Arabia ◽  
Academic Performance ◽  
Academic Success ◽  
Undergraduate Students ◽  
Success Factors ◽  
Education Outcomes ◽  
Professional Careers ◽  
K 12 ◽  
Undergraduate Programs ◽  
Relationship Of

Academic success in undergraduate programs is indicative of potential achievements for graduates in their professional careers. The reasons for an outstanding performance are complex and influenced by several principles and factors. An example of this complexity is that success factors might change depending on the culture of students. The relationship of 32 factors with the reported academic performance (RAP) was investigated by using a survey distributed over four key universities in Saudi Arabia. A total of 3565 Saudi undergraduate students completed the survey. The examined factors included those related to upbringing, K-12 education, and structured and unstructured activities. Statistical results validate that many factors had a significant relationship with the RAP. Among those factors, paternal’s education level and work field, type of intermediate and high schools, and the attendance of prayers in mosques were significantly associated with the reported performance. This study provides important insights into the potential root causes of success so that they can be targeted by educators and policy makers in the effort to enhance education outcomes.

scholarly journals Measuring the contribution of specialist vocabulary knowledge to academic achievement: disentangling effects of multiple types of word knowledge

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Ahmed Masrai ◽  
James Milton ◽  
Dina Abdel Salam El-Dakhs ◽  
Heba Elmenshawy
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Success Factors ◽  
Vocabulary Knowledge ◽  
The Other ◽  
Word Knowledge ◽  
Academic Vocabulary ◽  
Vocabulary Size ◽  
Two Factors ◽  
The Impact

AbstractThis study investigates the idea that knowledge of specialist subject vocabulary can make a significant and measurable impact on academic performance, separate from and additional to the impact of general and academic vocabulary knowledge. It tests the suggestion of Hyland and Tse (TESOL Quarterly, 41:235–253, 2007) that specialist vocabulary should be given more attention in teaching. Three types of vocabulary knowledge, general, academic and a specialist business vocabulary factors, are tested against GPA and a business module scores among students of business at a college in Egypt. The results show that while general vocabulary size has the greatest explanation of variance in the academic success factors, the other two factors - academic and a specialist business vocabulary - make separate and additional further contributions. The contribution to the explanation of variance made by specialist vocabulary knowledge is double that of academic vocabulary knowledge.

An Emerging Framework for Inclusive Educational Leadership

2020 ◽  
Author(s):  
Michelle D. Young ◽  
Noelle W. Arnold
Keyword(s):  
Academic Success ◽  
Educational Leadership ◽  
School Culture ◽  
School Leadership ◽  
Developmentally Appropriate ◽  
Well Being ◽  
High Quality ◽  
School Cultures ◽  
Education Experience ◽  
K 12

Ongoing shifts in demographics, knowledge, and expectations require continuous critical reflection on the leadership of K-12 schools. The models of school leadership offered in the past, which focus on management, are no longer adequate. Today, leaders must also ensure that all the students in their care are being provided high-quality, developmentally appropriate, and challenging educational opportunities that prepare each student for college, careers, and life. In other words, leaders must engage in “Inclusive Educational Leadership.” Inclusive Educational Leadership is a reconceptualization of traditional education leadership, which is dedicated to equity, quality and inclusion. We emphasize “inclusive” because it is our contention that providing a quality education experience that is both equitable and fosters equitable outcomes requires an intentional focus on inclusion. Inclusive Educational Leadership has three key areas of emphasis: place, preparation, and practice. Place refers to social practices and policies that reflect competing meanings and uses of spaces, the role people play in a given space and articulations of locations (geographic positions), environments (conditions), and ranks (hierarchies). Preparation refers to education, training and mentoring that is provided to leaders, and practice refers to the work leaders do to cultivate dispositions that support inclusion, support inclusive and culturally responsive practice, and develop an inclusive school culture. The goal of inclusive leadership is to cultivate an inclusive, caring, and supportive school culture that promotes the academic success and well-being of each student. In other words, its goal is to offer more than expectations that lightly touch on all students; its goal is to deliver results for each student. Thus, the work of Inclusive Educational Leadership involves a restructuring of the education experience to prevent marginalization, while creating school cultures based on dignity and respect and focused on achieving equity, high-quality educational experiences, and life success for all students.

Sex Segregated Schools to Challenge Gender and Racial Bias

2020 ◽  
Author(s):  
Kathryn Herr ◽  
Kathleen Grant ◽  
Jeremy Price
Keyword(s):  
Academic Success ◽  
Sex Education ◽  
Low Income ◽  
Racial Bias ◽  
The United States ◽  
Segregated Schools ◽  
Single Sex ◽  
Significant Difference ◽  
K 12 ◽  
Gendered Stereotypes

Sex segregated schooling in the United States is one of the fastest-growing movements in education in the 21st century. The current movement toward single-sex schooling is embedded in a national discourse of school choice and an adoption of market principles in education. This framing espouses that when schools compete for educational consumers, the needs of those currently underserved in U.S. schools will be better served and their academic performance will improve. Scholars argue that there are three main rationales typically put forward for sex segregated schools: they will eliminate distractions and harassment from the other sex; they can address the espoused different learning styles of boys and girls, and, finally, they can remedy inequities experienced by low-income students of color. Many of the single sex schools have large proportions of low-income youth of color. In general, while the sex segregated structure of these schools seems to offer opportunities to disrupt gendered stereotypes, there is little evidence that this occurs. Instead, as society’s conceptualizations of sexuality and gender evolve, single-sex education upholds a largely heteronormative and cisgendered understanding of gender and sexuality. Much of the research documents a reinforcement of gendered stereotypes and heterosexism. The literature on single-sex schools for boys also presents a puzzling mix of academic success for some boys, and no significant difference for others. There is little attention to the accomplishments and current experiences of girls in single-sex schools at the K–12 levels. Research shows that successful schools, whether they are single-sex or coeducational, tend to have factors in common like creating strong mentoring relationships and keeping smaller class sizes. In sum, research would indicate that the rationales noted earlier to justify the development of sex segregated schools are not much realized in the research.

scholarly journals Care, Control, and Color: A Conversation About Disparities in School Disciplinary Practices

2020 ◽  
Vol 2 (2) ◽  
pp. 81-97
Author(s):  
Diana Wandix-White
Keyword(s):  
Academic Success ◽  
Students Of Color ◽  
Classroom Culture ◽  
White Female ◽  
Disciplinary Practices ◽  
Culture Of Care ◽  
Cultural Mismatch ◽  
Pedagogical Skills ◽  
K 12 ◽  
Pre Service Teacher

Disciplinary practices teachers use in their classrooms frequently result in life-altering consequences for students who are historically marginalized and struggling to meet normalized standards of academic success. Research suggests teachers often lack the skill needed to connect with students, manage their classrooms, and administer corrective action that is equitable, reasonable, and effective without being excessive and detrimental to the student’s future. This disconnection and lack of judgment is frequently attributed to 1) the cultural mismatch that exists between the majority U.S. teacher who is a young, White female, and the growing diverse population of students; 2) teachers’ deficit view of students of color, their families and communities; and 3) deficient pre-service teacher training that does not equip future teachers with the culturally relevant pedagogical skills needed to meet the needs of today’s students. Employing the qualitative research methods of interactive interviewing and parallel stories, an African American, veteran teacher and a young, White pre-service teacher explore the topic of disciplinary practices at the intersection of race, ethnicity, and a classroom culture of care in the k-12 U.S. classroom.

Nursing Students’ Academic Success Factors

2020 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Janine Brown ◽  
Meghan McDonald ◽  
Cheryl Besse ◽  
Patti Manson ◽  
Reid McDonald ◽  
...  
Keyword(s):  
Academic Success ◽  
Nursing Students ◽  
Success Factors
Sign in / Sign up

Export Citation Format

Share Document