scholarly journals How Distorted Thinking Influence Arab Children Academic Achievement in Israel?

2018 ◽  
Vol 6 (3) ◽  
pp. 91
Author(s):  
Emad Gith
Keyword(s):  
Academic Achievement ◽  
Cognitive Distortion ◽  
Fifth Grade ◽  
Educational Goals ◽  
Counseling Program ◽  
Short Term ◽  
Arab Children ◽  
Academic Achievements ◽  
Parents And Children

The purpose of the current study was to examine the relation between the parents Cognitive Distortion and Arab children academic achievements in Israel. 52 fifth grade Arab Children and their parents from Israel were participated. The results indicated that parent's cognitive distortion related negatively to children academic achievements; there is a negative correlation between father's Cognitive distortion and children academic achievements and between mother's Cognitive distortion and children academic achievements. The current research concluded that Parent's Cognitive distortion has a greater relationship with children academic performance. The researchers recommend that appropriate measures, including cognitive mutual counseling program (parents and Children) should be put in place for the Children to achieve both their short-term and long-term educational goals.

An Open Path to the Future: Perceived Financial Resources and School Motivation

2016 ◽  
Vol 37 (7) ◽  
pp. 1004-1031 ◽  
Author(s):  
Mesmin Destin
Keyword(s):  
Academic Achievement ◽  
Financial Aid ◽  
Field Experiments ◽  
College Education ◽  
Educational Goals ◽  
Adolescent Students ◽  
Open Path ◽  
Path Condition ◽  
Exploratory Experiment

One contributing factor to gaps in academic achievement may be that some students perceive long-term educational goals, such as college, as financially out of reach, which can make schoolwork feel meaningless even several years before college. However, information that leads students to perceive that the financial path to college is open for them (i.e., need-based financial aid) can increase school motivation. Two classroom-based field experiments expand this area of theory and research. Early adolescent students who were randomly assigned to receive information about need-based financial aid (open path condition) showed greater school motivation than those who were randomly assigned to a control condition, specifically if they came from low-asset households. In a second exploratory experiment, the open path effect was mediated by an increased likelihood that students envision a future career that includes college (education-dependent identity). Implications for the study of identity and disparities in academic achievement are discussed.

scholarly journals Konsep Administrasi Pendidikan

2020 ◽  
Author(s):  
Adek Siti Nurhalizah
Keyword(s):  
Educational Administration ◽  
Educational Process ◽  
Educational Goals ◽  
Medium Term ◽  
Short Term ◽  
National Education ◽  
Institutional Goals ◽  
Material Resources ◽  
Whole Process

Educational Administration is the whole process of collaboration of two or more people by utilizing all available personnel and material resources and is appropriate to achieve educational goals that have been fixed effectively and efficiently. The purpose of educational administration is none other than all activities that support the achievement of educational goals or in other words administration is used in the world of education is so that educational goals are achieved. Educational administration goals can be grouped into short-term goals, medium-term goals, and long-term goals. The short-term goal of the administration of education is to arrange and implement a management system for the instrumental component of the educational process which includes the components of students, teacher employees, facilities / infrastructure, organization, financing, administration and school relations with the community, so that the educational process in schools is implemented effective support for the achievement of educational goals in the school concerned. Medium-term goals of educational administration lead to the achievement of institutional goals of each type and level and educational programs. While the long-term goals of education administration are goals directed at achieving national education goals.

scholarly journals Does Children’s Academic Achievement Improve when Single Mothers Marry?

2010 ◽  
Vol 83 (3) ◽  
pp. 201-226 ◽  
Author(s):  
Robert L. Wagmiller ◽  
Elizabeth Gershoff ◽  
Philip Veliz ◽  
Margaret Clements
Keyword(s):  
Academic Achievement ◽  
Single Mothers ◽  
Low Income ◽  
Single Parent ◽  
Short Term ◽  
Only Children ◽  
Disadvantaged Children ◽  
Single Parent Families ◽  
Achievement Trajectories

Promoting marriage, especially among low-income single mothers with children, is increasingly viewed as a promising public policy strategy for improving developmental outcomes for disadvantaged children. Previous research suggests, however, that children’s academic achievement either does not improve or declines when single mothers marry. In this article, the authors argue that previous research may understate the benefits of mothers’ marriages to children from single-parent families because (1) the short-term and long-term developmental consequences of marriage are not adequately distinguished and (2) child and family contexts in which marriage is likely to confer developmental advantages are not differentiated from those that do not. Using multiple waves of data from the Early Childhood Longitudinal Study–Kindergarten Cohort (ECLS-K), the authors find that single mothers’ marriages are associated with modest but statistically significant improvements in their children’s academic achievement trajectories. However, only children from more advantaged single-parent families benefit from their mothers’ marriage.

scholarly journals The Impact of Long-Term Athlete Development-Based Exercise Towards Physical Ability and Academic Achievement

2021 ◽  
Vol 18 ◽  
pp. 1073-1083
Author(s):  
Sulistiyono Sulistiyono ◽  
Sugiyanto Sugiyanto ◽  
Agus Kristiyanto ◽  
Sapta Kunta Purnama ◽  
Jumadil Saputra ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Vertical Jump ◽  
Age Groups ◽  
Football Players ◽  
Academic Achievements ◽  
Significant Difference ◽  
Physical Abilities ◽  
Football Training ◽  
The Impact

High training intensity, volume, and academic demands have negatively affected young athletes' academic achievements. This study is written to determine the differences in the effects of long-term athlete development-based football training on football players' physical abilities and academic achievements aged 10 and 12 years. Forty-four young football players were involved in this study divided into two age groups of 10 (n = 21) and 12 (n = 23). Before and after the six-month and one-year treatment, physical abilities, consisting of 30 m sprint ability and leg muscle explosive power, were measured using a vertical jump test and aerobic endurance with a multistage fitness test (MFT). In contrast, academic achievement was measured by documenting the scores of mathematics, language, science, social sciences in the report book. The results showed that the long term athlete development-football training model impacted physical abilities but did not affect academic achievements. There was no significant difference between groups of ages 10 and 12. Long-term athlete development-based football training can develop physical abilities and support young football players to complete academic activities.

Competition in the classroom

2017 ◽  
Author(s):  
Peggy D. Bennett
Keyword(s):  
Educational Goals ◽  
Classroom Engagement ◽  
Short Term ◽  
High Stakes ◽  
Opt Out ◽  
Limited Usefulness

Sometimes the best way to generate eagerness and involve­ment is to create competition. Whether it is high- stakes or playful, pitting students against one another in pedagogical set­tings can be fun. It can also be risky. At times, competition in classrooms can take a toll on learning and create more bad feelings than good. Competition may send unintended messages of superiority and inferiority to the winners and the losers. Competition may ratchet up the energy so that eagerness turns into melee and long- term educational goals are forfeited for short- term classroom engagement. When participation is expected in classroom competitions, students likely do not have the choice to opt out. Some already know they will fail in front of their peers. Some choose to be goofy or intentionally wrong rather than show their peers how “smart” or “dumb” they are. Some cannot perform under pressure: noise and frantic energy block their ability to think on the spot. Our whole lives can become a competition when we habitu­ally judge who is better or worse than we are. In classroom contests, incentives like trinkets, privileges, or bragging rights raise the ante. The “three Be’s” can provide some guidance for monitoring the influence of competition in the classroom: • Be wise about the effects of competition for academic purposes. • Be savvy about which students may be less able to access their knowledge during confrontational recall. • Be thoughtful about whether competition is contributing to or detracting from educational goals and achievements. We are all competitive by nature, and such impulse can help people achieve things they would never accom­plish otherwise . . . . Appeal sparingly to the competitive urge . . . because competition has only limited usefulness.

scholarly journals Changing The World By Games: An Approach to Solve Problems

2020 ◽  
Author(s):  
Ima Kusumawati Hidayat ◽  
Dimas Rifqi Novica ◽  
Arif Sutrisno
Keyword(s):  
Literature Review ◽  
Special Needs ◽  
Social Issues ◽  
Preschool Education ◽  
Health Problems ◽  
Behavioral Changes ◽  
Educational Goals ◽  
Short Term ◽  
The World

This article explores the Games for Change phenomenon which can be used to solve social issues, health problems, and educational goals. The literature review is used to compare some games that have been developed because of the universal problem, such as immigrant, ocean waste, relationship, preschool education, and person with special needs. Understanding the eight essential points during the whole game production is very crucial to make the game sustainable. Despite different opinions regarding the advantage of gamification in daily problems, this article demonstrates a significant improvement from the players after playing a Game for Change. Further, this genre is focused on the behavioral changes after playing the game, so that the measuring the effectiveness of the game can be performed in the short-term or long-term. Keywords: game for change, game, gamification

scholarly journals Older age is a protective factor for academic achievements irrespective of treatment modalities for posterior fossa brain tumours in children

PLoS ONE ◽  
2020 ◽  
Vol 15 (12) ◽  
pp. e0243998
Author(s):  
Jarmila Kruseova ◽  
Anna Sarah Kovacova ◽  
Michal Zapotocky ◽  
David Sumerauer ◽  
Ivana Pernikova ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Protective Factor ◽  
Older Age ◽  
Age At Diagnosis ◽  
Treatment Modalities ◽  
Treatment Groups ◽  
Radiotherapy Group ◽  
Academic Achievements ◽  
Surgery Group

The treatment of children with posterior fossa brain tumours (PFBT) impacts their long term functional and imaging outcomes. This study aimed to evaluate academic achievement correlated with long-term sequelae after different PFBT treatment modalities. The study cohort consisted of 110 survivors (median age at diagnosis 10.1 years and median time of follow up 13.2 years) who completed hearing questionnaires, neurological assessment and MRI of the brain ≥5 years after the end of treatment. There were three treatment groups. A cisplatin group which underwent cisplatin chemotherapy, radiotherapy and surgery (medulloblastoma N = 40), a radiotherapy group which underwent radiotherapy and surgery (astrocytoma/ependymoma N = 30), and a surgery group (astrocytoma N = 40). Academic achievement was correlated to the age at diagnosis, ototoxicity, Karnofsky score (KS), and MRI findings (Fazekas Score (FS)- treatment related parenchymal changes). For a modelled age at diagnosis of five years, the cisplatin group had lower academic achievements compared to the radiotherapy (p = 0.028) and surgery (p = 0.014) groups. Academic achievements evaluated at a modelled age of 10 years at diagnosis did not significantly differ among the treatment groups. The cisplatin group exhibited a higher occurrence of ototoxicity than the radiotherapy (p<0.019) and surgery groups (p<0.001); however, there was no correlation between ototoxicity and academic achievements (p = 0.722) in older age at diagnosis. The radiotherapy group exhibited lower KS than the surgery group (p<0.001). KS significantly influenced academic achievements in all groups (p<0.000). The cisplatin group exhibited higher FS than the surgery group (p<0.001) while FS did not correlate with academic achievement (p = 0.399). Older age is a protective factor for academic achievements irrespective of a treatment modality.

Long-Term and Short-Term Characteristics of Speech

1993 ◽  
Vol 36 (3) ◽  
pp. 609-620 ◽  
Author(s):  
Patricia G. Stelmachowicz ◽  
Anne L. Mace ◽  
Judy G. Kopun ◽  
Edward Carney
Keyword(s):  
Spectral Characteristics ◽  
Spectral Shape ◽  
Octave Band ◽  
Short Term ◽  
Face To Face ◽  
Parents And Children ◽  
Speech Spectrum ◽  
Term Analysis ◽  
Age Category

This study examined the effects of distance and postural position of both parents and children on the long-term and short-term spectral characteristics of speech produced by the parents. Thirty children (ages 2 months to 3 1/2 years) and their parents (30 mothers and 15 fathers) participated. Third-octave band and overall levels of the long-term average speech spectrum (LTASS) for each speech sample were analyzed in three postural positions and a 1-meter reference condition for each age category. Short-term spectral characteristics of three phonemes (/s/, / ∫ /, /t ∫ /) also were analyzed. Results show that typical levels at the input to a child’s hearing aid microphone may be as much as 20 dB higher than those found in face-to-face adult conversation. Furthermore, the spectral shape may deviate substantially from an idealized version of the LTASS. Results of the short-term analysis reveal that the peak levels of the three selected phonemes often exceed the LTASS by more than the 12 dB that is often quoted to represent the 1% rms levels of speech in relation to the long-term average. Implications of these results for specific hearing losses are discussed.

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