scholarly journals Emotional Adjustment and Educational Achievement—the Preliminary Results of a Longitudinal Study of a National Sample of Children

1961 ◽  
Vol 54 (10) ◽  
pp. 885-891 ◽  
Author(s):  
J W B Douglas ◽  
D G Mulligan
Keyword(s):  
Longitudinal Study ◽  
Educational Achievement ◽  
Emotional Adjustment ◽  
National Sample ◽  
Preliminary Results

scholarly journals Māori whānau talk about whānau success: Findings from Round 1 of Ngā Tau Tuangahuru—the Māori and Pacific Education Initiative (MPEI) longitudinal study

2020 ◽  
pp. 1-29
Author(s):  
Fiona Cram ◽  
Tanya Samu ◽  
Reremoana Theodore ◽  
Rachael Trotman
Keyword(s):  
Social Media ◽  
Longitudinal Study ◽  
Young People ◽  
Data Collection ◽  
Extracurricular Activities ◽  
Educational Achievement ◽  
Educational Success ◽  
The Future ◽  
Main Barrier ◽  
Education Initiative

From 2009 to 2014 Foundation North, a philanthropic trust serving Auckland and Northland, funded a Māori and Pacific Education Initiative (MPEI) designed to facilitate Māori and Pacific students’ educational achievement. The longitudinal study, Ngā Tau Tuangahuru, described here was funded in late 2014 to explore what happened next for families and students who had been involved in MPEI initiatives, with a focus on family success and student educational success. The first data collection round of this study took place in 2017, and 69 families were interviewed. This article examines what the 35 Māori whānau (56 individuals) said about family success and about supporting the success of young people in their whānau. For many whānau, success embodied happiness, collective wellbeing, and good whānau relationships, alongside education and having a plan for the future. This success was most often hampered by financial restrictions. Whānau wanted young people to be achieving in education, working hard, and engaged in extracurricular activities. Getting distracted by outside influences (e.g., social media) was seen as the main barrier to young people’s success. Implications from this study for the evaluation of initiatives designed to support whānau success are presented.

Defining and Developing Translation Competence for Didactic Purposes

2015 ◽  
pp. 179-198 ◽  
Author(s):  
Carla Quinci
Keyword(s):  
Longitudinal Study ◽  
Learning Goals ◽  
Preliminary Results ◽  
Translator Training ◽  
Textual Features ◽  
Specific Learning

This chapter provides an outline of the main issues concerning the conceptualisation and modelling of Translation Competence (TC) and proposes the adoption of a product-based definition for didactic purposes. Such definition is based on an empirical longitudinal product-oriented study on TC aiming to identify possible textual features and conventions that can be related to the translator's level of competence. The preliminary results from this longitudinal study presented in this chapter appear to suggest the existence of a possible relation between specific textual and procedural patterns and the participants' translation experience. Such patterns could provide translator trainers and trainees with a set of pragmatic indications for the definition and achievement of specific learning goals and could potentially serve as predictive developmental hypotheses in translator training.

scholarly journals Positive Affect Is Associated With Less Memory Decline: Evidence From a 9-Year Longitudinal Study

2020 ◽  
Vol 31 (11) ◽  
pp. 1386-1395
Author(s):  
Emily F. Hittner ◽  
Jacquelyn E. Stephens ◽  
Nicholas A. Turiano ◽  
Denis Gerstorf ◽  
Margie E. Lachman ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Negative Affect ◽  
Positive Affect ◽  
Healthy Aging ◽  
National Sample ◽  
Delayed Recall ◽  
Memory Decline ◽  
Memory Functioning ◽  
Gender Education ◽  
Aging Populations

Memory decline is a concern for aging populations across the globe. Positive affect plays an important role in healthy aging, but its link with memory decline has remained unclear. In the present study, we examined associations between positive affect (i.e., feeling enthusiastic, attentive, proud, active) and memory (i.e., immediate and delayed recall), drawing from a 9-year longitudinal study of a national sample of 991 middle-age and older U.S. adults. Results revealed that positive affect was associated with less memory decline across 9 years when analyses controlled for age, gender, education, depression, negative affect, and extraversion. Findings generalized across another measure that assessed additional facets of positive affect, across different (but not all) facets of positive affect and memory, and across age, gender, and education; findings did not emerge for negative affect. Reverse longitudinal associations between memory and positive affect were not significant. Possible pathways linking positive affect and memory functioning are discussed.

Households, families and individuals: some preliminary results from the national sample from the 1851 census of Great Britain

1988 ◽  
Vol 3 (3) ◽  
pp. 421-438 ◽  
Author(s):  
Michael Anderson
Keyword(s):  
Great Britain ◽  
National Sample ◽  
Preliminary Results

L'article se base sur les données de cet échantillon pour décrire certains aspects des ménages et des structures familiales, ainsi que des formes diverses de résidence des individus au sein des families et des ménages. Quand elles s'y prêtent, l'auteur compare ces données avec celles rassemblées par le Cambridge Group d'après les recensements anglais pour la période préindustrielle, d'une part et avec les recensements modernes déjà publiés, d'autre part. Parmi les nombreux thèmes traités on retrouve la composition des ménages d'après la parenté, les différentes formes d'entretien et de logement des domestiques, la fréquence des groupes familiaux de un ou deux parents et leur affiliation, ainsi que l'attitude des vieillards et des jeunes quant à leur résidence.

Brief Reports: An Examination of Relationships between the 1990 NAEP Mathematics Items for Grade 8 and Selected Themes from the NCTM Standards

1993 ◽  
Vol 24 (2) ◽  
pp. 159-167
Author(s):  
Edward A. Silver ◽  
Patricia Ann Kenney
Keyword(s):  
Educational Achievement ◽  
State Level ◽  
National Sample ◽  
Subject Area ◽  
Mathematics Assessment ◽  
National Assessment ◽  
Nctm Standards ◽  
The Status ◽  
Subject Areas ◽  
Grade 8

For about 20 years, the National Assessment of Educational Progress (NAEP) has reported on the status and progress of U.S. educational achievement in a variety of subject areas, including mathematics (Mullis, 1990). The 1990 NAEP mathematics assessment, which was the fifth in this subject area, was different from the previous four assessments in some important ways. For example, the 1990 NAEP assessment was the first NAEP for which it was possible to report state-level results for those states willing to participate. In fact. the 1990 NAEP consisted of two tests: one given to a national sample at grades 4, 8, and 12 as in prior assessments, and the other given only at grade 8 to a different sample drawn specifically for the stateby-state reporting of results.

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