Reading Interventionist Research in Two Urban Elementary Schools Through a Discursive Lens

In this study, I reframe the debate on minority parents and their children’s educators by moving beyond concerns around student academic achievement and toward the quality of relationships among adult stakeholders. Using an interpretive lens based on Foucault’s notion of discourse, I examine three research vignettes drawn from an interventionist research project in two urban elementary schools. This examination identifies and responds to interpersonal, inter-institutional, and inter-epistemological dysfunctions. I make a concluding case for the transformative potential in the interplay of discourses: When inequalities and exclusions are redressed in the research, the project realizes a discursive and ethical possibility.

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Effects of School Climate and School Social Structure on Student Academic Achievement in Selected Urban Elementary Schools

The Journal of Negro Education ◽

10.2307/2295077 ◽

1985 ◽

Vol 54 (3) ◽

pp. 451 ◽

Cited By ~ 10

Author(s):

Carol Ann West

Keyword(s):

Academic Achievement ◽

Elementary Schools ◽

School Climate ◽

Social Structure ◽

Student Academic Achievement ◽

Urban Elementary Schools

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Children’s Academic and Social-Emotional Competencies and the Quality of Classroom Interactions in High-Needs Urban Elementary Schools

Contemporary Educational Psychology ◽

10.1016/j.cedpsych.2021.101975 ◽

2021 ◽

pp. 101975

Author(s):

Essie Sutton ◽

Joshua L. Brown ◽

Amy E. Lowenstein ◽

Jason T. Downer

Keyword(s):

Elementary Schools ◽

Classroom Interactions ◽

Social Emotional ◽

Emotional Competencies ◽

Urban Elementary Schools

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Tingkat Korelasi Prestasi Akademik terhadap Siswa SMP Menggunakan Metode Backpropagation

Jurnal Sistim Informasi dan Teknologi ◽

10.37034/jsisfotek.v3i3.133 ◽

2021 ◽

pp. 106-111

Author(s):

Nasma Yeni ◽

Yuhandri Yunus

Keyword(s):

Academic Achievement ◽

Student Academic Achievement ◽

Architectural Pattern ◽

Correlation Level

Student academic achievement plays an important role in determining the quality of a school. Student scores sometimes change each semester, there are increases and decreases. There is an assumption that students who scored well in the previous semester will be good in the next semester and vice versa. This method is expected to make it easier for educators to see the extent of changes in student academic achievement. The data tested were data from 60 grade VII students in 2 semesters. Furthermore, it will be tested using the MatLab application, then the results of the changes that will occur will appear. The results of this study found that the correlation between semester 1 scores and semester 2 TP scores. 2019/2020 is very good with an architectural pattern of 10-10-1 with an accuracy value of 95.3%. So students who excel in semester 1 are likely to excel in the next semester, so that they can help the school see the Correlation Level of Student Academic Achievement at SMPN 3 Lengayang.

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The Effects of Parental Age and Sibling Configurations on Family Environment and Academic Achievement of Children

Journal of Applied Social Science ◽

10.1177/193672440800200102 ◽

2008 ◽

Vol 2 (1) ◽

pp. 13-35 ◽

Cited By ~ 1

Author(s):

Nancy Shields ◽

Christine Hanneke

Keyword(s):

Academic Achievement ◽

Family Environment ◽

Ordinal Position ◽

Gender Composition ◽

Parental Age ◽

Sibship Size ◽

Quality Of Relationships ◽

And Gender ◽

The Relationship

In this study, we draw from the literature on sibling configurations and parental age to investigate the effects of these factors on the academic achievement of children. The study investigates the effects of maternal age at first birth, maternal age when the respondent was born, and father's age when the respondent was born on ACT scores, grade point averages over three years, and whether or not the parents are providing financial aid to their students. We examine the effects of sibship size, ordinal position, and gender composition of the sibship on these same variables. The study also investigates the extent to which the relationship between parental age and academic outcomes is linear. The relationship of sibship size, ordinal position, and gender composition on the quality of relationships with parents is investigated. Using a sample of freshmen at a mid-western university, we find consistent positive effects of parental age on high school and early college achievement, as well as consistent negative birth order effects on achievement at the high school level. Students with older parents and fewer older siblings consistently performed better. Sibship size and the proportion of females in the sibship had no effect on academic outcomes. Using self-reported data from children on a childhood measure of parental support and interaction and quality of relationships with parents during late adolescence, we also investigate the impact of parental age at birth, and sibling characteristics on childhood and adolescent family environment. Ordinal position had a significant positive effect on the quality of relationships with parents during adolescence, and sibship size had a significant negative effect. We find a curvilinear effect for paternal age on childhood support and parental involvement, but not for academic achievement or quality of relationships with parents in late adolescence. Parental education had a positive significant impact on childhood support and involvement. Children from larger sibships and who were later born children were less likely to receive financial aid from their parents. The results are discussed as they relate to the literature on parental age and sibling configurations, and in terms of their implications for student retention and success.

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Tingkat Korelasi Prestasi Akademik Terhadap Siswa SMP Menggunakan Metode Backpropagation

Jurnal Sistim Informasi dan Teknologi ◽

10.37034/jsisfotek.v3i3.52 ◽

2021 ◽

pp. 108-113

Author(s):

Nasma Yeni ◽

Y Yuhandri

Keyword(s):

Academic Achievement ◽

Student Academic Achievement ◽

Architectural Pattern ◽

A Value ◽

Student Grades ◽

Correlation Level

Student academic achievement plays a very important role in determining the quality of a school. Student grades sometimes change every semester, there are increases and decreases. There is an assumption that students whose grades are in the previous semester will be in the next semester and vice versa. is expected to make it easier for us as educators to see the extent to which changes in student academic achievement. The data tested is the data of 60 class VII students in 2 semesters. Furthermore, it will be tested using the MatLab Application, then the results of the changes that occur will come out. The results of this study found that they did not know the value of semester 1 with the value of semester 2 TP. 2019/2020 is very good with an architectural pattern of 10-10-1 with a value of 95.3%. So students who excel in semester 1 are likely to excel in the following semester. So that it can help the school in seeing the Correlation Level of Student Academic Achievement at SMPN 3 Lengayang.

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Analysis of antecedent factors in academic achievement and student retention

Asian Association of Open Universities Journal ◽

10.1108/aaouj-09-2019-0043 ◽

2020 ◽

Vol 15 (1) ◽

pp. 37-47

Author(s):

Rony Setiawan ◽

Ariesya Aprillia ◽

Nonie Magdalena

Keyword(s):

Academic Achievement ◽

Student Retention ◽

Positive Impact ◽

Retention Rates ◽

Student Academic Achievement ◽

University Management ◽

Higher Education Management ◽

Content Type ◽

Constructive Feedback

PurposeStudent achievement and retention are two important components that indicate the quality of a university. This is in line with one of the standards of university accreditations regarding the quality of students and graduates, which are set by BAN-PT, an institution that guarantees the quality of National Education Service delivery at every university in Indonesia. The purpose of this paper is analyzing the internal and external factors that contribute to academic achievement and student retention.Design/methodology/approachThis paper is a causal explanatory-based study, using multiple regression analysis among five independent variables and two dependent variables separately. Several sequential tests are conducted to maintain the proper research results, such as reliability, normality, multi-collinearity and heteroscedasticity.FindingsThis paper provides empirical facts that student motivation has a significant positive impact on the level of student academic achievement, and the quality of lecturers has a significant positive impact both on student academic achievement and retention rates.Research limitations/implicationsThis study is conducted within the context of a university. The generalization in the study is low. Researchers are encouraged to explore further.Practical implicationsThis paper is expected to provide constructive feedback to university management in setting policies that are oriented toward strategic actions to optimize academic achievement and maintain their students.Originality/valueThis paper provides insights of good university governance concerning in higher education management.

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Preschool effectiveness : the impact of attending a school district affiliated prekindergarten program on student success

10.32469/10355/47145 ◽

2015 ◽

Author(s):

◽

Joshua J. Isaacson

Keyword(s):

Academic Achievement ◽

School District ◽

Student Success ◽

Student Academic Achievement ◽

Research Project ◽

University Of Missouri ◽

Local District ◽

Significant Difference ◽

The University ◽

The Impact

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] This research project was conducted to serve several purposes. The first was to evaluate the longitudinal academic achievement effects of student's participation in a local district-affiliated pre-k program compared to students who did not participate in the district-affiliated pre-k program. The second purpose was to evaluate the effects of gender for participants in the district-affiliated pre-k program and non-participants on later student academic achievement. Lastly, the project's purpose was to evaluate if there was any significant difference in academic achievement, at the end of third grade, based on a student's participation in the district-affiliated pre-k program and the student's age in months at the time of the assessment used to measure academic achievement.

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Pengaruh Kecerdasan Emosional, Fasilitas Belajar dan Kompetensi Dosen Terhadap Persepsi Prestasi Akademik Mahasiswa Akuntansi

E-Jurnal Akuntansi ◽

10.24843/eja.2019.v29.i03.p13 ◽

2019 ◽

Vol 29 (3) ◽

pp. 1083

Author(s):

Putu Hendra Putra Wahyudi ◽

Maria Mediatrix Ratna Sari

Keyword(s):

Academic Achievement ◽

Emotional Intelligence ◽

Undergraduate Students ◽

Linear Regression Analysis ◽

Multiple Linear Regression Analysis ◽

Accounting Students ◽

Student Academic Achievement ◽

Analysis Technique ◽

Positive Effect

Student academic achievement is a reflection of the quantity and quality of knowledge that has been mastered by students. The purpose of this study, among others, is to determine the effect, emotional intelligence, learning facilities and lecturer competence on the academic achievement of accounting students. The place to do this research is at the Faculty of Economics and Business, Udayana University. Multiple linear regression analysis is an analysis technique used in this study. The sample of this research is the 2016 accounting undergraduate students with the sample determination method using the Slovin formula. The types of data used in this study are qualitative and quantitative data. Data collection techniques using a questionnaire. The results showed that emotional intelligence, learning facilities and lecturer competence had a positive effect on academic achievement of accounting students. Keywords : Emotional Intelligence; Learning Facilities; lecturer Competence; Academic Achievement.

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Indices of Favourable and Unfavourable Emotions in the Inter-Actional Context of the Classroom: Constructions from the Chilean Case

Education Sciences ◽

10.3390/educsci12010011 ◽

2021 ◽

Vol 12 (1) ◽

pp. 11

Author(s):

Natalia Contreras-Quiroz ◽

David Román-Soto ◽

Sofía Druker-Ibáñez ◽

Jorge Caldera-Mercado ◽

Jorge Rodríguez-Becerra

Keyword(s):

Academic Achievement ◽

Evaluation System ◽

Research Study ◽

Scientific Evidence ◽

Quality Of Education ◽

Student Academic Achievement ◽

Mixed Analysis ◽

Interactional Context ◽

Potential Benefits

The system for measuring the quality of education (SIMCE) is a standardised evaluation that provides results on the academic achievement of Chilean students, while also including indicators of personal and social development. Through a mixed analysis of variables extracted from these indicators, the purpose of this research study is to build a measurement system to assess the favourable and unfavourable emotions of students who took the test in 2018. To contextualise this work, a systematic literature review was carried out synthetising scientific evidence concerning emotions and the interactional context of the classroom. Through a methodological transposition, a qualitative theoretical model epistemologically grounded on radical constructivism was validated quantitatively. This transposition resulted in the construction of three indices of favourable and unfavourable emotions: motivation arising from interaction, exclusionary interaction and interactional context. The results show favourable and unfavourable emotions for learning are a variable in the SIMCE indicators that can be used to understand student academic achievement, confirming existing empirical evidence regarding the explanatory and predictive value of emotions in students’ performance. These results highlight the potential benefits of expanding on this type of research to improve the quality of Chilean education based on the resources already available in the current evaluation system.

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