The Effect of Parent Participation in Strategies to Improve the Homework Performance of Students Who Are At Risk

1998 ◽  
Vol 19 (3) ◽  
pp. 131-141 ◽  
Author(s):  
Kevin Callahan ◽  
Joyce A. Rademacher ◽  
Bertina L. Hildreth
Keyword(s):  
At Risk ◽  
Students With Disabilities ◽  
At Risk Students ◽  
Management Program ◽  
Self Management ◽  
At Risk Youth ◽  
Primary Role ◽  
Students At Risk ◽  
Home Based ◽  
Homework Quality

The effect of teaching parents of at-risk students to facilitate a home-based self-management program to improve homework performance and academic achievement was Investigated. The parents of 26 sixth- and seventh-grade students from two middle school programs for at-risk youth received training and implemented home-based self-management and reinforcement strategies. Results indicated that overall levels of homework completion and homework quality increased significantly for those students whose parents consistently implemented the 10-week homework program. Significant increases in mathematics achievement also occurred. These results suggest that the practice of homework may be an important element of academic programming for students at risk and students with disabilities and that parents may play a primary role in the homework process.

Are your students ready for anatomy and physiology? Developing tools to identify students at risk for failure

2015 ◽  
Vol 39 (2) ◽  
pp. 108-115 ◽  
Author(s):  
Amy Gultice ◽  
Ann Witham ◽  
Robert Kallmeyer
Keyword(s):  
At Risk ◽  
Student Success ◽  
At Risk Students ◽  
Academic Preparation ◽  
Students At Risk ◽  
Science Courses ◽  
Biology Students ◽  
Anatomy And Physiology ◽  
Survey Results ◽  
Study Support

High failure rates in introductory college science courses, including anatomy and physiology, are common at institutions across the country, and determining the specific factors that contribute to this problem is challenging. To identify students at risk for failure in introductory physiology courses at our open-enrollment institution, an online pilot survey was administered to 200 biology students. The survey results revealed several predictive factors related to academic preparation and prompted a comprehensive analysis of college records of >2,000 biology students over a 5-yr period. Using these historical data, a model that was 91% successful in predicting student success in these courses was developed. The results of the present study support the use of surveys and similar models to identify at-risk students and to provide guidance in the development of evidence-based advising programs and pedagogies. This comprehensive approach may be a tangible step in improving student success for students from a wide variety of backgrounds in anatomy and physiology courses.

scholarly journals Differentiating Military-Connected and Non-Military-Connected Students: Predictors of Graduation and SAT Score

2020 ◽  
Author(s):  
Ryan Shaun Baker ◽  
Andy Berning ◽  
Sujith M. Gowda
Keyword(s):  
At Risk ◽  
Risk Prediction ◽  
Early Warning ◽  
Student Outcomes ◽  
At Risk Students ◽  
Not Given ◽  
Students At Risk ◽  
The Many ◽  
Contemporary Practice ◽  
Core Part

At-risk prediction and early warning initiatives have become a core part of contemporary practice in American high schools, with the goal of identifying students at-risk of poorer outcomes, determining which factors are associated with these risks, and developing interventions to support at-risk students’ individual needs. However, efforts along these lines have typically ignored whether a student is military-connected or not. Given the many differences between military-connected students and other students, we investigate whether models developed for non-military-connected students still function effectively for military-connected students, studying the specific cases of graduation prediction and SAT score prediction. We then identify which variables are highly different in their connections to student outcomes, between populations.

Removing Barriers

2015 ◽  
pp. 157-174
Author(s):  
S. Michael Putman ◽  
Jerrell C. Cassady ◽  
Lawrence L. Smith ◽  
Monica L. Heller
Keyword(s):  
At Risk ◽  
Local Community ◽  
Teacher Education Program ◽  
Academic Support ◽  
At Risk Students ◽  
School Failure ◽  
Support Program ◽  
Students At Risk ◽  
Local Schools ◽  
Community Outcomes

The purpose of this chapter is to articulate the success of a partnership facilitated by a PDS relationship in serving at-risk students in a collection of schools proximal to a university in the Midwest. The authors begin by describing characteristics of community partnerships, including professional development schools, which both enable and hinder schools and stakeholders when they attempt to build innovative partnerships promoting positive school and community outcomes. They then discuss how they leveraged the resources of the local community, a teacher education program, and the local schools to develop and implement an afterschool academic support program targeting students at-risk for school failure. In addition to explaining the procedural elements that were found to be useful in breaking down traditional barriers to effective partnerships (e.g., space, finance, staff, quality curriculum support), the authors present the results of their study that demonstrate student gains in both math and reading.

scholarly journals Second Life Unplugged: A Design for Fostering At-risk Students' STEM Agency

1970 ◽  
Vol 2 (5) ◽  
Author(s):  
Sneha Veeragoudar Harrell ◽  
Dor Abrahamson
Keyword(s):  
At Risk ◽  
Second Life ◽  
Virtual World ◽  
A Priori ◽  
At Risk Students ◽  
Underrepresented Students ◽  
Alternative High School ◽  
Individual Development ◽  
At Risk Youth ◽  
Mathematical Pedagogy

At an alternative high school serving predominantly at-risk underrepresented students evicted from mainstream education, we designed and implemented Fractal Village, a critical-constructionist computational and mathematical pedagogy learning environment. Fractal Village, instantiated in the virtual world "Second Life," constituted an empirical environment to research our emergent model of mathematical/computational agency (m/c) as well as an interventionaiming to foster such agency. Key research objectives were to: (1) study relations amongst cognitive, affective, material, technological, and social factors that would contribute to individual development of m/c agency; and (2) delineate design principles for fostering m/c agency. The student cohort engaged collaboratively in virtual world imaginative construction activities each manifesting generative themes (Freire, 1968), to which the designers-as-teachers tailored mathematical and computer-science concepts, such that students appropriated the STEM content apropos of tackling their own emergent construction problems. We argue that to build agency, students must develop both skills and dispositions—a spiraling inter-constructive growth—and articulate a developing methodology for fostering agency development. We conclude that wecan, and must, engage at-risk youth by helping them to build STEM-oriented identities, engaging their a priori m/c agency, and customizing skills and dispositions-related classroom discursive supports.

Effectiveness of a multicomponent self-management program in at-risk, school-aged children with asthma

2004 ◽  
Vol 92 (6) ◽  
pp. 611-618 ◽  
Author(s):  
Richard S. Shames ◽  
Paul Sharek ◽  
Michelle Mayer ◽  
Thomas N. Robinson ◽  
Elisabeth G. Hoyte ◽  
...  
Keyword(s):  
At Risk ◽  
Management Program ◽  
Self Management ◽  
School Aged Children ◽  
Children With Asthma

SRSD Fractions: Helping Students at Risk for Disabilities Add/Subtract Fractions With Unlike Denominators

2019 ◽  
Vol 52 (5) ◽  
pp. 399-412
Author(s):  
Robin Parks Ennis ◽  
Mickey Losinski
Keyword(s):  
At Risk ◽  
Students With Disabilities ◽  
Small Groups ◽  
Functional Relationship ◽  
Treatment Fidelity ◽  
Multiple Baseline ◽  
Fifth Grade ◽  
Strategy Development ◽  
Students At Risk ◽  
Fifth Grade Students

Many students fall below benchmarks in the area of fractions computation, particularly students with disabilities. Self-regulated strategy development (SRSD) is one strategy with proven effectiveness for improving outcomes for students with disabilities, although very few studies have applied SRSD to the area of mathematics. In this study, we used SRSD Fractions to teach adding and subtracting fractions with unlike denominators, simplifying fractions, and converting fractions to mixed numbers using the mnemonics FILMS, CUT, and EDIT. A researcher provided instruction in small groups to fifth-grade students at risk for disabilities. The results from use of a multiple-baseline-across-groups design suggest a functional relationship between SRSD Fractions and 8 fifth-grade students’ digits correct on timed fraction probes. Results from treatment fidelity, social validity, and academic engagement during the intervention are also reported. We also discuss limitations and directions for future researchers.

Removing Barriers

2016 ◽  
pp. 1062-1078
Author(s):  
S. Michael Putman ◽  
Jerrell C. Cassady ◽  
Lawrence L. Smith ◽  
Monica L. Heller
Keyword(s):  
At Risk ◽  
Local Community ◽  
Teacher Education Program ◽  
Academic Support ◽  
At Risk Students ◽  
School Failure ◽  
Support Program ◽  
Students At Risk ◽  
Local Schools ◽  
Community Outcomes

The purpose of this chapter is to articulate the success of a partnership facilitated by a PDS relationship in serving at-risk students in a collection of schools proximal to a university in the Midwest. The authors begin by describing characteristics of community partnerships, including professional development schools, which both enable and hinder schools and stakeholders when they attempt to build innovative partnerships promoting positive school and community outcomes. They then discuss how they leveraged the resources of the local community, a teacher education program, and the local schools to develop and implement an afterschool academic support program targeting students at-risk for school failure. In addition to explaining the procedural elements that were found to be useful in breaking down traditional barriers to effective partnerships (e.g., space, finance, staff, quality curriculum support), the authors present the results of their study that demonstrate student gains in both math and reading.

Feasibility of a home-based self-management program for chronic fatigue

2014 ◽  
Vol 2 (2) ◽  
pp. 110-118 ◽  
Author(s):  
Fred Friedberg ◽  
Man Chi Ngan ◽  
Jeremy Chang
Keyword(s):  
Chronic Fatigue ◽  
Management Program ◽  
Self Management ◽  
Home Based

scholarly journals Identifying students at risk in academics

2017 ◽  
Vol 1 (1) ◽  
pp. 8-18
Author(s):  
Adam Christian Haupt ◽  
Jonathan Alt ◽  
Samuel Buttrey
Keyword(s):  
At Risk ◽  
Logistic Regression ◽  
Regression Models ◽  
At Risk Students ◽  
Korean Language ◽  
Students At Risk ◽  
Content Type ◽  
Logistic Regression Models ◽  
Data Driven Approach ◽  
Defense Language Institute

Purpose This paper aims to use a data-driven approach to identify the factors and metrics that provide the best indicators of academic attrition in the Korean language program at the Defense Language Institute Foreign Language Center. Design methodology approach This research develops logistic regression models to aid in the identification of at-risk students in the Defense Language Institute’s Korean language school. Findings The results from this research demonstrates that this methodology can detect significant factors and metrics that identify students at-risk. Additionally, this research shows that school policy changes can be detected using logistic regression models and stepwise regression. Originality value This research represents a real-world application of logistic regression modeling methods applied to the problem of identifying at-risk students for the purpose of academic intervention or other negative outcomes. By using logistic regression, the authors are able to gain a greater understanding of the problem and identify statistically significant predictors of student attrition that they believe can be converted into meaningful policy change.

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