scholarly journals Closing the Racial Achievement Gap:The Role of Reforming Instructional Practices

2004 ◽  
Vol 12 ◽  
pp. 64 ◽  
Author(s):  
Harold Wenglinsky
Keyword(s):  
No Child Left Behind ◽  
Achievement Gap ◽  
Instructional Practices ◽  
Hierarchical Linear Modeling ◽  
Fourth Graders ◽  
Linear Modeling ◽  
Student Background ◽  
Left Behind ◽  
Nationally Representative

No Child Left Behind calls for schools to close the achievement gap between races in math and reading. One possible way for schools to do so is to encourage their teachers to engage in practices that disproportionately benefit their minority students. The current study applies the technique of Hierarchical Linear Modeling to a nationally representative sample of 13,000 fourth graders who took the 2000 National Assessment of Educational Progress in mathematics to identify instructional practices that reduce the achievement gap. It finds that, even when taking student background into account, various instructional practices can make a substantial difference.

scholarly journals Rhythmic Features of Movement Synchrony for Bonding Individuals in Dyadic Interaction

2019 ◽  
Vol 44 (1) ◽  
pp. 173-193 ◽  
Author(s):  
Ken Fujiwara ◽  
Masanori Kimura ◽  
Ikuo Daibo
Keyword(s):  
Hierarchical Linear Modeling ◽  
Dyadic Interaction ◽  
Wavelet Coherence ◽  
Linear Modeling ◽  
Theoretical Contribution ◽  
Bonding Effect ◽  
Slow Tempo ◽  
Movement Synchrony ◽  
The Impact

Abstract This study examined ways in which rhythmic features of movement contribute to bonding between individuals. Though previous studies have described synchrony as a form of social glue, this research extends those findings to consider the impact of fast versus slow tempo on movement synchrony. This two-part experiment examined dyadic interactions as they occurred between same-sex strangers (Study 1) and friends (Study 2). Participants were video-recorded as they engaged in 5- or 6-min chats, and synchrony was evaluated using wavelet transform via calculations of cross-wavelet coherence. Study 1 employed regression commonality analysis and hierarchical linear modeling and found that among various frequency bands, rapport between individuals was positively associated with synchrony under 0.025 Hz (i.e., slower than once every 40 s) and 0.5–1.5 Hz (i.e., once every 0.67–2 s). On the contrary, Study 2 determined that synchrony of 0.5–1.5 Hz was not impactful among friend dyads and only predictive of the motivation to cultivate a friendly relationship during interactions with strangers. These results indicate the existence of a distinctive rhythm for bonding individuals, and the role of pre-existing friendship as a moderator of the bonding effect of synchrony. However, the role of relative phase (i.e., timing of movement; same versus opposite timing) remains unclear, as the ratio of in- and anti-phase patterning had no significant influence on perceived rapport and motivation to develop relationships. On the basis of the research results, a theoretical contribution is proposed to the study of interpersonal coordination.

Inquiry-Oriented Instruction in Science: Who Teaches That Way?

2007 ◽  
Vol 29 (3) ◽  
pp. 169-199 ◽  
Author(s):  
Thomas M. Smith ◽  
Laura M. Desimone ◽  
Timothy L. Zeidner ◽  
Alfred C. Dunn ◽  
Monica Bhatt ◽  
...  
Keyword(s):  
Professional Development ◽  
No Child Left Behind ◽  
Teaching And Learning ◽  
Formal Schooling ◽  
Science Students ◽  
Science Standards ◽  
Left Behind ◽  
Key Policy ◽  
Improving Instruction ◽  
Nationally Representative

The expansion of the No Child Left Behind Act to include science standards and assessments is likely to refocus states’ attention on science teaching and learning. Requiring teachers to have subject majors and greater funding of professional development are two key policy levers for improving instruction in science. There has been relatively little work examining the characteristics of teachers who are most likely to initiate inquiry-oriented instruction in science classrooms. Using a nationally representative sample of the teachers of eighth grade science students, the authors found relatively strong associations between reform-oriented practice and the majors and degrees that teachers earned as part of their formal schooling, as well as their current levels of participation in content-oriented professional development activities.

scholarly journals Teacher qualification and the achievement gap in early primary grades.

2009 ◽  
Vol 17 ◽  
pp. 15 ◽  
Author(s):  
Donald Easton-Brooks ◽  
Alan Davis
Keyword(s):  
Academic Achievement ◽  
No Child Left Behind ◽  
Achievement Gap ◽  
Elementary School Teachers ◽  
Academic Achievement Gap ◽  
Left Behind ◽  
Teacher Qualification ◽  
Early Primary ◽  
Certified Teacher ◽  
Relationship Of

Title I of the No Child Left Behind Act (P.L. 107-110, 115 Stat. 1245, 2002) holds schools accountable for reducing the academic achievement gap between the different ethnic groups and requires elementary school teachers to have at least a bachelors degree and a state certification. The purpose of this study was to examine the relationship of the qualification requirement of NCLB to the goal of reducing the academic achievement gap. The study found that students with a certified teacher for most of their early school experience scored higher in reading than students who did not have a certified teacher. In addition, certification was associated with slightly narrowing the academic gap between African American and European American students across early elementary grades.

Innovation affecting growth aspirations of early stage entrepreneurs: culture and economic freedom matter

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mehrzad Saeedikiya ◽  
Jizhen Li ◽  
Shayegheh Ashourizadeh ◽  
Serdar Temiz
Keyword(s):  
Hierarchical Linear Modeling ◽  
Design Methodology ◽  
Economic Freedom ◽  
Early Stage ◽  
Linear Modeling ◽  
Global Entrepreneurship Monitor ◽  
Content Type ◽  
Entrepreneurial Growth ◽  
Positive Effect

Purpose Earlier research confirms the positive effect of innovation in shaping growth ambitions of entrepreneurs. The aim of this paper is to investigate whether the effect of innovation on growth ambitions of entrepreneurs is contingent on the role of institutions, namely, culture and economic freedom. In other words, the authors’ objective is to provide an institutionally contingent understanding of the role of innovation in shaping growth ambitions of early-stage entrepreneurs. Design/methodology/approach The authors applied hierarchical linear modeling technique on the data of 100,566 early-stage entrepreneurs in 109 countries that participated in annual surveys of Global Entrepreneurship Monitor. Findings The authors find that the effect of innovation on shaping growth ambitions of early stage entrepreneurs is contingent on the role of culture such that, in secular cultures, innovation benefits growth ambitions more than traditional cultures. Further, the authors found that the effect of innovation on growth expectations is dependent on the level of economic freedom in the country in which the firms operate so that in the countries with higher level of economic freedom, early-stage entrepreneurs expect more growth out of their innovation as compared to their counterparts in the depressed economies. Originality/value The results contribute to our understanding of entrepreneurial growth aspirations as a result of the interplay of entrepreneur–firm–environment nexus.

A Systematic Methodological Review of Hierarchical Linear Modeling in Mixed Methods Research

2020 ◽  
pp. 155868982093788
Author(s):  
Kirstie L. Bash ◽  
Michelle C. Howell Smith ◽  
Pam S. Trantham
Keyword(s):  
Mixed Methods ◽  
Hierarchical Linear Modeling ◽  
Mixed Methods Research ◽  
Quantitative Methods ◽  
Linear Models ◽  
Mixed Methods Study ◽  
Linear Modeling ◽  
Methodological Review ◽  
Design Choice

The use of advanced quantitative methods within mixed methods research has been investigated in a limited capacity. In particular, hierarchical linear models are a popular approach to account for multilevel data, such as students within schools, but its use and value as the quantitative strand in a mixed methods study remains unknown. This article examines the role of hierarchical linear modeling in mixed methods research with emphasis on design choice, priority, and rationales. The results from this systematic methodological review suggest that hierarchical linear modeling does not overshadow the contributions of the qualitative strand. Our study contributes to the field of mixed methods research by offering recommendations for the use of hierarchical linear modeling as the quantitative strand in mixed methods studies.

scholarly journals Examining the Role of Spatial Skills and Mathematics Motivation on Middle School Mathematics Achievement

2020 ◽  
Author(s):  
Kinnari Atit ◽  
Jason R. Power ◽  
Norma Veurink ◽  
David Uttal ◽  
Sheryl Sorby ◽  
...  
Keyword(s):  
Middle School ◽  
Mathematics Achievement ◽  
Hierarchical Linear Modeling ◽  
Spatial Skills ◽  
Linear Modeling ◽  
School Students ◽  
Science Technology ◽  
Mathematics Motivation ◽  
And Mathematics

Background: Spatial skills and mathematical ability have been repeatedly identified as criticalfor achievement in Science, Technology, Engineering, and Mathematics (STEM). Previous studies have identified correlations between spatial skills and mathematical achievement; however, questions remain regarding improvements in non-spatial areas associated with STEM achievement. The current study examined whether competency in spatial skills could be related to individuals’ motivation for mathematics. Measures of spatial skills and mathematics motivation were completed by 1,056 seventh grade students.Results: Using hierarchical linear modeling, spatial skills and math motivation were examined relative to students’ performance on a state standardized mathematics subtest. Results indicate that spatial skills and motivation interact to significantly predict students’ mathematics performance.Conclusions: These results suggest that spatial skills in combination with motivation play a significant role in middle school students’ mathematics achievement.

The Relation Between the Academic Achievement of Students With Emotional and Behavioral Disorders and Teacher Characteristics

2017 ◽  
Vol 43 (1) ◽  
pp. 213-222 ◽  
Author(s):  
Nicholas A. Gage ◽  
Reesha Adamson ◽  
Ashley S. MacSuga-Gage ◽  
Timothy J. Lewis
Keyword(s):  
Academic Achievement ◽  
Students With Disabilities ◽  
Behavioral Disorders ◽  
Hierarchical Linear Modeling ◽  
Teacher Characteristics ◽  
Years Of Experience ◽  
Linear Modeling ◽  
Data Set ◽  
Nationally Representative ◽  
Students With Ebd

Teachers of students with emotional and/or behavioral disorders (EBD) are less experienced and more likely to have emergency certification than teachers of students with other disabilities. Yet, to date, research has not examined the relation between the academic achievement of students with EBD and characteristics associated with highly qualified teachers (teachers’ education level, certification status, and years of experience). Using a nationally representative longitudinal data set of students with disabilities, this study examined the relation between teacher characteristics and the academic achievement of students with EBD. Using hierarchical linear modeling, the study found low academic achievement for students with EBD, null effects for change in achievement across time, and null effects for the relation between (a) teachers’ educational level, certification status, and years of experience and (b) student academic achievement. Results indicate further research is needed to examine whether and how teacher characteristics may impact the academic achievement of students with EBD.

The Effect of Internationalization on Firm Performance: A Moderating Role of Heterogeneity in TMTs’ Nationality

2020 ◽  
pp. 193896552095870
Author(s):  
Sujin Song ◽  
Seoki Lee
Keyword(s):  
Firm Performance ◽  
Hierarchical Linear Modeling ◽  
Top Management Teams ◽  
Linear Modeling ◽  
Return On Assets ◽  
Upper Echelons Theory ◽  
Comprehensive Examination ◽  
The Relationship ◽  
Moderating Role

The effect of internationalization on firm performance has been investigated in the hospitality literature in a relatively extensive manner. However, the literature has still provided mixed findings. Furthermore, the moderating role of top management teams (TMTs) on the relationship between internationalization and firm performance has not been explored yet in the hospitality literature. Considering the increasing importance of internationalization in the hospitality industry and a significant role of TMTs in implementing this internationalization, this study performs a comprehensive examination on the effect of internationalization on firm performance using three different internationalization measures (i.e., degree, diversification, and speed) and three different performance measures (i.e., Tobin’s q, return on assets, and international returns). This study also tests the moderating role of heterogeneity in TMTs’ nationality based on the upper echelons theory, employing hierarchical linear modeling (HLM) to test the proposed hypotheses.

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