Toward an Early Start for Head Start Children: Evidence from a Literacy Enrichment Starting at Age Three

The purpose of this study is to evaluate the utility of providing comprehensive literacy instruction to preschool children starting at age three. The literacy development in two groups of four-year-old children (N = 1320) was compared during their enrollment in a literacy-enriched Head Start program. The first group entered the program at age four and participated in the program for only one year (Group 4-1); the second group had previously participated in the program at age three and at the time of the study were in their second year of the program (Group 4-2). Multilevel growth modelling procedures were used to compare literacy performance levels and growth rates between the two groups after controlling for relevant child, family, and educational variables. Results showed that Group 4-2 exhibited significantly higher literacy skills than Group 4-1 at both the beginning and end of the program year, although Group 4-2 had a slower growth rate than Group 4-1 over the program year. The theoretical and practical implications of the study were discussed.

The effectiveness of educational structural factors and text design on students’ reading comprehension

The purpose of this study is to investigate and compare the effectiveness of educational variables in the scientific text on the reading comprehension of Islamic Azad University students. The sample group consisted of students studying in the East Tehran branch, 360 of whom were selected by random sampling. To make the text, a raw text unfamiliar and unrelated to the subjects of the students was used, and then, according to the objectives of the project, educational variables were used for each project. One-way analysis of variance was used to analyze the data. The findings of this study did not confirm the effectiveness of text type on students' reading comprehension. The result was not in line with previous findings and research. The study recommends that people dealing with psychology and education should have a clear understanding of the learning process Keywords: Text, educational variable, reading comprehension, text organization, university students

Effects of ultra-processed food on cognition and learning of adolescents: a rapid systematic review

Overweight and obesity in adolescents are associated with high consumption of ultra-processed foods (UPF). UPF are industrially manufactured foods that contain large amounts of calories, trans fats, sugars, sodium, and chemical additives. It is also associated with lower intake of vitamins, milk, fruits and vegetables. Through adolescence, good nutrition is essential during neurodevelopment for optimal brain health. However, the relationship between UPF and educational variables are not clear; therefore, there is a lack of knowledge regarding the effect of UPF on variables such as cognition and learning processes. So, our aim was to evaluate the effects of UPF on cognition and learning of adolescents through systematic review. Understanding these effects is important because it may provide information for public health and educational policies mainly targeted at schools to ensure a healthy food environment. The results from the study showed that no study had met our eligibility criteria; however, we considered it relevant to share the findings.

The Socio-Educational Adaptation of Secondary School Migrant Students in Sicily: Migrant Generation, School Linguistic Mediation and Teacher Proactivity Factors

This study aims to analyze the implications of linguistic mediation processes and educational proactivity in schools for the socio-educational adaptation of immigrant students. The study is based on empirical research and the perspectives of the main actors: the immigrant students themselves. To this end, a non-experimental and descriptive quantitative methodology was used. The sample consisted of 100 students of foreign origin enrolled in an Italian school located in a typical socio-cultural environment. The results show significant differences in linguistic mediation and socio-educational variables and differences in expectations of progress and social adaptation of students born outside Italy vis-a-vis students who, although born in Italy, are still considered foreigners. It will also analyze teaching proactivity as a communication facilitator for first-generation immigrant pupils born outside Italy. In conclusion, it is noted that, to favor multicultural environments where all students, regardless of their origin, feel accepted, integrated, and welcomed, it is necessary to utilize all available resources to promote improvements in teaching-learning processes and strengthen social relations.

Do Computer and Foreign language literacy affect native language (L1) reading strategies?

This research investigates metacognitive awareness, students reading strategies preferences and their correlation to independent demographic and educational variables. Data were gathered through the MARSI-2fGR inventory administered to a random sample of 632 students aged 12-24 from 68 schools in various urban, semi-urban and rural regions in Greece. The alternative factorial structure of the MARSI-2fGR inventory comprised of two factors, namely textor and textout, standing for text-oriented and beyond text reading strategies that Greek secondary students use. Results showed significant differences in favour of the textor reading strategies compared to the textout. It seems that other parameters affect the reading strategies preferences more than the family's socioeconomic status. Both variables of foreign language knowledge and computer literacy showed statistically significant differences. Therefore, it appeared that the more literate someone is in foreign languages and computers, the more reading strategies he/she declared to use. This research sheds new light on the way that Greek students read academic or school-related material.

Influence of Socioeconomic Status on SARS-CoV-2 Infection in Spanish Pregnant Women. The MOACC-19 Cohort

Little is known on socio-economic factors associated with SARS-CoV-2 infection in pregnant women. Here, we analyze the relationship between educational, occupational, and housing variables with SARS-CoV-2 infection in a cohort of 988 pregnant women in Spain. Pregnant women were recruited at the University Hospital Marques de Valdecilla, Santander, Spain, among those delivering from 23 March 2020 onwards or consulting for their 12th week of pregnancy from 26 May 2020 onwards. Information on occupational variables and housing characteristics was self-reported. Pregnant women were tested for a current or past infection of SARS-CoV-2 using both PCR and antibodies detection (ELISA). Logistic regression models were used to analyze factors associated with SARS-CoV-2 infection, adjusting for age and country of origin. Infection by SARS-CoV-2 was not associated with educational level or occupational variables, except for where the pregnant woman was a healthcare worker (odds ratio (OR) = 2.87, 95% confidence interval (CI): 0.84–9.79). Housing with four or more rooms (OR = 2.07, 95% CI: 0.96–4.47), four or more people in the household (OR = 1.91, 95% CI: 0.89–4.14), lack of heating (OR = 2.81, 95% CI: 1.24–6.34) and less than 23 square meters per person (OR = 3.97, 95% CI: 1.43–11.1) were the housing characteristics associated with SARS-CoV-2 infection. Housing characteristics, but not occupational or educational variables, were associated with SARS-CoV-2 infection. Guidelines on the prevention of COVID-19 should reinforce household measures to prevent pregnant women from becoming infected by their relatives.

Students’ Perceptions of Instructional Rubrics in Neurological Physical Therapy and Their Effects on Students’ Engagement and Course Satisfaction

One of the main challenges faced by physical therapy (PT) students is to learn the practical skills involved in neurological physical therapy (PT). To help them to acquire these skills, a set of rubrics were designed for formative purposes. This paper presents the process followed in the creation of these rubrics and their application in the classroom, noting that students perceived them as valid, reliable, and highly useful for learning. The perception of the validity and usefulness of the rubrics has different closely related dimensions, showing homogeneous values across the students´ sociodemographic and educational variables, with the exception of dedication to studying, which showed a significant relationship with schoolwork engagement and course satisfaction. The adequacy of the hypothesized structural model of the relationships among the variables was confirmed. Direct effects of the perception of the rubrics’ validity and engagement on course satisfaction were found, as well as direct effects of the assessment of the usefulness of the rubrics on schoolwork engagement and indirect effects on course satisfaction through this latter variable. The results are discussed taking into account the conclusions of previous research and different instructional implications.

Exploring socioeconomic inequalities and access to elite postgraduate education among English graduates

A worldwide trend towards high levels of participation in higher education, paired with concerns about the post-university destinations of an increasing pool of graduates, have brought about two parallel phenomena: a process of sharp stratification in higher education and the growing relevance of postgraduate education as undergraduate study becomes nearly ubiquitous, particularly among the most advantaged groups of students. To date, the literature on socioeconomic inequalities and access to higher education has focussed on undergraduate education, with some researchers specifically investigating access to the most prestigious institutions. We contribute to this body of research by investigating the effects of socioeconomic characteristics on access to postgraduate education at those universities believed to deliver elite forms of higher education. We look at access to ‘elite’ postgraduate education among English graduates, operationalised as belonging to the Russell Group of research-intensive universities. We analyse an exceptionally large dataset (N = 533,885) capturing graduate destinations, including postgraduate education at specific institutions. We find that socioeconomic inequalities in attending an elite postgraduate degree persist, but these are mediated by educational variables. Socioeconomically advantaged students are more likely to attain a good degree and to attend an elite institution at the undergraduate level, which powerfully predicts access to elite postgraduate education.

Examining the Trends of Educational Variables in the Past Affecting Egypt’s Ability to Becoming Future-Proof in Facing Unemployment

This study aims to investigate the relationship between some educational variables and unemployment in Egypt, thus determining the most important educational variables influencing the high rates of unemployment during the period (2002–2012). According to the data that were available from each source for the synthesis of time series, it could be sufficient to examine the trends in the past as a suitable retrieval case. By excluding any fluctuations such as epidemics or revolutions affecting the systems of government, the findings may be utilized in shaping the future by decision makers in Egypt in optimal manner. Thus, it can determine the priorities of the Egyptian government when dealing seriously in order to solve the unemployment problem appropriately, with regard to the reduction of unemployment rates in the near future. More importantly, the results have shown that the number of graduates of theoretical facilities has a significant impact on increasing the number of unemployed in Egypt, according to the target period by the current study. Keywords: education, unemployment, Higher Education Systems (HES), Egypt

Persepsi dan partisipasi masyarakat terhadap pelestarian hutan mangrove di Kecamatan Bantan-Bengkalis

This study aims to determine the effect of community characteristics (age, education and income) and perceptions to the public participation in mangrove forest conservation, with research sites in two villages in the district of Bantan Bengkalis. Collecting data using a survey method with questionnaires and sampling was done by random sampling where the population 2494 people, which is used as the sample is taken as 97 respondents. The method of analysis used in this research is statistical descriptive and path analysis. And based on the results of statistical analysis has been done, obtained some results as follows: that of the community characteristics variable (age, education and income) only educational variables that have a significant direct effect on the public participation variable and also found that the perception variables have a significant directl effect on the public participation variable. Furthermore, the results also found that the public participation variables have a significant directl effect on the mangrove forest conservation variables.