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1.
James W. Westerman Luis A. Perez‐Batres Betty S. Coffey Richard W. Pouder 《Decision Sciences Journal of Innovative Education》2011,9(1):49-67
We revisit the relationship between attendance and performance in the undergraduate university setting and apply agency theory in the instructor–student context. Building on agency theory propositions in the educational setting advanced by Smith, Zsidisin, and Adams (2005) , we propose that the student and instructor must align goals to promote the student's achievement of performance learning outcomes, and attendance functions as a behavior‐based alignment mechanism to encourage the convergence of faculty and student interests. Further, we propose that attendance does not equally affect lower‐ and higher‐performing students and that absences are also negatively related to students' cumulative grade point average. We test these hypotheses with data from undergraduates enrolled in management courses at a state university in the southeast. Our results show that attendance is positively related to exam performance, there are more pronounced negative effects of an absence for lower‐performing students than for higher performers, and absences are negatively related to a student's cumulative grade point average. We discuss the implications of our findings for students, instructors, and universities as well as practice in teaching and learning. 相似文献
2.
This paper investigates the relationship between attendance at pre-school school and children's outcomes into early adulthood. In particular, we are interested in: child cognitive development at ages 11, 14 and 16; intentions towards tertiary education; economic activity in early adulthood; a group of non-cognitive outcomes such as risky health behaviour; and personality traits. Using matching methods to control for a very rich set of child and family characteristics, we find evidence that pre-school childcare moderately improves results in cognitive tests at age 11 and 14, and 16. Positive effects are especially noticeable for girls and children from disadvantaged socio-economic backgrounds. Results for non-cognitive outcomes are weaker: we do not find any significant evidence of improvement in psychological well-being, petty crime involvement, or on almost all health behaviours. While the cognitive effects may well serve to reduce lifecycle inequalities there is no support here for other important social benefits. 相似文献
3.
Considerable evidence indicates that students’ academic motivation and engagement generally decline as they move through middle school and on to high school. This study applied social cognitive theory to explore how self-efficacy and perceived control—two main factors of personal agency—may play a role in mitigating this decline in engagement and further contribute to academic performance. We used dual change score modeling to examine the dynamic structure of personal agency and disengagement during grades 8–10 for a large sample of students from the Pacific Northwest in the U.S. In that model, we analyzed how those variables predicted grade point average and attendance for students at the end of 10th grade. Students did not necessarily become more disengaged as a result of lower perceptions of control, rather they became more disengaged without the resilience factor of self-efficacy. The actual influence of disengagement on attendance and academic performance appears to be far weaker than the role of personal agency factors. Our results indicate that when student’s self-efficacy drops, disengagement in school increases during the years transitioning to high school. Increased disengagement weakens perceived control and change in both the control and self-efficacy dimensions of personal agency drive academic performance. Schools should prioritize the development of personal agency in each student during the middle school to high school transition years. 相似文献
4.
This paper examines the impact of pre-school education on learning achievement at primary level in Bangladesh. Evidence from learning achievement test and household and school-related data were obtained from 7093 pupils attending 440 primary schools in Bangladesh. Findings suggest that a small proportion (15.3%) of primary school pupils attended pre-school. Pupils from educated parents and well-off families were more likely to attend. In principle, however, attendance at pre-school did not predict later learning achievement at primary level, but a range of socio-demographic, school-related and additional educational factors did have an impact. It is concluded that further research is warranted to examine the quality of pre-school provision offered in Bangladesh and the qualifications of professionals working with young children in these centres. 相似文献
5.
《Early childhood research quarterly》2006,21(1):76-92
This paper explores the relationship between ‘process’ quality characteristics in English pre-school centres and the developmental progress made by children between the ages of 3–5 years. A nationally representative sample of 141 English pre-schools participated in this study with longitudinal pre- and post-test measures taken from 2857 children at ages 3 and 5. Centre quality was assessed using two observational instruments, the revised version of the Early Childhood Environment Rating Scale [Harms, T., Clifford, M., & Cryer, D. (1998). Early Childhood Environment Rating Scale, Revised Edition (ECERS-R). Vermont: Teachers College Press] and a new English curriculum extension to it [Sylva, K., Siraj-Blatchford, I., & Taggart, B. (2003). Assessing quality in the early years: Early Childhood Environment Rating Scale-Extension (ECERS-E): Four curricular subscales. Stoke-on Trent: Trentham Books]. This new instrument was developed specifically for assessing the curricular aspects of quality, including pedagogy, in pre-school centres subject to the English national Early Childhood Curriculum. Multi-level statistical analyses revealed that quality of centre-based provision as measured by the ECERS-E was a significant predictor of children's development at entry to school after controlling for pre-test, child characteristics and family background. This study demonstrated that the ECERS-E is a reliable instrument for assessing the educational aspects of process quality and is a significant predictor of children's cognitive/linguistic progress. In contrast, the ECERS-R had a stronger relationship with children's socio-behavioural progress in the pre-school period. 相似文献
6.
In recent years, there has been a growing interest in pre-school children’s meaning-making and learning in education for sustainability. Young children should be recognized as ‘agents for change’ and active participants in their own day-to-day practices. Such issues are thoroughly discussed in the early childhood education for sustainability field. However, only a few research reports are presented on the subject. In this paper, our purpose is to examine empirically how agency is constituted when pre-school children explore science-related issues in a context of education for sustainability. The empirical material consists of video-recording sequences of four- to five-year-olds. In the analysis, we use a methodological approach based on Dewey’s pragmatist philosophy. We describe what a small group of children are doing and their ‘course of action’ towards ‘fulfilment’. In view of this, agency is explained as something that children achieve together in transactions rather than something they possess. Furthermore, the findings show the significance of the aesthetic relations in the constitution of agency. At the end of the article, we also discuss agency in relation to the ongoing debate on participation in young children’s meaning-making for sustainability. 相似文献
7.
We estimate the effect on primary school students’ achievement of a Brazilian policy that changed the entry age into first grade from seven to six years old. Before the policy, a typical child spent up to three years in pre-school, and four years in primary school. The reform reorganized the system so that pupils would spend two years in pre-school (at ages 4 and 5) and five years in primary education. The timing of national tests and of the incremental process of implementing the reorganization allowed us to use a DDD approach to make causal estimates of its effect on student achievement. The reform increased 5th grade students’ mathematics scores by 0.10 SDs and reading scores by 0.12 SDs over student gains in untreated schools. These effects are robust across various treated cohorts, and across alternative samples of schools. 相似文献
8.
Temperament and Parenting Antecedents of Individual Differences in Three-Year-Old Boys' Pride and Shame Reactions 总被引：1，自引：1，他引：1
To examine individual differences in pride and shame reactions of 3-year-olds and their temperamental and parenting antecedents, 110 boys were studied at ages 36 and 37 months in a "rigged" achievement situation. After being trained to complete explicitly stipulated "easy" and "difficult" tasks before a buzzer sounded, success and failure were manipulated by artificially "rigging" how much time the child had to work on these tasks. Children's facial, verbal, and postural reactions to success and failure were composited to create pride scores following success and shame scores following failure. As expected, pride reactions were greater following success on the difficult than on the easy task, and shame reactions were greater following failure on the easy than on the difficult task. Early temperament (at 12/13 months) proved unrelated to pride and shame. With respect to parenting, measurements composited across 15, 21, 27, and 33 months showed that mothers and fathers who were more positive in their parenting had children who displayed less pride, and that children whose parents (especially mothers) were more negative in their parenting evinced less shame. These counterintuitive findings are discussed in terms of differences between assessments of parenting obtained in this investigation of parenting antecedents and those obtained in other studies of parental responses in the achievement situation itself. Directions for future research are outlined. 相似文献
9.
Hendrika B. Cantwell 《Child abuse & neglect》1981,5(2):75-85
287 children involved in sexual abuse are reviewed. All were reported in Denver, Colorado, U.S.A., in 1979. Specific attention is given to the origin of the report of cases later determined to be unfounded. Sibling sexual involvement is examined, particularly with reference to the age differential. Perpetrators are categorized as fathers, stepfathers, mother's “boyfriend,” relatives or family friends. These in turn are related to the ages of the children involved. Attention is given to the frequency with which the victimized child had reported the incident(s) months to years before it was reported to an agency. In 50% of the cases the victimized children are under 12 years of age, and in 15% of the cases they are under 6 years of age. Suggestions are made regarding detection and preventive measures, particularly in the history-taking phase of the pediatrician-patient relationship and in vaginal physical findings. 相似文献
10.
The first year of study in higher education is a time of major transition for students. While the importance of induction has been widely demonstrated, there is evidence to suggest that not all students benefit equally from participation in induction. This study examined attendance rates at induction, the relationship between induction attendance and first-year attainment and, finally, whether this relationship differed as a function of demographic factors, entry qualifications and the number of credits attempted. Data from students enrolled in the first year of full-time undergraduate study in a UK metropolitan institution of higher education in 2011–12 was collected from an internal cross-sectional survey and from the Universities and Colleges Admissions Service. Results showed that attendance at induction differed as a function of a number of demographic characteristics. In line with and extending previous research, ethnicity and previous entry qualifications predicted unique variance in attainment, as did the number of credits attempted and attendance at induction. The attainment gap related to attendance at induction was greater for students who attempted fewer than 120 credits. Overall, the results emphasise the importance of attendance at induction and the need for early engagement with new students, which may be particularly beneficial to those unable to attend induction. 相似文献
11.
We study the effects of preschool attendance on children’s schooling and cognitive skills in Kenya and Tanzania. We use a within-household estimator and data from nationally representative surveys of school-age children’s literacy and numeracy skills, which include retrospective information on preschool attendance. In both countries, school entry rules are not strictly enforced, and children who attend preschool often start primary school late. At ages 7–9, these children have thus attended fewer school grades than their same-aged peers without pre-primary education. However, they catch up over time: at ages 13–16, children who went to preschool have attended about the same number of school grades and score about 0.10 standard deviations higher on standardized tests in both countries. They are also 3 (5) percentage points more likely to achieve basic literacy and numeracy in Kenya (Tanzania). 相似文献
12.
This paper aims at explaining the academic performance of a sample of children starting their first year at public schools in Montevideo, Uruguay, during 1999. We are mainly interested in the effect of pre-school education on the children's academic results. Previous probit and OLS estimations suggested that pre-school education has a positive impact on short and long term school performance. However, these results could be biased because a rather strong endogeinity of the pre-school education variable. We solved the problem by bivariate probit and treatment effects estimations. The results confirmed the bias and suggest that our previous estimations underestimated the positive effect of pre-school educations. Thus, we found fairly strong empirical evidence to suggest that having pre-school education has a short term positive effect on these children's results in the first year at school, and the long-term effect, after six years, seems to be somewhat weaker but is still positive. We also found several other factors connected with schools and with households that might lie behind children's short-term and long-term performance. It is important to note that, in the long-run, we found that a variable reflecting the general performance of the school had a strong effect on the academic performance after six year. 相似文献
13.
14.
《欧洲教育》2013,45(2):75-84
The purpose of this project, which forms part of the NBUC [National Board of Universities and Colleges] program "Research into Higher Education," is to describe and analyse the "pre-school methods" in Swedish pre-school teacher education. We plan to investigate how this subject has been perceived by the teachers of pre-school methods. Pre-school teacher training programs have expanded during the past twenty years as a result of the expansion of pre-school education itself. These programs are also examples of a non-academic education which was made a part of the higher education system in the reform of 1977. The subject now termed "pre-school methods" (and previously known, for example as "infant education") has traditionally been the focal point of these programs. 相似文献
15.
While research suggests that working more than 20 hr weekly is associated with greater antisocial behavior among middle‐ and upper‐class youth, some have argued that employment benefits at‐risk youth and leads to desistance from crime among youthful offenders. This study investigates the relation between hours worked, school attendance, and employment characteristics on antisocial behavior in a sample of approximately 1,300 juvenile offenders (ages 14–17 at baseline) tracked over 5 years. The combinations of high‐intensity employment and irregular school attendance, unemployment and irregular school attendance, and unemployment and not being enrolled in school are associated with significantly greater antisocial behavior, particularly during early adolescence. High‐intensity employment diminishes antisocial behavior only when accompanied by attending school. 相似文献
16.
《International Journal of Educational Development》2000,20(1):65-84
This paper reports findings from a large-scale research project exploring female attainment and male underachievement in representative samples of students from the islands of Barbados and St Vincent. It also reports findings from case studies of secondary classrooms in various stratified schools in Trinidad. In reporting these findings, the paper will show that simplistic gender-based, matrilineal and male marginal explanations are not adequate explanations for school attainment. A more adequate explanation requires a complex methodological approach which draws upon quantitative and qualitative studies and the ability to integrate school-based, cultural and home factors. Findings show that, generally, girls attained at higher levels than boys, but this is qualified by type of school attended, pre-school attendance, with whom the student lives and occupations of mother and father. 相似文献
17.
Temperamental Origins of Child and Adolescent Behavior Problems: From Age Three to Age Fifteen 总被引：11，自引：0，他引：11
Avshalom Caspi Bill Henry Rob O. McGee Terrie E. Moffitt Phil A. Silva 《Child development》1995,66(1):55-68
We assessed relations between early temperament and behavior problems across 12 years in an unselected sample of over 800 children. Temperament measures were drawn from behavior ratings made by examiners who observed children at ages 3, 5, 7, and 9. Factor analyses revealed 3 dimensions at each age: Lack of Control, Approach, and Sluggishness . Temperament dimensions at ages 3 and 5 were correlated in theoretically coherent ways with behavior problems that were independently evaluated by parents and teachers at ages 9 and 11, and by parents at ages 13 and 15. Lack of Control was more strongly associated with later externalizing behavior problems than with internalizing problems; Approach was associated with fewer internalizing problems among boys; and Sluggishness was weakly associated with both anxiety and inattention, especially among girls. Lack of Control and Sluggishness were also associated with fewer adolescent competencies. These results suggest that early temperament may have predictive specificity for the development of later psychopathology. 相似文献
18.
The Programme for International Student Assessment (PISA) and Trends in Mathematics and Science Study are two highly respected studies of school pupils’ academic achievement. English policy-makers have been disappointed with school children’s performance on these tests, particularly in comparison to the strong results of young people from East Asia. In this paper, we provide new insight into the England–East Asia gap in school children’s mathematics skills. We do so by considering how cross-national differences in math test scores change between ages 10 and 16. Our results suggest that, although average math test scores are higher in East Asian countries, this achievement gap does not increase between ages 10 and 16. We thus conclude that reforming the secondary school system may not be the most effective way for England to ‘catch up’ with the East Asian nations in the PISA math rankings. Rather, earlier intervention, during pre-school and primary school, may be needed instead. 相似文献
19.
唐敏 《昆明师范高等专科学校学报》2011,(2):126-129
随着高等教育的大发展,近年来高校毕业生的就业压力日趋严峻,其外因是整体就业形势严峻,内因是毕业生自身对就业期望过高。调查表明,昆明市高校学前教育专业毕业生的就业期望普遍较高,与实际就业情况相去较远,其原因主要是受家庭经济条件、传统观念和高校课程设置的影响以及缺乏对学前教育发展现状的客观认识。 相似文献
20.
Heather Sandstrom 《International Journal of Early Years Education》2012,20(2):130-158
We examined 25 four-year-old pre-school classrooms from a random sample of 15 schools within a large urban city in southern Spain. Observational measures of classroom quality included the Early Childhood Environment Rating Scale-Revised, the Classroom Assessment Scoring System and the Observation of Activities in Pre-school. Findings revealed that, on average, classroom quality was low in regards to space and materials, developmentally appropriate activities and instruction; however, classrooms were relatively high on positive climate and productivity, and teachers demonstrated positive relationships with families. The observed ratio of children to teachers was high across classrooms. Results from regression analyses indicate that a higher ratio was associated with lower quality language modelling, teacher feedback and personal care routines available in these settings. Qualitative data from teacher interviews highlighted the importance of a pre-school education for children's development and school readiness, but also emphasised the challenges teachers faced with the new government-subsidised, universal pre-school programme, including increased class sizes and a lack of staff and resources. Implications for maintaining high-quality programme standards are discussed. 相似文献