Use of Social Emotional Learning Skills to Predict Future Academic Success and Progress Toward Graduation     

Alan Davis  V. Scott Solberg  Christine de Baca  Taryn Hargrove Gore 《Journal of Education for Students Placed at Risk》2014,19(3-4):169-182

This study evaluated the degree to which a range of social emotional learning skills—academic self-efficacy, academic motivation, social connections, importance of school, and managing psychological and emotional distress and academic stress— could be used as an indicator of future academic outcomes. Using a sample of 4,797 from a large urban school district, we found that high school students classified as performing in the lowest 25% of their grade reported lower social emotional skills than students classified in the top 25% of academic performers by the end of the 8th grade. Two variables, perceived importance of attending college and psychological and physical stress, accounted for nearly 26% of the variance in cumulative high school GPA after controlling for 9th-grade GPA. Finally, the results indicated that a combination of 5 social emotional learning subscales effectively discriminated between students making positive progress towards high school graduation and those identified as having dropped out of or failed more than 14% of their courses.  相似文献   

The Cobbler's Children: Improving Performance Improvement at Amerigroup     

LaToya M. Gilbert  Scott Weersing  Susan Patterson  Lisa Renee Fisher  Carl Binder 《Performance Improvement》2014,53(2):22-33

A team of performance consultants at Amerigroup applied their chosen human performance technology (HPT) methodology, Six Boxes^® Performance Thinking, to define their own performance, identify improvement opportunities, and build performance infrastructure in the form of clearer expectations and regular feedback, better processes and tools, and more relevant consequences, all while developing their own skills and knowledge and conducting client projects using the methodology. This article summarizes the context, process, and accomplishments to date, along with the lessons learned from this ongoing effort.  相似文献   

Teaching soil science and ecology in West Siberia: 17 years of field courses     

Christian Siewert  Pavel Barsukov  Scott Demyan  Andrey Babenko  Nikolay Lashchinsky  Elena Smolentseva 《Environmental Education Research》2014,20(6):858-876

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Electronic Textbooks: Antecedents of Students’ Adoption and Learning Outcomes     

Regis Terpend Ph.D.  Thomas F. Gattiker Ph.D.  Scott E. Lowe Ph.D. 《Decision Sciences Journal of Innovative Education》2014,12(2):149-173

Faculty and students are increasingly faced with the opportunity to use electronic versions of textbooks (e‐texts). Despite the advantages of e‐texts and recent advances in technology, evidence suggests that students are still reluctant to adopt and use e‐texts. This situation leads us to investigate two research questions: What factors contribute to students’ acceptance of e‐texts? Are there differences between hardcopy texts and e‐texts when it comes to course grade? We draw on a variety of perspectives (i.e., psychology, management information systems, economics, environmental studies) to build a framework that allows us to determine the motivations of students for adopting e‐texts, and the learning outcomes of e‐text adoption. Data was collected via a survey administered in the business school of a metropolitan university with approximately 20,000 students, located in the western United States. Results suggest that perceived ease‐of‐use and the price of e‐texts relative to hardcopy texts are two key motivators in e‐text adoption, while perceived usefulness, Internet self‐efficacy and environmental concerns are not significant motivators. However, there was no significant difference in the grades of e‐text adopters compared to hardcopy adopters. We conclude this paper by discussing the implications of our findings for educators.  相似文献   

Resurgence of instrumental behavior after an abstinence contingency     

Mark E. Bouton  Scott T. Schepers 《Learning & behavior》2014,42(2):131-143

In resurgence, an extinguished instrumental behavior (R1) recovers when a behavior that has replaced it (R2) is also extinguished. The phenomenon may be relevant to understanding relapse that can occur after the termination of “contingency management” treatments, in which an unwanted behavior (e.g., substance abuse) is reduced by reinforcing an alternative behavior. When reinforcement is discontinued, the unwanted behavior might resurge. However, unlike most resurgence experiments, contingency management treatments also introduce a negative contingency, in which reinforcers are not delivered unless the client has abstained from the unwanted behavior. In two experiments with rats, we therefore examined the effects of adding a negative “abstinence” contingency to the resurgence design. During response elimination, R2 was not reinforced unless R1 had not been emitted for a minimum period of time (45, 90, or 135 s). In both experiments, adding such a contingency to simple R1 extinction reduced, but did not eliminate, resurgence. In Experiment 2, we found the same effect in a yoked group that could earn reinforcers for R2 at the same points in time as the negative-contingency group, but without the requirement to abstain from R1. Thus, the negative contingency per se did not contribute to the reduction in resurgence. These results suggest that the contingency reduced resurgence by making reinforcers more difficult to earn and more widely spaced in time. This could have allowed the animal to learn that R1 was extinguished in the “context” of infrequent reinforcement—a context more like that of resurgence testing. The results are thus consistent with a contextual (renewal) account of resurgence. The method might provide a better model of relapse after termination of a contingency management treatment.  相似文献   

Reading improvement in English- and Hebrew-speaking children with reading difficulties after reading acceleration training     

Tzipi Horowitz-Kraus  Nicole Cicchino  Merav Amiel  Scott K. Holland  Zvia Breznitz 《Annals of dyslexia》2014,64(3):183-201

A reading acceleration program known to improve reading fluency in Hebrew-speaking adults was tested for its effect on children. Eighty-nine Hebrew- and English-speaking children with reading difficulties were divided into a waiting list group and two training groups (Hebrew and English) and underwent 4 weeks of reading acceleration training. Results of pre- and post-testing of reading abilities point to a significant main effect of the test, demonstrating improvements in silent contextual reading speed, reading comprehension, and speed of processing in both Hebrew and English training groups as compared to their performance before the intervention. This study indicates that the Reading Acceleration Program might be an effective program for improving reading abilities in children, independent of language.  相似文献   

Isolationism,exceptionalism, and acculturation: the internationalisation of Mormon education in Mexico     

Scott C. Esplin  E. Vance Randall  Casey P. Griffiths  Barbara E. Morgan 《Journal of educational administration and history》2014,46(4):387-404

Faiths have long used education as a means to preserve and transmit cultural values from one generation to the next. However, they have also employed education to unite people of different cultures and proselytise others to their worldview. Over the last two centuries, the Church of Jesus Christ of Latter-day Saints (Latter-day Saint, LDS, or Mormon) has exercised these same patterns in its educational programmes, especially internationally, as it has sought to expand around the world. Using Mormonism's Juárez Academy in northern Mexico as a historical case study, our paper demonstrates how transnationally governed religion-led school systems can confront the challenge of exceptionalism by embracing local culture and customs while maintaining the heritage of their faith tradition. The study advances the field of international education, highlighting the issues of globalisation, cultural transfer, and transnational educational governance.  相似文献   

Types of adolescent exposure to violence as predictors of adult intimate partner violence     

Scott Menard  Andrea J. Weiss  Robert J. Franzese  Herbert C. Covey 《Child abuse & neglect》2014

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Is It the Intervention or the Students? Using Linear Regression to Control for Student Characteristics in Undergraduate STEM Education Research     

Roddy Theobald  Scott Freeman 《CBE life sciences education》2014,13(1):41-48

Although researchers in undergraduate science, technology, engineering, and mathematics education are currently using several methods to analyze learning gains from pre- and posttest data, the most commonly used approaches have significant shortcomings. Chief among these is the inability to distinguish whether differences in learning gains are due to the effect of an instructional intervention or to differences in student characteristics when students cannot be assigned to control and treatment groups at random. Using pre- and posttest scores from an introductory biology course, we illustrate how the methods currently in wide use can lead to erroneous conclusions, and how multiple linear regression offers an effective framework for distinguishing the impact of an instructional intervention from the impact of student characteristics on test score gains. In general, we recommend that researchers always use student-level regression models that control for possible differences in student ability and preparation to estimate the effect of any nonrandomized instructional intervention on student performance.  相似文献   

Engaging White parents to address their White children's racial biases in the Black-White context     

Katharine E. Scott  Tory L. Ash  Bailey Immel  MaKayla A. Liebeck  Patricia G. Devine  Kristin Shutts 《Child development》2023,94(1):74-92

Multiple studies (n = 1065 parents, 625 females, 437 males, 3 nonbinary, 99.06% White; n = 80, 5 to 7-year-old children, 35 girls, 45 boys, 87.50% White; data collection September 2017–January 2021) investigated White U.S. parents' thinking about White children's Black-White racial biases. In Studies 1–3, parents reported that their own and other children would not express racial biases. When predicting children's social preferences for Black and White children (Study 2), parents underestimated their own and other children's racial biases. Reading an article about the nature, prevalence, and consequences of White children's racial biases (Study 3) increased parents' awareness of, concern about, and motivation to address children's biases (relative to a control condition). The findings have implications for engaging White parents to address their children's racial biases.  相似文献