Academic Growth Research Articles

The impact of students’ test-taking effort on growth estimates in low-stakes educational assessments

ABSTRACT This study investigated the impact of students’ test-taking effort on their growth estimates in reading. The sample consisted of 7,602 students (Grades 1 to 4) in the United States who participated in the fall and spring administrations of a computer-based reading assessment. First, a new response dataset was created by flagging both rapid-guessing and slow-responding behaviours and recoding these non-effortful responses as missing. Second, students’ academic growth (i.e., daily increase in ability levels) from fall to spring was calculated based on their original responses and responses in the new dataset excluding non-effortful responses. The results indicated that students’ growth estimates changed significantly after recoding non-effortful responses as missing. Also, the difference in the growth estimates varied depending on the grade level. Overall, students’ test-taking effort appeared to be influential in the estimation of students’ reading growth. Implications for practice were discussed.

Pediatric Asthma Is Associated With Poorer 3-Year Academic Achievement in Urban Elementary and Middle-School Students.

Asthma has been associated with worse academic performance in a single school year, yet this association may be magnified over time as students with asthma continue to fall behind. This study examined the relationship between asthma and standardized test performance aggregated across 3 school years, including whether performance varied by likelihood of having significant asthma. Data were from students in grades K-8 at 2 urban public schools in the Northeastern United States (2015-2018). Asthma was based on parent- and self-report and school health center records. Standardized test performance was assessed using Measures of Academic Progress (MAP) and Partnership for Assessment of Readiness for College and Careers (PARCC). Mixed effects linear and logistic regression models were used to evaluate the relationship between asthma and performance during 3 school years. Any asthma was associated with worse MAP performance across the 3 academic years. Students with the most significant asthma demonstrated worse performance on MAP and PARCC. Aggregating across 3 school years, students scored 3.17 points worse on MAP reading (95% confidence interval [CI]: 0.7-5.63; P = .012) and 3.56 points worse on MAP mathematics (95% CI: 0.52-6.6; P=.022); they had 48.8% (95% CI: 1.9%-73.2%; P=.044) and 58.0% (95% CI: 21%-78%; P=.007) lower odds of proficiency on PARCC English/Language Arts and Mathematics, respectively compared to those without asthma. The relationship between asthma and poorer academic achievement in 1 school year may be magnified over multiple years, particularly among those with more significant asthma. School-based asthma interventions may support academic growth and more equitable health outcomes.

Empowering in-Service Higher Education Teachers in Content Knowledge and Teaching Skills through Interactive Andragogicaland Pedagogical Approaches

The article describes the application of interactive teaching for the enhancement of content knowledge and pedagogical skills of one hundred thirteen newly inducted college teachers of various disciplines engaged during twelve days of induction training by focusing on modules such as leaner's psychology, curriculum and student assessment, college governance, effective teaching strategies, life, communication and presentations skills, computer (technology) skills, micro-teaching, service rules, and budgeting. The trainees were divided into three sections, and the uniformity of the trainers was observed. A pre-test was conducted before starting the training on the proposed modules. After twelve days' training, it was imparted through interactive discussions, demonstrations, question-answer sessions, mini-projects, simulations, interactive technology, and micro-teaching sessions followed by a post-test. The pre and post-tests results were compared; the achievements/test scores reflect that after receiving training, the content knowledge and teaching skills of the newly inducted college teachers were enhanced to a great extent. The study suggests that induction training should be made mandatory for all the teachers before engaging them at the tertiary level, i.e., college and university, because it provides the required knowledge and skills through hands-on training. They lack actual classroom experience in higher education. The training ultimately brings a marked change in their professional attitude; hence, the ultimately goal, academic growth of students of colleges and universities, can be achieved by training them.

What Peers, Educators, and Principals Say: The Social Validity of Inclusive, Comprehensive Literacy Instruction

This social validity study accompanied a 9-month randomized control trial that investigated the efficacy of an emergent literacy program, Early Literacy Skills Builder (ELSB), delivered in general education elementary classrooms to students with severe disabilities, including autism. The social validity research questions focused on (a) the social significance of the intervention goals; (b) the social, logistical, and cultural appropriateness of the intervention procedures; and (c) the importance of the effects of the intervention on social and academic growth and peer and adult attitudes and relationships. The findings from participating general and special educators, principals, and students explored perceptions of the benefits of ELSB for teaching and learning as well as affordances and constraints of the contexts in which ELSB was delivered. Results suggest that ELSB implementation in general education classrooms had high social validity for participants, with some mixed views on educator collaboration from teachers.

Supporting teachers as they support each other:Lessons concerning mentor teacher feedback to teacher mentees

ABSTRACT Supporting the growth and retention of teachers in urban classrooms poses significant challenges to the education community. Student-centred instruction has demonstrated positive impacts on student academic growth and social development, facilitating acquisition of 21st century skills. However, implementing student-centred instruction is demanding for teachers, requiring high quality professional development. Teacher peer mentoring can be an effective and efficient component of professional development initiatives, but little is understood about ways to support and sustain the mentors themselves. This study employed qualitative methods to explore these issues over two summers of a professional development institute during which 10 teachers experienced in implementing a student-centred instructional model mentored 14 teachers new to student-centred instruction. The teachers and students in the summer institutes came from 13 urban secondary schools serving students underrepresented in STEM who had demonstrated economic needs. Embedded in a larger study of professional development, the current study focused on the experiences and perspective of the mentors as they provided feedback to their mentees. Findings suggested that teacher peer mentoring has the potential to change practice, but that effective mentoring required support and structures for the mentors as they grow into new roles and responsibilities.

Students as partners in collaborative course design and educational research

The impact of collaborative course design is explored in this qualitative, longitudinal study of an upper-year course in which 30-40 undergraduate students co-designed the course syllabus, including both course content and assessments. In addition, the research questions and methods were co-designed by a research team involving six undergraduate student partners, an educational developer, and two faculty members. Student written work and focus-group transcripts were coded and analyzed using longitudinal interpretive phenomenological analysis. The two major themes emerging from this analysis were (a) growth (i.e., the development of academic skills, reflective practice, and personal growth that extended beyond the course), and (b) awareness (of students as a community of learners, of instructors as partners in learning, and of personal agency in learning). Personal reflections on the impact of this partnership revealed broad benefits to both students and academic staff.

Predatory Surgical Journals—a Menace to the Academic World

Ever since the need for regular publication by the faculty in the medical institutions as per the norms of Medical Council of India’s directive for academic promotion and career growth, there has been a trend for fast track publications of good research data in open-access predatory surgical journals which makes the whole publication futile and useless. A review of such predatory surgical journals is done with a word of caution and prevention of publication of scientific research in such predatory journals.

Being an academic: how junior female academics in Korea survive in the neoliberal context of a patriarchal society

This study aims to analyze the experiences and challenges of Korea’s junior female academics (JFAs), whose work environments align closely with the cultural context of a patriarchal society that follows neoliberal principles. It also explores how they overcome these challenges while maintaining the status quo. Thirteen JFAs working in the fields of the humanities and social sciences were interviewed to examine their experiences and challenges. The interview data were analyzed within the neoliberal context of a patriarchal society using the concept of academic growth put forward by O’Meara, Terosky, and Neumann (2008) within the sociocultural and external environment. This study illustrates JFAs’ struggle to survive in their academic career in a neoliberal context and a situation infused with patriarchal culture. JFAs endeavor to produce high research performance to find opportunities for stable positions. However, it is difficult for JFAs who have children to achieve enormous research output without family support. Otherwise, they work with robust self-regulation and endurance. Also, JFAs encounter various obstacles, including patriarchal networks, limited job opportunities, gender-based division of labor, and harassment. The findings show that the problems JFAs face are perceived as personal issues, leading to low self-esteem and promoting a sense of failure in them. Therefore, social compromise and understanding of JFAs based on institutional support are needed to nurture female academics who are facing various challenges.

Road Map for the Journal and Achieving New Horizon in Coming Years

Any published article is the proof of the clinician’s academic growth and success of his career. Academic journal is usually considered the face of any representative body or organization. It also reflects the research activities carried out by its members and indirectly indicates how much its people are inclined to spreading and sharing their knowledge amongst others. Spine Association of Gujarat (SAG) is an esteemed organisation representing all the surgeons from Orthopaedic surgery and Neurosurgical specialty performing and involving in spine related treatment in their day-to-day practise. The purpose of bringing this journal is to make the face of our organisation shining like a star in the academic world. We want other parts of the world should know that our members are doing the best job in spine surgery, which is at par with the all advances in spine treatment. For this to achieve, we must stand and work together. With the introduction of this scientific peer reviewed journal, we would like to invite articles from any part of the world and from any specialty, which is related to the spine care and related to the spine surgery. It is also a benchmark of SAG to exchange the knowledge in spine and spine related management amongst the members. It also facilitates knowledge and research exchange with the rest of the world. Let us think what SAG has achieved over the past years since its inception. SAG is currently involved in many scientific activities such as, regularly arranging one day conferences (one in three months), monthly medical forum to promote second line specialists, organising national conferences (by so far two ASSICON and one MISSICON) and also teaching newer surgeons (through individual capacity of the member) in form of fellowships. However, we still lack in publication and research activities. Our journal will provide a platform for its members to achieve their name scientifically recognised across the world. The journal will be initially launch

Education Management Information System in the Schools/Colleges - A Case Study of Tamilnadu Division

Generating a Report collected from a survey using Laravel provides targeted insights in to the Parents/Students perspectives and can be used to guide an organizational strategy that helps the Management to develop or maintain a competitive advantages. It’s helps to analyze Parents/Students experiences optimisation is to help Management for maximizing their long-term profitability through reaping the “lifetime value” and also for academic growth. The admission count report has an authority to uploaded in the Management server of the particular Institutions on the same time Parents/Students didn’t get aware of this. The Management refused to reveal the exact admission count. It will confuse them to choose the better Institution. Collecting a feedback details from the old students and their parents by conducting survey that are already done by developers. The Parents/Students feedback data has been retrieved from online survey under Data Collection. The survey details are downloaded under four important status. The reviews and ratings are done by using these statuses for every Institutions. By using a single website, you can easily find the status of an Institutions (School, Colleges, University, Medical Board, etc.). Maintaining a Dashboard is an essential part for Parents/Students to utilize the growth of an organization by feedback rating. It is maintained as weekly, monthly and yearly-wise manner.

Preterm children's long-term academic performance after adaptive computerized training: an efficacy and process analysis of a randomized controlled trial.

BackgroundAdaptive computerized interventions may help improve preterm children’s academic success, but randomized trials are rare. We tested whether a math training (XtraMath®) versus an active control condition (Cogmed®; working memory) improved school performance. Training feasibility was also evaluated.MethodsPreterm born first graders, N = 65 (28–35 + 6 weeks gestation) were recruited into a prospective randomized controlled multicenter trial and received one of two computerized trainings at home for 5 weeks. Teachers rated academic performance in math, reading/writing, and attention compared to classmates before (baseline), directly after (post), and 12 months after the intervention (follow-up). Total academic performance growth was calculated as change from baseline (hierarchically ordered—post test first, follow-up second).ResultsBootstrapped linear regressions showed that academic growth to post test was significantly higher in the math intervention group (B = 0.25 [95% confidence interval: 0.04–0.50], p = 0.039), but this difference was not sustained at the 12-month follow-up (B = 0.00 [−0.31 to 0.34], p = 0.996). Parents in the XtraMath group reported higher acceptance compared with the Cogmed group (mean difference: −0.49, [−0.90 to −0.08], p = 0.037).ConclusionsOur findings do not show a sustained difference in efficacy between both trainings. Studies of math intervention effectiveness for preterm school-aged children are warranted.Impact Adaptive computerized math training may help improve preterm children’s short-term school performance.Computerized math training provides a novel avenue towards intervention after preterm birth.Well-powered randomized controlled studies of math intervention effectiveness for preterm school-aged children are warranted.

Championing women working in health across regional and rural Australia \u2013 a new dual-mentorship model

BackgroundMentoring is a critical component of career development and job satisfaction leading to a healthier workforce and more productive outputs. However, there are limited data on mentorship models in regional areas and in particular for women aspiring to leadership positions. Mentorship programs that leverage off experienced mentors from diverse disciplines have the potential to foster the transfer of knowledge and to positively influence job satisfaction and build capacity within the context of workforce shortage.MethodsThis study describes a dual-mentorship model of professional development for women working in health in regional and rural Australia. We present the framework and describe the evaluation findings from a 12-month pilot program.ResultsBoth academic and corporate mentors provided diverse perspectives to the mentees during the 12-month period. On average, corporate mentors met with mentees more often, and focused these discussions on strategy and leadership skills whilst academic mentors provided more technical advice regarding academic growth. Mentees reported an improvement in workplace interconnectedness and confidence at the completion of the program.ConclusionWe developed a framework for establishing a professional mentorship program that matches women working in regional health with mentors from diverse sectors including business, government, philanthropy and health, to provide a holistic approach to improving career satisfaction, institutional productivity and supporting a diverse workforce in regional or resource-poor settings.

Examining Growth Outcomes of a Recreational Sports Living–Learning Community Using the Social Change Model of Leadership Development

Living learning communities (LLCs) add to the college student experience. The current study investigates academic and personal growth in a recreational sports–themed LLC intentionally built on student development theories. Surveys were administered to all students in the community at two time points across 2 years. Students in the program showed significant growth in leadership skills and grade point average.

Securing the Future for a Major Academic Cardiovascular Program: Hardwiring a Referral Network and Preparing for a Transition to Value-Based Reimbursement

The University of Kentucky College of Medicine and Albert B. Chandler Hospital opened over 50 years ago to serve Kentucky. After initial growth and expansion, both were struggling clinically, academically, and financially in the early 2000s. Difficulties were apparent in cardiovascular (CV) services, which captured only 11% of the regional patients hospitalized for cardiac disease. Over the next 15 years, CV services dynamically transformed to become the leading provider with a large network of regional partners, garnering 42% of market share. This article describes strategic plans and initiatives leading to clinical and academic growth. Future value-based initiatives are also described.

Commentary: Dimensionality in environmental adversity, mechanisms of emotional socialization, and children's characteristics and cognitive growth - a reflection on Miller et al. (2020).

Disentangling the dimensionality in environmental adversity offers nuanced insights at both theoretical and practical levels, such as the ways that disadvantaged socioeconomic circumstances during childhood development may contribute to adolescent psychopathology. Miller and colleagues (2020) provide evidence into how early deprivation and threat may exacerbate later psychopathology. Yet, how certain factors in this early environment differentially facilitate children's cognitive and socioemotional growth may modulate the severity of later psychopathology. In this commentary, we reflect on the promising evidence offered by Miller and colleagues and extend additional considerations regarding academic growth, cognitive abilities, and protective environmental factors.

A Review of Spiritual Development and Transformation among College Students from Jesuit Higher Education

The college experience can be a critically important and enriching time for personal as well as academic growth and development. For many students, college is their first foray into a more independent world and lifestyle no longer under the careful, and sometimes critical, eyes of their parents, families, and schoolteachers. When students go far away from home to attend college, they need to find ways to live independently, manage their many needs, and attend to the rigors of academic life in higher education. Additionally, the college years offer a unique and important period for spiritual growth, development, and transformation. The purpose of this article is to highlight some of the developmental tasks and challenges of the college years and provide examples of how colleges can be intentional and strategic about spiritual growth and development by focusing on strategies offered by Jesuit higher education.

Graduate student experience in focus: a photovoice investigation of physical and health education graduate students in Canada

ABSTRACT Background: Over the past couple decades, concerns have been raised regarding graduate student wellbeing and attrition in Canada and abroad. Although research on graduate education has increased in response to these concerns, these works are often focused upon a narrow aspect of the multifaceted reality of graduate education and have not been student-conducted. This situation is largely mirrored in the case of physical education (PE), although further complicated by the focus on the United States in which graduate programmes differ considerably from Canada, Europe, and elsewhere. Purpose/Aim: The purpose of this research was to conduct a broad investigation into our own experiences as PE graduate students in Canada. Two research questions guided our team of eight Canadian-based PE graduate students: What are our experiences as PE graduate students in Canada? How might we enhance the experience for ourselves and others like us? We hoped that if we worked together to better understand and thrive in our situations, we might develop a supportive peer community and be able to promote positive changes to PE graduate education. Design: Drawing upon the participatory research method of photovoice, we individually took photographs of our graduate experiences and then engaged in critical discussions about the meaning, conditions, and possibilities of those experiences. These discussions were analysed in an iterative process of independently and collaboratively coding, thematizing, and refining to produce themes of our experiences. Guided by the criteria of continuity and interaction in Dewey's theory of experience, we engaged in an interpretive analysis of the themes in terms of their educative and miseducative quality. Finally, we interpreted the quality of the larger experience of engaging in this participatory investigation. Findings: Thematic findings included our experience of: (a) work knowing no bounds, including the time-intensive struggle of work-life balance, dictates of funding and employment, and challenges of juggling multiple roles; (b) feeling fortunate for opportunities to grow as lifelong learners, to have support systems, and to engage with children and youths; and (c) feeling in limbo due to challenges to PE, our transient positions, and our mental health. Conclusion: We interpreted the majority of our thematic experiences to be educative and as pushing us to grow academically in constructive directions. Objective conditions such as graduate programmes, supervisors, peers, and family were primarily credited for this. We interpreted the minority of our thematic experiences as miseducative and as distorting our academic growth in unconstructive directions. This was almost exclusively attributed to internal conditions such as our failure to adapt ourselves to the environment. The larger experience of engaging in this participatory investigation was perceived as educative and due to the objective conditions of our newly formed community and Dewey's theory. Our communal reflection on our experiences via Dewey's criteria stimulated growth and the desire to continue in, rather than retreat from, PE and academia. We suggest that all PE graduate students would benefit from the opportunity to engage with a community of peers in sustained, theory-guided reflection on the quality of their graduate experiences.

Multiple language exposure for children with autism spectrum disorder from culturally and linguistically diverse communities

ABSTRACT We review studies that examined whether children who have been diagnosed with autism spectrum disorder (ASD) and who are from culturally and linguistically diverse communities benefit more from being exposed to one versus two or more languages. Fourteen articles fit our criteria. The findings suggest that children with ASD benefit from richer interactions with parents and teachers in their native language. These findings are inconsistent with current practitioner recommendations that advise parents of children with ASD to speak only the majority language to reduce the deficit in language development associated with ASD. In fact, the results from the review suggest that there appears to be no advantages to limiting a child with ASD to one language. Some studies indicate that promoting the use of the child’s native language along with the predominant language used at school may actually promote social language and academic growth.

Aportaciones del fútbol en la formación infantil y juvenil en una comunidad vulnerable (Soccer contributions to child and youth training in a vulnerable community)


 
 Esta investigación tuvo como propósito conocer la manera en la que la práctica del fútbol contribuye en la educación de los niños, niñas y jóvenes pertenecientes a la Escuela Juego Limpio, Fútbol, Paz y Convivencia. Esta escuela se localiza en el municipio de Garzón -Huila, en Colombia. La población carece de condiciones económicas óptimas para tener una vivienda digna, lugares de sano esparcimiento, y se encuentra expuesta a diversos riesgos psicosociales. En el estudio participaron diez alumnos de ocho a 15 años, de los grados pony, pre-infantil e infantil, cinco madres de alumnos y cinco docentes. Desde un enfoque cualitativo se recolectaron datos mediante observación participante y entrevistas. La aplicación de estas técnicas permitió obtener información de las percepciones y vivencias de los participantes, las cuales fueron analizadas y organizadas en dos categorías: fortalecimiento del crecimiento personal y académico, y transformación del proyecto de vida. Los resultados indican que el fútbol ayuda a la formación integral de los niños, niñas y jóvenes, potencializa cualidades y destrezas, fomenta cambios en los comportamientos, mejora las relaciones interpersonales, genera espacios de esparcimiento y diversión acompañados de procesos académicos que estimulan el interés de ir transformando sus ambientes a través de la creación de proyectos de vida.
 Abstract. The purpose of this research was to understand the way in which soccer practice contributes to the education of children and young people who belonged to the School Fair Play, Soccer, Peace and Coexistence [Escuela Juego Limpio, Fútbol, Paz y Convivencia]. This school is located in San Felipe, in the municipality of Garzón-Huila, in Colombia. The population lacks of the optimal economic conditions to have decent housing and places of healthy recreation, and is exposed to various psychosocial risks. The study involved six boys and four girls from the pony, pre-childhood and children's grades, five mothers, and five teachers. From a qualitative approach, data was collected through participant observation and interviews. The application of these techniques allowed obtaining information on oarticipants’ perceptions and experiences, which were analyzed and organized into two categories: promoting personal and academic growth, and transforming life project. The results suggest that soccer helps the integral formation of children and young people, strengthen qualities and skills, encourages change in behaviors, improves interpersonal relationships, generates recreational and fun spaces accompanied by academic processes that stimulate interest in transforming their environments through the creation of life projects.

Organizing a Medical Conference: Management Perspective

It is an incredibly formidable as well as meritorious task to plan and implement a successful medical conference. Organizing a medical conference requires a tremendous amount of planning, preparation, lots of pre conference works, and working on logistics to achieve its vision and goal. The two most important aspects for the success of any event is planning and implementation which requires a plenty of brainstorming sessions and meetings, and for medical practitioners and academicians, we are confronted with the dual role of organizing the conference as well as regular work juggling. Despite the fact that medical conferences play a major role in ongoing professional development, academic growth, and networking, there is little guidance in form of literature for those who want to hold a conference inbound or outbound. This paper seeks to incorporate all the possible steps, plans and procedures in order to organize a successful conference.